published_or_final_version / Education / Master / Master of Education

This mixed methods study identifies perceived causes of and solutions to the attrition of special education teachers. Researchers have documented that special education teaching positions encounter higher attrition rates than their general education peers (Katsiyannis, Zhang, & Conroy in Olivarez & Arnold, 2006; Mitchell & Arnold, 2004; Otto & Arnold, 2005; Stempien & Loeb, 2002). More than 66 administrators and 200 special education teachers/Teachers on Special Assignment (TOSAs) employed in the Portland, Oregon metro area (Washington, Clackamas, and Multnomah counties) completed a survey on special education teacher attrition and retention and identified what they believed are the causes of high special education teacher attrition rates and what interventions would increase rates of special education teacher retention. The results of the surveys from the two sub-groups were compared and contrasted and it was determined administrators and special education teachers share similar perceptions of the causes of high special education teacher attrition rates and similar perceptions of interventions to increase retention rates. The results were also analyzed to determine if administrators and special education teachers and TOSAs identify the same causes of special education teacher attrition and interventions to increase retention rates.

Text in Afrikaans / In hierdie studie is die opvoedingspraktyke van verskillende samelewings met betrekking tot verstandelik erg gestremde kinders histories-analities ondersoek. Die tendense wat telkens onderliggend aan veranderinge was, is geidentifiseer en aan die hand van pedagogiese kriteria geevalueer. In die antieke Griekse en Romeinse beskawings is 'n praktyk van uitwissing gevplg. Die Christelike godsdiens bet 'n meer verdraagsame houding meegebring, maar in die Middeleeue bet onkunde en bygeloof nog steeds hoogty gevier. Eers vanaf die agtiende en negentiende eeu bet groter kennis en 'n nuwe kindbeeld tot 'n meer rasionele benadering tot die verskynsel van verstandelike gestremdheid gelei. Pioniers, veral medici, bet na vore getree en die weg gebaan vir 'n beter bedeling vir hierdie kinders. Dit was egter eers in die tweede helfte van die twintigste eeu dat onderwys aan verstandelik erg gestremdes 'n werklikheid geword bet. Die beginsel van normalisasie is toenemend op dienste wat aan hierdie kinders verskaf is, toegepas en het tot gevolg gehad dat wetgewing met betrekking tot die onderwys aan verstandelik erg gestremde kinders tans in die toonaangewende lande en in SuidAfrika op 'n handves vir menseregte geskoei is. Hierdie bevindings bet segwaarde vir die huidige situasie ten opsigte van die beplanning van onderwysvoorsieninge vir verstandelik erg gestremde kinders in die Republiek van Suid- Afrika. / In this study the education practices with regard to severely mentally handicapped children of various societies have been investigated from a historic-analytical perspective. The trends related to a certain anthropologic view and a specific child image, which have been the cause of certain changes have also been identified and were evaluated according to pedagogic criteria. In the ancient Greek and Roman civilizations a trend of infanticide influenced the education of severely mentally handicapped children. The Christian religion brought a more tolerant attitude, but during the Middle Ages superstition and ignorance were still at the order of the day. It was only from the eighteenth and nineteenth centuries that more knowledge and a new child image brought about a more rational approach to this problem. Pioneers, mostly medical surgeons, came to the fore and paved the way for a better dispensation for these children. In the latter part of the twentieth century education for the severely mentally handicapped had for the first time become a reality. The normalization principle was increasingly applied to all services rendered to these children and this resulted in legislation regarding the education of severely mentally handicapped children in all leading countries and in South Africa being based on a declaration of human rights. These findings have an important meaning for the present situation with reference to the planning of education services for severely mentally handicapped children in South-Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

published_or_final_version / abstract / Public Administration / Master / Master of Public Administration

Several empirical studies have suggested that self-monitoring is an effective strategy to increase appropriate behavior in children and adults with developmental disabilities. Results of a comprehensive review of self-monitoring research with people who have developmental disabilities revealed that 71% of the participants were trained by researchers. However, researchers are not typical intervention agents. To ensure that people who are typically in the participant’s environment (e.g., teachers, parents, caregivers) can effectively teach people with developmental disabilities to self-monitor and that this in turn will change the participant’s behavior, it is important that research examine the effectiveness of self-monitoring when the training is provided by typical intervention agents. Thus, the purpose of this dissertation study was to investigate the effects of a self-monitoring intervention package on both teacher and student behavior in the classroom. The self-monitoring intervention package consisted of training teachers to use self-monitoring, providing feedback on the self-monitoring intervention developed by the teacher, providing feedback to teachers while training the student to self-monitor, and providing feedback to teachers while they implemented the self-monitoring intervention in the classroom. During intervention, the researchers provided feedback to teachers to ensure that teachers were correctly instructing the students to self-monitor. Teachers then implemented the self-monitoring intervention without researcher feedback (maintenance). Teachers required very little to no feedback after the self-monitoring training, feedback on the self-monitoring intervention they developed, and student self-monitoring training. The researcher provided immediate feedback during the first session when the self-monitoring intervention was implemented in the classroom to ensure the teachers implemented the self-monitoring intervention with fidelity. Rate of inappropriate sitting decreased for all students after the self-monitoring intervention was introduced, and the percentage of non-overlapping data metric values indicated that the self-monitoring interventions were highly effective for three participants and effective for one participant. Some teachers and some students generalized the use of self-monitoring interventions to other activities, students, and target behaviors. Social validity measures indicate that self-monitoring interventions for young children with developmental disabilities are socially important. / text

Collaboration between general and special education teachers is essential for students with disabilities to have access to general education curriculum and instruction, and improved outcomes in school. The Individuals with Disabilities Act (IDEA), and No Child Left Behind Legislation, include mandates that increase demands for collaboration. However, many general and special education teachers report not feeling prepared to step outside traditional roles to collaborate to meet the needs of this population. Collaboration is also a strong element of teaching and special education standards for teacher preparation. Yet, research shows many teacher education programs lack coursework and field experiences that focus on collaboration. The purpose of this study was to explore experiences special education teacher candidates had in collaboration with general education teachers during student teacher field placements. The research questions include: (a) To what extent are special education student teachers expected to collaborate with general education teachers during field placements; and (b) How are perspectives on collaboration with general education teachers different between special education student teachers and their mentor teachers? The study used qualitative multiple-case study design and content analysis. Data were collected across three different school contexts (elementary, middle school, and high school) in which special education candidates were placed for student teaching. Participants included special education student teachers and their mentor teachers from each setting. Data sources included interviews, a survey of collaborative practices, text analysis of teacher work samples, and field-placement evaluations. Results of the study show many collaborative practices occur across different special education settings to various extents, and special education candidates have opportunities to learn about perspectives on collaboration and collaborative practices with general education teachers from mentor teachers. However, the standards-based student teaching performance measures did not guide or document the learning and experiences of special education student teachers in relation to collaboration with general education teachers. Recommendations are made for adding guidelines and performance measures in teacher education programs that prepare special education teacher candidates for collaborative roles in schools.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-22T12:14:53Z No. of bitstreams: 1 Lenice de Fátima Guedes Salgado.pdf: 1747630 bytes, checksum: 89e764bdc2abb9575fbc2fdf80e0d9c8 (MD5) / Made available in DSpace on 2018-08-22T12:14:53Z (GMT). No. of bitstreams: 1 Lenice de Fátima Guedes Salgado.pdf: 1747630 bytes, checksum: 89e764bdc2abb9575fbc2fdf80e0d9c8 (MD5) Previous issue date: 2018-07-30 / This reser was undertaken the objective investigated the Formative Necessities of Teachers of Special Basic Education (PEBE) that act in the perspective of the inclusive education, in the public net, with the purpose of offering subsidies for the permanent formation in service in which such necessities are an object of analysis and reflection. The study is justified so, there is still little explored the forming paper assumed by the Teacher of Special Basic Education and his base of knowledges for the teaching. Allied to that, there is insufficiency of public policies directed to the formation of this professional, considering the complexity of his attributions and the strategic importance of his acting in the attendance and assistance of the school teams, through the development of propositive, formative and informative actions, in a perspective collaborative. The inquiry of qualitative hallmark, it wrapped the realization of the Group of Discussion near seven teachers who act in the Center of Attention to the Social Inclusion - CAIS, in the city of Diadema – SP and the documentary analysis of regulations of the Special Education and of the titles of formation presented by the teachers to the General office of Education for aims of annual removal and functional evolution. The data were analysed under the perspective of the “Analysis of Prose” proposed by André (1983) and they allowed an approximation with the concerns and professional and formative trajectories of the teachers participants. The confirmed theoretical referential system wrapped the recognition of the constant formation as basic element to the quality of the educative action and the interdisciplinary articulation of studies of the Special Education in the perspective of the inclusive Education; Professional Development Teacher; Work Collaborative, Formation and Formative Necessities. The results stand out like present priority formative necessities in the dialogia: contributions of the ethics; studies on Neuroscience and Education; deepening study on learning disabilities accented, Assistive Technology and Bilingualism. The reflection advanced of the identification of the subjects, for the problematization of the values and underlying finalities to the inclusive education and to the process itself of formation. The participants indicated formative strategies and of innovation, which data of the action reconcile with the process investigative, and the search of signification anchored in theoretical referential on inclusive education and basic authors of the education. Also they proposed exchanges and partnerships with the universities, to advise and to qualify the formative process of the team, like resource that can help in the definition of protocols and in the improvement of the internal communication. There were reflected the contributions of the studies of cases of teaching and groups of studies in the construction of attitudes and practices collaborative in interface with the schools, the families, the community and other sectors and services reaching the involvement and the collaboration necessary to the construction of the school culture inclusive / Essa pesquisa foi empreendida com o objetivo investigar as Necessidades Formativas de Professores de Educação Básica Especial (PEBE) que atuam na perspectiva da educação inclusiva, na rede pública, com a finalidade de oferecer subsídios para a formação permanente em serviço em que tais necessidades sejam objeto de análise e reflexão. O estudo se justifica pois, ainda é pouco explorado o papel formador assumido pelo Professor de Educação Básica Especial e sua base de conhecimentos para a docência. Aliado a isso, há insuficiência de políticas públicas direcionadas à formação deste profissional, considerando a complexidade de suas atribuições e a importância estratégica de sua atuação no acompanhamento e assessoramento das equipes escolares, por meio do desenvolvimento de ações propositivas, formativas e informativas, numa perspectiva colaborativa. A pesquisa de cunho qualitativo, envolveu a realização do Grupo de Discussão junto a sete professoras que atuam no Centro de Atenção à Inclusão Social – CAIS, no município de Diadema – SP e a análise documental de regulamentações da Educação Especial e dos títulos de formação apresentados pelos professores à Secretaria de Educação para fins de remoção anual e evolução funcional. Os dados foram analisados sob a perspectiva da “Análise de Prosa” proposta por André (1983) e permitiram uma aproximação com as inquietações e trajetórias profissionais e formativas das professoras participantes. O referencial teórico assumido envolveu o reconhecimento da formação permanente como elemento fundamental à qualidade da ação educativa e a articulação interdisciplinar de estudos da Educação Especial na perspectiva da Educação Inclusiva; Desenvolvimento Profissional Docente; Trabalho Colaborativo, Formação e Necessidades Formativas. Os resultados destacam como necessidades formativas prioritárias presentes na dialogia: contribuições da ética; estudos sobre Neurociência e Educação; aprofundamento de estudos sobre dificuldades acentuadas de aprendizagem; Tecnologia Assistiva e Bilinguismo. A reflexão avançou da identificação dos temas, para a problematização dos valores e finalidades subjacentes à educação inclusiva e ao próprio processo de formação. As participantes indicaram estratégias formativas e de inovação, que conciliam dados da ação com o processo investigativo, e a busca de significação ancorada em referenciais teóricos sobre educação inclusiva e autores de base da educação. Também propuseram intercâmbios e parcerias com as universidades, para assessorar e qualificar o processo formativo da equipe, como recurso que pode auxiliar na (re)definição de protocolos e no aperfeiçoamento da comunicação interna. Foram refletidas as contribuições dos estudos de casos de ensino e grupos de estudos na construção de atitudes e práticas colaborativas em interface com as escolas, as famílias, a comunidade e outros setores e serviços com vistas a alcançar o envolvimento e a colaboração necessários à construção da cultura escolar inclusiva

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-28T12:24:16Z No. of bitstreams: 1 Fernanda Souza de Oliveira.pdf: 1081647 bytes, checksum: 332200063308e70b72772f26c78e765c (MD5) / Made available in DSpace on 2018-09-28T12:24:16Z (GMT). No. of bitstreams: 1 Fernanda Souza de Oliveira.pdf: 1081647 bytes, checksum: 332200063308e70b72772f26c78e765c (MD5) Previous issue date: 2018-08-29 / When dealing with topics such as the inclusion of students with special educational needs or special education, we usually attribute such concepts to students with physical, intellectual, or syndrome-related disabilities, most of whom are not people with High Abilities / Giftedness (HA/GN). This work is based on the observation at the HA/GN provided by Joseph Renzulli, theorist present in Brazilian documentation and guidelines. People with HA/GN are those who, in interaction with the environment, present superior abilities compared to the general population. HA/GN can be of the academic type, in which the skills are concentrated in the linguistic or logical-mathematical areas, and, therefore, are more observable in the school environment; or the productive-creative type in which artistic expressions and divergent thinking stand out. Theorists differentiated the categories only for didactic purposes, as it is often possible to find people with characteristics of the two types. The Brazilian legislation referenced in different national documents, as well as in the specific legislation of the State and Municipality of São Paulo on the subject, understands people with HA/GN as a target audience of special education and provides specialized educational assistance (SEA) to all students who need it. However, among teachers, the topic seems to be unknown and it can be observed that there are almost no proposals in which curriculum and/or service issues are discussed in multifunctional resource rooms. In theory, I realize that SEA occurs for students with disabilities, but there are few proposals for serving students with HA/GN. Considering the problem of the lack of teacher training that makes students with HA/GN invisible, the present research was developed to understand how teacher training has contributed to the identification and care of these students in the municipal teaching network. The relevance of this research problem is perceptible both from the theoretical and from the social point of view. As for the first, I understand that the studies about continuing education of teachers in special education and with a specific focus on students with HA/GN have appear more recently and more frequently after 2013, thus showing that it is a silenced topic. Regarding the second point, identifying and analyzing teachers' conceptions about continuing education in special education and directed to students with HA/GN can be of great help both for the improvement of such courses and for teachers who work in this area. The research will be carried out with teachers from the city of São Paulo involved with the presented theme. As a methodological choice for this qualitative research, we propose the reflexive interview mode. The guiding hypothesis of the work is: students with HA/GN do not reach SEA care because they are not easily identified in the regular school classrooms and, therefore, end up with a disadvantage in school / Quando tratamos de temas como inclusão de alunos com necessidades educativas especiais ou educação especial, normalmente atrelamos tais conceitos a alunos com deficiências físicas, intelectuais ou com alguma síndrome, não sendo consideradas, na maioria das vezes, as pessoas com Altas Habilidades/Superdotação (AH/SD). Este trabalho tem como base o olhar para as AH/SD fornecido por Joseph Renzulli, teórico presente nas documentações brasileiras. São denominadas pessoas com AH/SD aquelas que, em interação com o ambiente, apresentam habilidades superiores se comparadas com a população geral. As AH/SD podem ser do tipo acadêmico, no qual as habilidades se concentram nas áreas linguística ou lógico-matemática e, portanto, são mais observáveis no ambiente escolar; ou do tipo produtivo-criativo no qual as expressões artísticas e pensamento divergente se destacam. As categorias foram diferenciadas pelos teóricos apenas para fins didáticos, é possível, com frequência, encontrarmos pessoas com características dos dois tipos. A legislação brasileira referenciada em diferentes documentos nacionais, bem como na legislação específica do Estado e Município de São Paulo sobre o assunto, entende pessoas com AH/SD como público alvo da educação especial e prevê o atendimento educacional especializado (AEE) a todos os alunos que dele necessitarem. Porém, entre os professores, o tema parece ser desconhecido e se pode observar que quase não há propostas nas quais se discute questões curriculares e/ou de atendimento nas salas de recursos multifuncionais. Por empiria, percebo que o AEE ocorre para os alunos com deficiência, mas são poucas as propostas para atendimento dos alunos com AH/SD. Considerando a problemática da falta de formação de professores que leva à invisibilidade os alunos com AH/SD, desenvolveu-se a presente pesquisa que tem como objetivo compreender como a formação de professores tem contribuído para a identificação e atendimento destes alunos na rede municipal de ensino. A relevância deste problema de pesquisa é perceptível tanto do ponto de vista teórico como do social. Quanto ao primeiro, entendo que os estudos sobre formação continuada de professores em educação especial e com foco específico nos alunos com AH/SD aparecem mais recentemente e com maior frequência a partir de 2013, mostrando assim, que se trata de um tema silenciado. Já no que tange ao segundo ponto, conhecer e analisar as concepções dos docentes a respeito da formação continuada em educação especial e dirigida a alunos com AH/SD pode ser de grande ajuda tanto para o aprimoramento de tais cursos como para professores que atuam nessa área. A pesquisa será realizada com professores da Prefeitura de São Paulo envolvidos com a temática apresentada. Como escolha metodológica, para esta pesquisa de cunho qualitativo, propomos a realização de entrevista na modalidade reflexiva. A hipótese norteadora do trabalho é: os estudantes com AH/SD não chegam ao atendimento nas SRM, pois não são facilmente identificados nas salas de aulas da escola regular e, por isso, acabam prejudicados em seu percurso escolar

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-12T09:24:17Z No. of bitstreams: 1 Aline Santti Valentim.pdf: 41200062 bytes, checksum: 1be19bc7606eb406b14da94f7e0d7f91 (MD5) / Made available in DSpace on 2018-12-12T09:24:17Z (GMT). No. of bitstreams: 1 Aline Santti Valentim.pdf: 41200062 bytes, checksum: 1be19bc7606eb406b14da94f7e0d7f91 (MD5) Previous issue date: 2018-10-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Autism Spectrum Disorder (ASD) is characterized as a limitation in social interaction and verbal behavior that occurs persistently in different contexts since early childhood and usually remains throughout individual’s life. Among intervention models for cases of ASD, behavioral therapy is one of the most effective. Studies have investigated alternative methods for teaching parents and professionals to apply discrete trial training (DTT) that would make possible to dispense or minimize the presence of a specialist and would be faster and more economical. Computer-assisted teaching is an alternative that has been investigated in different countries, although, until now, few studies have been carried out on computer-assisted teaching of discrete trial training in Brazil. The present study aimed to evaluate the effectiveness of a teaching instruction with discrete trial training performed in a fully computerized manner on the accuracy of teachers’ performance in the execution of discrete trial training. Three female teachers with experience in attending children with ASD from a special inland school of the Brazilian state of Paraná were the participants. The discrete trial training sessions were carried out with four children from the same school. Only one teacher completed all the modules. The applied computer-assisted teaching was not sufficient to enable the teachers to execute discrete trial training in the natural context, and the results did not show a correspondence between the teaching objectives of each module and changes in the teachers’ performances during discrete trial training sessions with the children with ASD. Finally, it was possible to list aspects that deserve future researches in the area of computer-assisted teaching of discrete trial training / O Transtorno do Espectro Autista (TEA) é caracterizado como uma limitação em interação social e comportamento verbal que ocorre de forma persistente em diferentes contextos desde a primeira infância e que permanece, geralmente, por toda a vida do indivíduo. Entre os modelos de intervenção para os casos de TEA, a terapia comportamental é um dos mais eficazes. Estudos investigaram métodos alternativos de capacitação para aplicação do procedimento de tentativas discretas a pais e profissionais que permitissem dispensar ou minimizar a presença de um especialista e fossem mais rápidos e econômicos. O ensino informatizado é uma alternativa que vem sendo investigada em diferentes países, apesar de, até o momento, poucos estudos terem sido realizados sobre ensino informatizado de tentativas discretas no Brasil. O presente estudo teve como objetivo avaliar a eficácia de um ensino de instrução com tentativas discretas realizado de modo totalmente informatizado sobre a precisão de desempenho de professores na execução do procedimento de tentativas discretas. Participaram três professoras com experiência no atendimento a crianças com TEA de uma escola especial no interior do Paraná. As sessões de execução de tentativas discretas foram realizadas com quatro crianças da mesma escola. Apenas uma das professoras concluiu todos os módulos. O ensino informatizado aplicado não foi suficiente para capacitar as professoras a executarem tentativas discretas no contexto natural, e os resultados não demonstraram correspondência entre os objetivos de ensino de cada módulo e as alterações nos desempenhos das professoras durante as execuções de tentativas discretas com as crianças com TEA. Finalmente, foi possível elencar aspectos que merecem investigações futuras na área de ensino informatizado de tentativas discretas

Thesis (DEd)--Cape Peninsula University of Technology, 2018. / Recent research into pedagogical practices regarding Autistic Spectrum Disorder (ASD) learners has been developing and transforming at a significant rate. However, there has been a dearth of empirical research into how teachers identify and respond appropriately to the basic personality traits of Autistic Spectrum/High Functioning Autistic (AS/HFA) learners. This thesis addresses this specific gap in the research field by undertaking an intensely empirical examination of three AS/HFA learners in transition from Grade 3 to Grade 4 who experience behavioural adaptation challenges. The investigation was conducted in the Western Cape, South Africa, at three schools: one government mainstream and two private schools. Three Grade 3 teachers and three Grade 4 teachers were involved in the project. One facilitator, a class assistant, a teacher for Learners with Special Eductional Needs (LSEN) and an educational psychologist took part. Three learners, aged 9 years transitioning from Grade 3 to Grade 4, were observed: all three were clinically diagnosed as AS/HFA. Of the learners, two were boys and one was a girl. The duration of the project was from August/September 2013 to August/September 2014. A critical interpretive qualitiative case study methodology and purposive sampling were deployed. Non-participant observations, semi-structured interviews and probing techniques suited the nature of this specific investigation. It was necessary to employ these methods to identify the social cognitive and social functioning challenges of these three learners. Analysis of effective pedagogical procedures was used to show by what means the researcher was able to extrapolate Bandura’s principles of environment, personal and behaviour which were developed for typical learners, and apply these principles to atypical learners such as the three AS/HFA subjects under observation in this thesis. Effective pedagogical procedures were analysed in terms of a paradigm of reflective cognition. Such analysis of the detail of classroom procedures allowed the researcher to proceed in an inductive manner; from the specific to the general. Balancing this empirical investigation of specific details, was a generally deductive structure which was based on national and international research in the research area. The latest DSM-V document provided a blue-print which set out the boundaries for this area of study. Before reaching the issue of knowledge that is needed to support teachers confronted by, and too often perplexed by, the inappropriate behaviour of AS/HFA learners in the classroom, it is vital to situate the whole endeavour within the context of Inclusive Education; as reflected in South African policy documents.