This case study explores the experiences of eight newly appointed teachers at a school for intellectually disabled learners. A qualitative phenomenological approach was employed to interpret interview data. The literature study investigates the phenomenon of staff turnover and includes key literature themes such as adult learning theories of Senge and Vygotski, the life cycle of a teacher, the special school context and problems and needs experienced by beginning teachers. The key findings of the research were that beginning special education teachers experienced various problems and needs but that, with well planned structured support, these problems could successfully be overcome. The researcher has developed a set of guidelines, which could be used in developing a staff induction programme, aimed at raising the effectiveness of newly appointed teachers at a school for intellectually disabled learners. This research once again emphasizes the need for a well planned, structured induction programme. / Further Teacher Education / M. Ed. (Education Management)

The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection of the type of curriculum and the success of any curriculum depends on the involvement of those who implement it. Teachers in particular are the ‘engine’ of curriculum success but can also be the architects of its downfall. Zambia launched the 2013 curriculum framework in January 2014. However, with a worldwide historical trend of discrimination against disability and to some extent against teachers of learners with disabilities, it was imperative to undertake this study to establish how the 2013 revised curriculum was being implemented in teaching Learners with Special Educational Needs in Zambia. Without knowledge of whether special education teachers were involved in the curriculum process or not, it was further imperative to study their involvement in the curriculum development process and its implementation. This study sampled one hundered and twenty (120) special education teachers, twelve (12) Education Standards Officers and two (2) Curriculum Specialists for special education. Questionnaires, interviews, checklists and teacher observations were used to collect data. Questionnaires were administered to special education teachers to collect data of their knowledge about and involvement in curriculum development process, the methods and strategies and the challenges they faced implementing the curriculum. Interviews were administered on Education Standards Officers and Curriculum Specialists for special education to establish their role the curriculum development process, their appreciation of the curriculum change, the challenges they and the teachers faced implementing the curriculum and how they helped to overcome the challenges. By using the observation checklist during lesson observation and post lesson discussions, the researcher managed to collect data about the actual experiences in natural settings – the classroom. The study employed the Convergent Parallel Mixed Methods Design. Quantitative data was analysed by use of the Statistical Package for Social Sciences (SPSS) to derive statistical interpretations such as frequencies, percentages, standard deviation, mean, significant differences and relationships. Qualitative data was analysed with the help of NVIVO qualitative data software to create themes by coding density and basic cross tabulations by node attribute values. Results were triangulated to come up with a consolidated conclusion. It was established that special education teachers were not involved in the CDP except at implementation and they were implementing the revised curriculum amidst numerous challenges. Lack of involvement in the curriculum development process was linked to special education teachers’ lack of understanding of key concepts necessary for curriculum implementation for LSENs. The study recommends a deliberative cycle of training of special education teachers in the revised curriculum as it relates to special education. The study further calls for the provision of necessary specialised and adapted materials for effective implementation of the revised curriculum. / Curriculum and Instructional Studies / D. Phil. (Education)

This case study explores the experiences of eight newly appointed teachers at a school for intellectually disabled learners. A qualitative phenomenological approach was employed to interpret interview data. The literature study investigates the phenomenon of staff turnover and includes key literature themes such as adult learning theories of Senge and Vygotski, the life cycle of a teacher, the special school context and problems and needs experienced by beginning teachers. The key findings of the research were that beginning special education teachers experienced various problems and needs but that, with well planned structured support, these problems could successfully be overcome. The researcher has developed a set of guidelines, which could be used in developing a staff induction programme, aimed at raising the effectiveness of newly appointed teachers at a school for intellectually disabled learners. This research once again emphasizes the need for a well planned, structured induction programme. / Further Teacher Education / M. Ed. (Education Management)

Made available in DSpace on 2016-06-02T19:45:56Z (GMT). No. of bitstreams: 1 DissPEH.pdf: 1177740 bytes, checksum: 307ba93b742d295fe2ee4156b2ea90ce (MD5) Previous issue date: 2006-09-19 / From the directive and national education basis law approved in 1996 the lawful instrument was granted in order to break the school exclusion ideology. Within this context the special education should serve a brand new purpose, developing the inclusive character proposal. In order to adapt to the new paradigm, federal and state institutions organized and set the goals for the organization and orientation for the special student based on the inclusion proposition. In 2000 the Govern of the state of São Paulo restated and defined its teaching system as inclusive, purposing new attributions to the special education teacher as an active participation in the school teaching program to provide orientation on the formation and inclusion of the special needs students in the regular schools. The special education teachers specially those specialized in the mental retardation, from the state public school net are the subjects of this research that aimed to investigate the changes of the performance of the school inclusion politics of such state, as well as to set the profiles of its teachers. A questionnaire was sent through regular mail to 300 teachers who work at the Specialized Pedagogic Support Services (SAPS) in order to get the data from the resources or special classes from the mental disabled students within the Teaching Coordination for the Interior (CEI) and 61 regional head offices and by the Teaching Coordination of São Paulo Metropolitan Region (COGSP) with 17 head offices. 41 forms returned, being 39 fully completed and two without marks. The forms covered 26 counties form 22 regional head offices. We were able to show in a described way the collected data. The results indicated that in the last five years, after the approval of the resolution 95/00, some significant changes happened to the special education net and the most significant ones according to the teachers were the opening of research rooms, the extinction of special classes, the exempt of medical and psychological decisions and the necessity of the pedagogic evaluation for the students direction for the specialized service. As a consequence of the changes some teachers that acted in the Special Classes, that were not effective, were released, the effective ones were redistributed to other school units. The students of the disabled classes, were redistributed to the common classes, or to special schools or to other school units that remained the special classes, the process implementation presented different nuances, however not very significant, because the guidelines and the ordination of the actions result from the same General office of Education (GOE). The conclusion of the study is that the changes are happening, however the evidences point that they are unilateral actions, without effective and active participation of the specialized teacher staff, and that they are not bringing the necessary changes in the teachers' performance and consequently, they are not contributing nor for the teaching quality nor for the students' permanence with mental retardation in the common class or in the regular teaching. The teachers make many suggestions for the process that they could be considered. / A partir da Lei de Diretrizes e Bases da Educação Nacional, promulgada em 1996 conquistouse o instrumento jurídico necessário à luta política para romper com a ideologia da exclusão escolar. Nesse contexto, a educação especial assume um novo propósito e passa a desenvolver na educação um caráter inclusivo. Para se adequarem ao novo paradigma, as esferas federais e estaduais se organizaram e implantaram diretrizes para a organização e atendimento do aluno especial numa proposta inclusiva. O governo do Estado de São Paulo no ano de 2000, reformulou e definiu seu sistema de ensino como inclusivo, propondo novas atribuições ao professor de educação especial que vão desde uma participação ativa no projeto pedagógico da escola, até em fornecer orientações sobre ações para a formação e inclusão dos alunos com necessidades educacionais especiais no ensino comum. Os professores de educação especial, em particular os especializados no ensino de deficientes mentais, da rede de ensino pública estadual são os sujeitos desta pesquisa, que tem como proposta investigar sua atuação frente a política de inclusão escolar deste Estado, bem como levantar o perfil desses professores. Para a coleta de dados realizamos a aplicação de um questionário, via correio, a duzentos professores que atuam nos Serviços de Apoio Pedagógico Especializados (SAPEs), sejam na forma de sala de recursos ou classes especiais para alunos com deficiência mental, compreendidas pelas Coordenadoria de Ensino do Interior (CEI) com 61 Diretorias Regionais e pela Coordenadoria de Ensino da Região Metropolitana da Grande São Paulo (COGSP), com 27 Diretorias Regionais. Com o retorno de 41 questionários, sendo 39 válidos e 2 em branco, os quais abrangeram 26 Municípios de 22 Diretorias de Ensino pudemos apresentar de forma descritiva os dados coletados. Os resultados indicaram que nos últimos cinco anos, ou seja após a promulgação da Resolução 95/00, aconteceram mudanças significativas no contexto da Educação Especial da rede e as mais significativas, segundo as professoras, foram: a abertura de salas de recursos, a extinção de classes especiais, a desobrigatoriedade dos laudos psicológicos e médicos e a necessidade da avaliação pedagógica para o encaminhamento de alunos para o atendimento especializado. Como conseqüência das mudanças algumas professoras que atuavam nas Classes Especiais, que não eram efetivas, foram dispensadas, as efetivas foram remanejadas para outras unidades escolares. Quanto aos alunos das classes desativadas, eles foram transferidos para as classes comuns, ou para escolas especiais ou para outras unidades escolares que mantiveram as classes especiais, A implementação do processo apresentou nuances diferenciadas, porém pouco significativas, pois as diretrizes e a ordenação das ações advêm de uma mesma Secretaria. A conclusão do estudo é a de que mudanças estão ocorrendo, porém as evidências apontam que são ações unilaterais, sem participação ativa e efetiva do corpo docente especializado, e que não estão trazendo as mudanças necessárias na atuação dos professores e conseqüentemente, não estão contribuindo nem para a qualidade de ensino nem para a permanência dos alunos com deficiência mental na classe comum ou no ensino regular. Os professores fazem uma série de sugestões para o processo que poderiam ser consideradas.

Made available in DSpace on 2017-06-01T18:24:21Z (GMT). No. of bitstreams: 1 Flavia Abdon Silveira_conf.pdf: 1004792 bytes, checksum: 0317e52e90db7a30016cb4d8efc42479 (MD5) Previous issue date: 2007-06-28 / One of the greatest problems caused by the auditory losses are the effects in the oral and written linguistic development. In the 80 s and part of the 90 s, deaf children, who were born of parents who could listen, attended elementary education and High School and they had Portuguese as their instruction language. Therefore, it was expected that their written skills in this language, when they got to university, presented satisfactory conditions of register of ideas and thoughts in a way that readers could understand their meaning. Bearing this in mind, the objective of this work was to verify how the university professors analyze the general linguistic competence of their deaf pupils in the Portuguese Language, and mainly their written abilities. More specifically for this research, we tried to verify how professors judge the performance of the deaf people: in their written skills, considering the classic form of Portuguese Language. Seventeen university professors who teach deaf people had taken part in this study. For this study, we use a qualitative and quantitative methodology. The data collection was carried out by a questionnaire and by a half-structured interview, among the university professors of deaf people. The data had been categorized structuring the presented ideas in narratives by the professors and were written in their literal form. The results had been analyzed and discussed according to the theories of Minayo (1999). The data analysis helped us to conclude that the professors had identified that the writing ability of the university deaf student in Recife and Olinda showed difficulties which had already been identified by other researchers in other Brazilian cities. This has made us realize that the deaf people bring a description of written language skills marked by gaps, that remain throughout their academic phase, and this demands, among some other possibilities, the use of new strategies to learn the Portuguese language / Um dos maiores problemas gerados pelas perdas auditivas observa-se nos efeitos sobre o desenvolvimento lingüístico tanto oral quanto escrito em língua portuguesa. Sabe-se que em Pernambuco, durante a década de 80 e parte da década de 90, crianças surdas, filhas de pais ouvintes que cursaram a Educação Infantil e o Ensino Médio, tiveram como língua de instrução a portuguesa. Portanto, era de se esperar que a habilidade escrita nessa língua, quando os alunos chegassem ao ensino superior, pudesse apresentar condições de registro de idéias e pensamentos de forma que os leitores apreendessem corretamente o seu sentido. Nesse contexto, o objetivo deste trabalho foi verificar como os professores de ensino superior analisam a competência lingüística geral de seus alunos surdos na Língua Portuguesa e, em especial, na modalidade escrita, considerando a forma culta dessa língua. Dezessete professores participaram deste estudo, no qual utilizamos uma metodologia qualitativa e quantitativa. A coleta dos dados foi realizada por meio de um questionário e uma entrevista semi-estruturada aplicada aos sujeitos. Os dados foram categorizados trazendo as idéias apresentadas em narrativas dos professores e descritos de forma literal. Os resultados foram analisados e discutidos à luz do referencial teórico proposto por Minayo (1999) que serviu como referência de aspectos analíticos, além de Quadros (1997, 2006), Lacerda (2000), Karnopp (2002) e Rabelo (2001). A análise dos dados permitiu sugerir que os professores observaram na escrita do surdo universitário de Recife e Olinda dificuldades já identificadas por outros pesquisadores em outras cidades brasileiras, evidenciando que se estenderam durante toda sua vida acadêmica, o que demandou a observância de estratégias dirigidas para aquisição de 2ª língua.

Denna studies syfte är att beskriva hur lärare i grundsärskolan ser på sitt bedömningsuppdrag isamband med att nya elever tas emot i verksamheten. I grundsärskolan undervisas elever som pågrund av en intellektuell funktionsnedsättning (IF) inte bedöms ha förutsättningar att uppnågrundskolans kunskapskrav. I vår studie använde vi oss av en kvalitativ metod och genomfördeelva kvalitativa intervjuer med lärare i grundsärskolan. Schiros (2013) undervisningsideologiskaperspektiv användes som teoretiskt perspektiv i analysen. Vi har utgått från fyra olikaforskningsfrågor under arbetets gång. Första frågan var vilka strategier lärarna beskriver att deanvänder för att samla information om elever som kommer nya till grundsärskolan. Här visar ettav resultaten att relationsskapande med eleven får gå före kunskapsbedömning när elever kommernya. På frågan om lärarnas syn på bedömningens plats och funktion i verksamheten får vivarierande svar, men gemensamt beskriver de att ett sökande efter elevens förmågor att kunna visakunskaper liknar ett “detektivjobb” (informant L9). Resultat visar också att lärarna ser olika på hurmeningsfullt det är för eleven att själva vara delaktiga i sin egen kunskapsbedömning. Nästaforskningsfråga handlar om vilka utmaningar som framstår i uppdraget att bedöma kunskaper hoselever som kommer nya till grundsärskolan. Här visar resultatet att samtliga lärare uttrycker attelever med IF är svårbedömda eftersom allt beror på elevens förmåga och dagsform. Vår fjärdeforskningsfråga handlar om vilka undervisningsideologier som blir synliga. Här visar resultatet atten elevcentrerad undervisnings ideologi är framträdande i lärarnas svar. Lärarna upplever till vissdel en konflikt i sitt bedömningsuppdrag, främst i relation till tolkningen av styrdokumentensformuleringar. Studiens resultat visade också att lärarna är i behov av att reflektera överbedömnings uppdraget, här får specialläraren en viktig roll som kvalificerad samtalspartner. / The purpose of this study is to describe how teachers in the special school view their assessmentassignments in connection with new pupils starting in school. The special school is a compulsoryschool for children with intellectual disabilities who are not considered to have the prerequisites tomeet the mainstream school’s knowledge requirements. In our study, we used a qualitative methodand conducted eleven qualitative interviews with teachers in special school. Schiro's (2013)Curriculum Ideological perspectives were used as theoretical perspectives in the analysis. We havestarted from four different research questions during the course of the work. The first question waswhat strategies the teachers describe that they use to inform themselves about students who arenew in school. Here, one of the results shows that creating relationships with the student may gobefore During the question how teachers view the significance of assessment for students'knowledge development, results of the study vary, but the common feature is that a search for thestudent's ability to show knowledge is similar to a “detective job” (informant L9). The study showsthat the teachers consider that assessment has a certain importance for the pupil's knowledgedevelopment but especially for the adaptation of the teaching. The results also show that teacherslook at how meaningful it is for the pupil to be involved in their own knowledge assessment. Thenext research question was about the challenges presented in the assignment to assess theknowledge of students who are newly admitted to special school. Here, the result shows that allteachers express that students with intellectual disabilities are difficult to assess because everythingdepends on the student's ability and form overall state. Our fourth resurge questions is about whichCurriculum Ideologies become visible. Here the result shows that a Learner centred Ideology isprominent in the teachers' responses. To some extent, teachers experience a conflict in theirassessment assignments, mainly in relation to the interpretation of the wording of the steeringdocuments. The study's results also showed that the teachers need to reflect on the assessmentassignment, here the special teacher can be ascribed an important role as a qualified interlocutor.

The aim of this study was to investigate, from an educational management perspective, the factors that influence job satisfaction amongst special needs educators in selected New Zealand special needs schools. A qualitative research method was utilised to investigate the educational management strategies that influence the job satisfaction of special needs educators in selected New Zealand special needs schools. This dissertation presents the findings from a questionnaire on participants’ geographical details and data from related interviews. The findings from this study indicate that the job satisfaction of special needs educators is mainly influenced by factors such as management support, adequate resources, collaborative working relationships, ability of students with special educational needs to progress, and communication, among others. The study makes certain recommendations to help special needs educational managers effectively manage factors that influence job satisfaction and job dissatisfaction for special needs educators. / Educational Studies / M. Ed. (Education Management)