Thesis focused on finding the conditions of successful inclusive education to the specific primary school. In the theoretical part defines the concepts related to an inclusive education, compares the various authors, the principles of inclusive, sees the inclusive education in the world and in the Czech Republic. Further mentions that the school climate is one of the most important conditions for successful inclusion. Compares the for and against inkluzivního training, its contribution to the school, and all participants in the educational process. Part of the research is focused on the readiness of the particular primary school to inclusive education.

English Summary - Error Analysis of Czech Written Expression of the Romani Pupils in the 9th Grade of the Secondary Practical Schools Based on the Corpora ROMi Zuzanna Bedřichová ÚČJTK FFUK Prague 2014 The study is focused on practice of error making in written expressions of the Romani pupils in the 9th grade of Secondary practical schools (schools for children with special educational needs). Here 130 written school works of these pupils, which are available through the database ROMi (database of written and spoken accounts in Czech language of children and youth of Romani origin), have been analysed. The author offers innovative concept of new and elaborate scheme of error analysis, and qualitatively - quantitative analyses of the pupils' written accounts. Beside the qualitatively - quantitative analyses, the study outlines current situation of issues such as education of Romani children in the Czech language, the Romani ethnolect of Czech language, and spoken language as a source of stigmatisation. Furthermore, details about the ROMi database, 130 original written accounts in full length and practical proposals of compensation in the practice of error making are provided.

The diploma thesis contains in the theoretical part a discussion about the importance of education of pupils with moderate mental disabilities, defines persons with mental disabilities, presents their characteristic peculiarities in relation to their education at the level of secondary education. It describes the Framework Educational Programs for practical schools with one- year and two-year training. The exploratory part focuses on monitoring secondary education of pupils in practical schools in the Central Bohemian Region. The main aim of the survey was to find out the possibilities of employment of graduates of practical schools after graduation.

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs Education)

The aim of this study was to investigate the effectiveness of School Intervention Teams (SITs) in assisting learners with Special Educational Needs (SEN) at community junior secondary schools (CJSS) in Botswana. This case study was guided by the cultural-historical theory on cognitive development by Lev Vygotsky and Bill Hettler’s theory on wellness dimensions. The study used mixed research approach which combined qualitative and quantitative method. The data collection instruments used included questionnaires which were completed by members of SITs, semi-structured oral interview which was specifically planned for SIT coordinators and lastly, document analysis. This research task was carried out under the permission of University of South Africa (UNISA) Ethics Clearance Committee and Ministry of Education and Skills Development (Botswana). Letters of consent were obtained from the school heads, SIT coordinators and members of SIT in the sampled community junior secondary schools (CJSS). The findings of this study showed that the effectiveness of SIT is dependent upon availability of positive attitude and support towards Inclusive Education by school management team, teachers, parents, external stakeholders (Botswana examinations Centre, Central Resource Centre, Principal Education Officers for Special education). Effectiveness of SIT is also enhanced by availability of resources such as teaching learning aids, office and classroom for remediation of the identified learners. Therefore, there is still a great gap between special education recommendation and their implementation in CJSS in Botswana and this hinders the effectiveness of SITs. / Inclusive Education / M. Ed. (Inclusive Education)

O presente estudo teve como objetivo analisar a constituição do atendimento educacional especializado em educação especial para crianças da Educação Infantil. Para tanto, procurei descrever como se configuram esses serviços na Rede Municipal de Ensino de Porto Alegre, especificamente o de Educação Precoce (EP) e Psicopedagogia Inicial (PI), assim como refletir sobre seus possíveis efeitos. As questões que orientaram o desenvolvimento da pesquisa foram às seguintes: como se organiza o atendimento às crianças com deficiência na perspectiva da educação inclusiva na educação infantil? Que singularidades constituem o atendimento na Rede Municipal de Ensino de Porto Alegre na proposição de serviços especializados de apoio às crianças de zero a cinco anos de idade? É possível considerar que estes serviços servem como um suporte para a permanência da criança na escola? Essas questões embasaram a análise do serviço de atendimento educacional especializado que integra a presente pesquisa. Busquei também a compreensão histórica de uma rede de ensino que tem dado prioridade às políticas de inclusão escolar, identificando aspectos que podem ser considerados cruciais, como os da transição entre os diferentes níveis de escolarização. Com base nas reflexões do pensamento sistêmico de Gregory Bateson e Humberto Maturana, foram priorizados os pressupostos da abordagem qualitativa, utilizando os seguintes instrumentos metodológicos: entrevista semiestruturada, observação participante e o diário de campo. As entrevistas foram realizadas com quatorze educadoras especiais e com a Coordenadora do serviço de EP e PI. Foram priorizadas as observações em espaços onde ocorre o serviço (atendimento e assessorias). Como possíveis resultados, destaco a importância da articulação entre os campos da educação especial e da educação infantil na construção de propostas pedagógicas que sirvam como suporte aos diferentes sujeitos envolvidos (professores, comunidade, família, criança) para a efetiva permanência do aluno com deficiência no ensino comum; a presença de uma variedade de modos de recepção e compreensão do movimento de inclusão escolar por parte dos educadores envolvidos e o reconhecimento de que o local de instituição de um serviço produz impacto para se pensar os processos de escolarização de seus alunos e a tomada de decisão relativa a esses processos. / The present study had as objective to analyze the constitution of the specialized educational attendance in special education to children of infantile education. For so, it was looked to describe how these services in the Municipal Teaching Network of Porto Alegre are configured, specifically the ones of Precocious Education (EP) and Initial Psycho pedagogy (PI), as well as to reflect about their possible effects. The questions that guided the development of this research were: How is the attendance to children with deficiency in the perspective of inclusive education in the infantile education constituted? Which singularities constitute the attendance in the Municipal Teaching Network of Porto Alegre in the proposition of specialized services of support to children between zero and five years old? Can we consider that these services are constituted as a brace to the permanence of the children in the school? These questions laid the foundation to the analysis of the service of the specialized educational attendance that takes part in this research. It was searched for the historical comprehension of a teaching network which has given priority to the policy of scholar inclusion; identifying aspects that can be considered crucial, as the transition between the different stages of education. Based on the reflections of the systemic thought of Gregory Bateson and Humberto Maturana, the presupposition of qualitative approach was prioritized, using the following methodological tools: semi-structured interview, the participant observation and the research diary. The interviews were done with fourteen special education teachers and the Coordinator of EP and PI services. The observations gave priority to the places where the services occur (attendance and assistance). As possible results, I highlight the importance of articulation between the fields of special education and infantile education in the construction of pedagogical proposals that are organized as a brace to the different people involved (teachers, community, family and children) to the effective permanence of a student with deficiency in the common education; the presence of a variety in the ways of reception and comprehension of the movement in the educational inclusion by the teachers involved, and the recognition that the place of institution of a service produces impact to think the processes of education and to make decisions related to these processes. / Este estudio tuvo como objeto la constitución del atendimiento educacional con especialidad en educación especial para niños de la educación infantil. Para lo cual, busqué describir como se configuran esos servicios en la Red Municipal de Enseñanza de Porto Alegre, específicamente el de Educación Temprana y Sicopedagogía Inicial, de igual manera reflexionar sobre sus posibles efectos. Las cuestiones que orientaron el desemvolvimiento de la pesquisa fueron las siguientes: ¿cómo se organiza el atendimiento a los niños con deficiencia en la perspectiva de la educación inclusiva en la educación infantil? ¿qué singularidades constituyen el atendimiento en la Red Municipal de Enseñanza de Porto Alegre en la propuesta de servicios con especialidad de apoyo a los niños de cero a cinco años de edad? ¿es posible considerar que estos servicios sirvan como un soporte a la permanencia del niño en la escuela? Esas cuestiones fundamentaron el análisis del servicio de atendimiento educacional con especialidad que integra esta investigación. Busqué también la comprensión histórica de una Red de Enseñanza que dio prioridad a las políticas de inclusión escolar, identificando aspectos que pueden ser considerados cruciales, como los de la transición entre los diferentes niveles de escolarización. Basado en la reflexiones del pensamiento sistémico de Gregory Bateson y Humberto Maturana, fueron privilegiados los presupuestos del abordaje cualitativo los siguientes instrumentos metodológicos: entrevista semiestructurada, observación participante y diario de pesquisa. Las entrevistas fueron realizadas con catorce docentes especialistas y con la Cordinadora del servicio de Educación Temprana y Sicopedagogía Inicial. Fueron privilegiadas las observaciones en espacios donde ocurre el servicio (atendimiento y asesoría). Como posibles resultados, destaco la importancia de la articulación entre los campos de la educación especial y de la educación infantil en la construcción de propuestas pedagógicas que sirvan como soporte a las diferentes personas envueltas (profesores, comunidad, familia, niños) para la efectiva permanencia del alumno con deficiencia en la enseñaza regular; la presencia de una gama de modos de recibimiento y comprensión del movimiento de inclusión escolar por los docentes envueltos y el reconocimiento de que el lugar en donde sucede el servicio produce un impacto, da lugar a reflexionar sobre los procesos de escolarización de los niños con deficiencia.

O presente estudo teve como objetivo analisar a constituição do atendimento educacional especializado em educação especial para crianças da Educação Infantil. Para tanto, procurei descrever como se configuram esses serviços na Rede Municipal de Ensino de Porto Alegre, especificamente o de Educação Precoce (EP) e Psicopedagogia Inicial (PI), assim como refletir sobre seus possíveis efeitos. As questões que orientaram o desenvolvimento da pesquisa foram às seguintes: como se organiza o atendimento às crianças com deficiência na perspectiva da educação inclusiva na educação infantil? Que singularidades constituem o atendimento na Rede Municipal de Ensino de Porto Alegre na proposição de serviços especializados de apoio às crianças de zero a cinco anos de idade? É possível considerar que estes serviços servem como um suporte para a permanência da criança na escola? Essas questões embasaram a análise do serviço de atendimento educacional especializado que integra a presente pesquisa. Busquei também a compreensão histórica de uma rede de ensino que tem dado prioridade às políticas de inclusão escolar, identificando aspectos que podem ser considerados cruciais, como os da transição entre os diferentes níveis de escolarização. Com base nas reflexões do pensamento sistêmico de Gregory Bateson e Humberto Maturana, foram priorizados os pressupostos da abordagem qualitativa, utilizando os seguintes instrumentos metodológicos: entrevista semiestruturada, observação participante e o diário de campo. As entrevistas foram realizadas com quatorze educadoras especiais e com a Coordenadora do serviço de EP e PI. Foram priorizadas as observações em espaços onde ocorre o serviço (atendimento e assessorias). Como possíveis resultados, destaco a importância da articulação entre os campos da educação especial e da educação infantil na construção de propostas pedagógicas que sirvam como suporte aos diferentes sujeitos envolvidos (professores, comunidade, família, criança) para a efetiva permanência do aluno com deficiência no ensino comum; a presença de uma variedade de modos de recepção e compreensão do movimento de inclusão escolar por parte dos educadores envolvidos e o reconhecimento de que o local de instituição de um serviço produz impacto para se pensar os processos de escolarização de seus alunos e a tomada de decisão relativa a esses processos. / The present study had as objective to analyze the constitution of the specialized educational attendance in special education to children of infantile education. For so, it was looked to describe how these services in the Municipal Teaching Network of Porto Alegre are configured, specifically the ones of Precocious Education (EP) and Initial Psycho pedagogy (PI), as well as to reflect about their possible effects. The questions that guided the development of this research were: How is the attendance to children with deficiency in the perspective of inclusive education in the infantile education constituted? Which singularities constitute the attendance in the Municipal Teaching Network of Porto Alegre in the proposition of specialized services of support to children between zero and five years old? Can we consider that these services are constituted as a brace to the permanence of the children in the school? These questions laid the foundation to the analysis of the service of the specialized educational attendance that takes part in this research. It was searched for the historical comprehension of a teaching network which has given priority to the policy of scholar inclusion; identifying aspects that can be considered crucial, as the transition between the different stages of education. Based on the reflections of the systemic thought of Gregory Bateson and Humberto Maturana, the presupposition of qualitative approach was prioritized, using the following methodological tools: semi-structured interview, the participant observation and the research diary. The interviews were done with fourteen special education teachers and the Coordinator of EP and PI services. The observations gave priority to the places where the services occur (attendance and assistance). As possible results, I highlight the importance of articulation between the fields of special education and infantile education in the construction of pedagogical proposals that are organized as a brace to the different people involved (teachers, community, family and children) to the effective permanence of a student with deficiency in the common education; the presence of a variety in the ways of reception and comprehension of the movement in the educational inclusion by the teachers involved, and the recognition that the place of institution of a service produces impact to think the processes of education and to make decisions related to these processes. / Este estudio tuvo como objeto la constitución del atendimiento educacional con especialidad en educación especial para niños de la educación infantil. Para lo cual, busqué describir como se configuran esos servicios en la Red Municipal de Enseñanza de Porto Alegre, específicamente el de Educación Temprana y Sicopedagogía Inicial, de igual manera reflexionar sobre sus posibles efectos. Las cuestiones que orientaron el desemvolvimiento de la pesquisa fueron las siguientes: ¿cómo se organiza el atendimiento a los niños con deficiencia en la perspectiva de la educación inclusiva en la educación infantil? ¿qué singularidades constituyen el atendimiento en la Red Municipal de Enseñanza de Porto Alegre en la propuesta de servicios con especialidad de apoyo a los niños de cero a cinco años de edad? ¿es posible considerar que estos servicios sirvan como un soporte a la permanencia del niño en la escuela? Esas cuestiones fundamentaron el análisis del servicio de atendimiento educacional con especialidad que integra esta investigación. Busqué también la comprensión histórica de una Red de Enseñanza que dio prioridad a las políticas de inclusión escolar, identificando aspectos que pueden ser considerados cruciales, como los de la transición entre los diferentes niveles de escolarización. Basado en la reflexiones del pensamiento sistémico de Gregory Bateson y Humberto Maturana, fueron privilegiados los presupuestos del abordaje cualitativo los siguientes instrumentos metodológicos: entrevista semiestructurada, observación participante y diario de pesquisa. Las entrevistas fueron realizadas con catorce docentes especialistas y con la Cordinadora del servicio de Educación Temprana y Sicopedagogía Inicial. Fueron privilegiadas las observaciones en espacios donde ocurre el servicio (atendimiento y asesoría). Como posibles resultados, destaco la importancia de la articulación entre los campos de la educación especial y de la educación infantil en la construcción de propuestas pedagógicas que sirvan como soporte a las diferentes personas envueltas (profesores, comunidad, familia, niños) para la efectiva permanencia del alumno con deficiencia en la enseñaza regular; la presencia de una gama de modos de recibimiento y comprensión del movimiento de inclusión escolar por los docentes envueltos y el reconocimiento de que el lugar en donde sucede el servicio produce un impacto, da lugar a reflexionar sobre los procesos de escolarización de los niños con deficiencia.

The aim of the thesis is the analysis of the performance management of teachers in a school established in accordance with § 16 para. 9 of the Education Act. The theoretical part of the thesis specifies the concept of human resource management and defines the individual personnel activities as a tool for human resource management. It highlights from personal activities the function of performance management and describes it using the literature. It specifies in detail the phases of the cycle of the performance management process. The theoretical part contains the description of the process of performance management of teaching staff, defines the identification of the specific conditions in a school established by § 16 para. 9 of the Education Act, which may have an impact on the monitored personal activities. The analytical part of the thesis provides the results of research in primary schools established by § 16 para. 9 of the Education Act. The survey was conducted using explorative method in questionnaire and the type of the case study. The data collection in the case study was realized using individual semi-standardized interviews and the analysis of school documents and guidelines. It was found that for the determination of the performance management of teachers in a school established by § 16...

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-14T19:00:58Z No. of bitstreams: 1 Carla Campos de Oliveira Almeida.pdf: 1354143 bytes, checksum: 2420d5c8ec754313727112b6689e96af (MD5) / Made available in DSpace on 2017-06-14T19:00:58Z (GMT). No. of bitstreams: 1 Carla Campos de Oliveira Almeida.pdf: 1354143 bytes, checksum: 2420d5c8ec754313727112b6689e96af (MD5) Previous issue date: 2017-03-31 / The evaluation of learning serves as a dynamic instrument of pedagogical practices, especially when the educational scenario It is crossed by the inclusion movement. The research proposal is to understand and reflect on the evaluative practices of regular teachers and elementary school teachers (1st to 5th year) of the municipality of Extrema – MG, of students with special educational needs. The research problem was delineated from concerns presented by the teachers who work with these students in the schools of the municipality, such as: how to evaluate students with SEN? What notes to assign? These questions led to the search for interlocutors directly involved with the problem, Mainly teachers from municipal schools who attended in regular education the largest number of students with SEN per class. It is about a case study. The work brings together reflections that emerged from the theoretical elaborated and analysis of the data obtained in teachers' reports and the questionnaires answered by them, As well as observations of everyday school life and also of the comparison with the guidance documents of the Municipal Department of Education that are included in the Municipal Plan of Education (2015 to 2024). The conclusions indicate conceptual tensions over the student with disabilities, Their possibilities of learning and their educational evaluation. The analysis of tensions leads to considerations, rather than to conclusions, that they intend to collaborate to deepen the discussions on such an important topic for educators who work with these students and, even more, for themselves. / La valorización de los aprendizados sirve como instrumento dinámico de las prácticas pedagógicas, principalmente cuando el escenario educacional es atravesado por el movimiento de inclusión. La propuesta de la pesquisa es comprender y reflejar sobre las prácticas de evaluación de los professores de enseñanza regular y de la enseñanza fundamental I (1º al 5º año) del Municipio de Extrema MG, utilizados con alumnos con necesidades educacionales especiales. El problema de la investigación fue delineado a partir de preocupaciones presentadas por los professores que actúan con estos alumnos en las escuelas del Municipio, tales como: ¿como evaluar los alunos com NEE? ¿Que notas atribuirle? Estas questiones llevaron a la búsqueda por interlocutores directamente relacionados com el problema, principalmente profesores de las escuelas municipales que atendían en la enseñanza regular el mayor número de alumnos com NEE por salón. Se trata de um estúdio de caso. El trabajo reúne reflexiones que emergieron del referencial teórico elaborado y análisis de los datos obtenidos en relatos de profesoras y en los cuestionarios respondidos por ellas, bien como de observaciones del cotidiano escolar y, todavia, de la comparación con documentos de orientación de la Secretaría Municipal de Educación que constan em el Plan Municipal de Educación (2015 a 2024). Las conclusiones indican tensiones conceptuales sobre el alumno con discapacidad, sus posibilidades de aprendizado y su evaluación educacional. El análisis de esas tensiones lleva a consideraciones, más de que a conclusiones, que tiene la intención de colaborar para aprofundarse en las discusiones a respecto de um tema tan importante para los educadores que trabajan com estos alunos y, más todavia, para ellos propios. / A avaliação das aprendizagens serve como instrumento dinâmico das práticas pedagógicas, principalmente quando o cenário educacional é atravessado pelo movimento de inclusão. A proposta da pesquisa é compreender e refletir sobre as práticas avaliativas dos professores de ensino regular do ensino fundamental I (1º ao 5º ano) do município de Extrema - MG, utilizadas com alunos com necessidades educacionais especiais. O problema de pesquisa foi delineado a partir de preocupações apresentadas pelas professoras que atuam com estes alunos nas escolas do município, tais como: como avaliar os alunos com NEE? Que notas atribuir? Estas questões levaram à busca por interlocutores diretamente envolvidos com a problemática, principalmente professores das escolas municipais que atendiam no ensino regular o maior número de alunos com NEE por turma. Trata-se de um estudo de caso. O trabalho reúne reflexões que emergiram do referencial teórico elaborado e análise dos dados obtidos em relatos de professoras e nos questionários respondidos por elas, bem como de observações do cotidiano escolar e, ainda, do cotejo com os documentos de orientação da Secretaria Municipal de Educação que constam do Plano Municipal de Educação (2015 a 2024). As conclusões indicam tensões conceituais sobre o aluno com deficiência, suas possibilidades de aprendizagens e sua avaliação educacional. A análise dessas tensões leva a considerações, mais do que a conclusões, que têm a intenção de colaborar para o aprofundamento das discussões a respeito de tema tão importante para os educadores que trabalham com estes alunos e, mais ainda, para eles próprios.

This master thesis deals with issues of development of applications for augmentative and alternative communication (AAC) in environment of special education for mentally challenged pupils with communication disorders. Thesis presents issues of development contemporary applications and follows on design principles of Computer therapy project, which compliance during the design and implementation should prevent the current issues. The aim of the thesis is creation of application for AAC of YES/NO type and i-CT framework - framework simplifying creation of similar apps for described environment. Both apps works on iOS and Android systems and were tested in an environment of people with mental disabilities.