Este trabalho consiste no estudo de propostas de atividades didáticas para alunos com necessidades educacionais especiais, particularmente daquelas que são recomendadas para as salas de aula das escolas públicas estaduais de São Paulo. Teve por objetivos, construir ou adaptar, conforme o caso, aplicar e analisar uma sequência didática, para promover uma aprendizagem adequada a dois alunos com necessidades educacionais especiais, inseridos em uma sala de aula comum, sendo ambos classificados como portadores de paralisia cerebral. Caracterizaremos algumas deficiências que aparecem em escolas comuns ou regulares. Baseando-nos na Proposta Curricular do Estado de São Paulo e também nas Diretrizes Curriculares da Prefeitura de Campinas, como produto deste trabalho, propusemos dois planos de ensino a serem aplicados no sexto e oitavo anos do ensino fundamental e estudamos quais deveriam ser as adaptações desses planos, para adequá-los a esses alunos, sendo um do oitavo e outro do sexto ano do ensino fundamental. Ambas as sequências didáticas foram aplicadas e analisadas, donde concluímos que foram adequadas à aprendizagem de todos os alunos presentes em classe. Porém, também constatamos que as deficiências que aparecem nas escolas, mesmo tendo a mesma classificação, não podem ser tratadas com igualdade, no sentido de que os planos de ensino devem ser adaptados para as necessidades específicas de cada aluno / This research studies proposals of didactic activities to students with special educational needs, particularly those recommended to public schools in the State of São Paulo, Brazil. We characterize some technical deficiencies which arise in regular schools, and specifically some of our case study. Our main aim was to propose, apply, and analyze a didactical sequence, in order to promote significant learning to students with special needs, inserted in regular classroom, both classified as cerebral palsy. Based on the Curricular Proposals of the State of São Paulo, and also in the curricular directions of the city of Campinas, as a production of this study, we have proposed two teaching plans to be applied to the sixth and eighth grades of basic school. We have studied which adaptations should be done in such plans to fit them to those students. We have applied both the didactical sequences, and concluded that they were appropriate to the learning of all students present in class. However, we also have seen that deficiencies that appear in regular schools, even when they have same classification, should not be treated as equals, in the sense that the educational plans need to be adapted to each student´s specific needs

This study is about the transition planning of young people with special educational needs (SEN) from secondary mainstream and special schools to post-secondary opportunities. Leaving secondary school is the first task related to the transition to adulthood and it has been identified as a particularly complex task for pupils with SEN. A systematic literature review was undertaken to start to develop a ‘map of transition’, a framework of positive transition practice. Interviews with key professionals, parents and teachers and pupil case studies were used to generate qualitative data. It was used to analyse transition practice in the real world of schools and the involvement of families, pupils and external services. This study was particularly concerned with understanding any barriers or gaps of transition work. Pupil annual reviews, including those adopting a person-centred format were thematically analysed in terms of their ability to address transition planning and future options. Results suggest similarities and differences in transition planning practices between mainstream and special schools. In both settings there was appreciable reliance on the Connexions Service. For pupils with SEN in mainstream schools transition planning could be conceptualised as ‘invisible transition’. It was a not an explicit process, with experiences and access to services likely to be related to schools’ perception of need, option pathways and whether or not pupils had a Statement of SEN. In special schools, transition planning was conceptualised as ‘visible but blurred’. It centred on gaining external service involvement, with limited focus on transition-related education. In both mainstream and special schools there were difficulties with the compilation of distinct transition plans and their implementation. Tensions related to unclear roles and responsibilities, difficulties with access to external services and limited post-secondary opportunities were highlighted. This allowed revision and extension of the ‘map of transition’. The study leads to suggested improvements to service delivery for young people by schools and other stakeholders.

This thesis is a comparative case-study of how teachers in England and Portugal conceptualise and respond to pupil diversity in the context of individual planning. The purpose is to compare the processes and underlying assumptions in the two countries, in order to understand the impact of cultural aspects and of system characteristics on the phenomenon of individual planning. The research was conducted through a nested case-study approach in 10 schools in England and six schools in Portugal. The methods used were interviews with practitioners and analysis of individual planning documents. This study was done by following the cases of 41 pupils, who were identified by their teachers as ‘needing individual planning’, over a two-year period. The most common form of individual planning mentioned in educational policy are Individual Education Plans (IEPs) for pupils with ‘Special Education Needs’ (e.g. UK SEN 2001 Code of Practice, Portuguese Law 3/2008). Despite the apparent similarities, what is meant by IEPs in educational policy varies significantly. In this study, a comparative analytical cultural-historical framework (Artiles & Dyson 2005) and a ‘societal approach’ (Hantrais & Mangen 2007) were useful theoretical resources to overcome these challenges. This thesis presents an original approach to individual planning by looking beyond ‘special needs’ and national boundaries. The research identifies responses associated with individual planning and problematizes this practice as a solution to the challenges posed by student diversity to schools. This process is done with reference to the unstated assumptions about normality and difference proposed by Minow (1990).The study concludes that teachers conceptualise and respond to pupil diversity through a formulaic problem-solving approach. This approach is based on limited repertoires that are underpinned by contextual factors such as educational policy. These repertoires are wider and more flexible in England than in Portugal.

Yes / There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.

Darbo autorius: Rūta Butkevičienė Darbo tema: Pedagogų požiūris į specialiųjų poreikių mokinius bendrojo lavinimo mokykloje Darbo rengimo vieta: Lietuvos žemės ūkio universitetas. Profesinės pedagogikos ir psichologijos katedra. Akademija, 2008 metai. Darbo apimtis: 64 psl. Darbe yra: 3 lentelės, 20 paveikslų, 3 priedai. Literatūros šaltinių: 56 Tyrimo objektas: Kėdainių rajono pedagogų požiūris į specialiųjų poreikių mokinių situaciją bendrojo lavinimo mokyklose. Tyrimo metodai: 1. Literatūros šaltinių analizė 2. Anketinė apklausa 3. Ekspertinė apklausa 4. Statistinė duomenų analizė Tyrimo rezultatai: Buvo nustatyta, kad Kėdainių rajono bendrojo lavinimo mokyklų pedagogai kelia savo kvalifikaciją specialiųjų poreikių mokinių ugdymo klausimais, teigiamai vertina mokinių su negalėmis pastangas ir pasiekimus, išreiškia pozityvią nuostatą į specialiųjų poreikių mokinių ir jų bendraamžių buvimą kartu. Neigiamai vertinamas specialiųjų poreikių mokinių tėvų ir pedagogų bendradarbiavimas bei aplinkos pritaikymas mokiniams turintiems negalių. / Author of the study: Rūta Butkevičienė Study topic: Educator‘s attitude in the comprehensive school to schoolchild‘s having special educational needs Location: Lithuanian Agricultural University. Chair of Professional Pedagogy and Psychology. Akademija, 2008. Size of study: 64 pages. Study contains: 3 tables, 20 pictures, 3 annexes Sources of literature: 56 Object of study: Attitude of Kėdainiai area educator‘s to situation of schoolchild‘s having special educational needs in the comprehensive schools. Research methods: 1. Analysis of sources of literature 2. Questionnaire 3. Expert poll 4. Statistics analysis Results of research: It was establisched that educators of comprehensive schools of Kėdainiai area raises their qualification about schoolchild‘s having special educational needs, positively value efforts and achievements of schoolchild‘s having disability puts positive attitude to being together of schoolchild‘s having special needs and their contemporaries. Negative attitude to cooperation of educators and parents of schoolchild‘s having special needs also adaptation of ambience for such schoolchild‘s.

KRISTÝNA JEŽILOVÁ THE ROLE OF A TEACHING ASSISTANT IN PRIMARY SCHOOL ABSTRACT The thesis is about the profession of a teaching assistant and his interaction with pupils with special educational needs. It deals with what is the role of a teaching assistant during a teaching and how he helps pupils with special educational needs. The theoretical part explains important concepts which are crucial for this proffesion, that means joint learning, who the teaching assistant actually is and what he needs for his work and who are students with special educational needs. The practical part tries to outline the work of the teaching assistant by means of qualitative research. I was interested in how this work is viewed by assistants themselves, which I try to find out by means of research methods - interview and observation. On the basis of the results of the research, the conclusion of the investigation is elaborated, where all gained knowledge is summarized. The aim of the thesis is to find out what role the pedagogical assistants play and how they help pupils with special educational needs, how their assistants see their work, how their opinion on this profession differs and what it is the same.

Studien tar avstamp i de livliga diskussioner om specialpedagogens roll, uppdrag och arbetsuppgifter som förekommer i bland annat pedagogisk litteratur, tidskrifter och digitala forum. Syftet med studien är att belysa vilka arbetsuppgifter en specialpedagog, verksam inom förskola, grundskola och gymnasieskola i Sverige, bör utföra. Studien har en kvantitativ ansats och data samlades in med hjälp av anonyma digitala enkäter som besvarades av examinerade specialpedagoger. Resultatet visar att specialpedagoger är eniga om att en mångfald av arbetsuppgifter bör ingå i uppdraget. Resultatet visar också att specialpedagoger blir ombedda att utföra många arbetsuppgifter som de inte anser borde ingå i deras uppdrag. Av studien framgår att specialpedagoger önskar en tydligare rolldefinition och de lyfter rektors betydelse för detta. Studien kan utgöra ett bidrag till debatten om rollen och bidra till att klargöra behovet av tydliggjorda roller samt i förlängningen leda till ökad samsyn kring rollerna i skolan. / The study is based on the lively discussions about the special educational needs coordinator's role, assignments and tasks that occur in educational literature, journals and digital forums among others. The purpose is to shed light on which tasks a special educational needs coordinator, active in preschool, primary school and upper secondary school in Sweden, should perform. The study has a quantitative approach and data was collected using anonymous digital surveys. The respondents were graduated special educational needs coordinators. The result shows that special educational needs coordinators agree that a variety of tasks should be included in the assignment. The result also shows that they are asked to perform many tasks that they do not consider should be included in the assignment. The study shows that the special educational needs coordinators want a clearer role definition and they emphasize the importance of the principal in this. The study can constitute a contribution to the debate about the role, help to elucidate the need for clarified roles and in the long run lead to increased consensus about roles in school.

Bakalauro darbe analizuojami VIII klasių nedidelių specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių bendrojo lavinimo mokykloje, matematikos gebėjimai bei raštingumas. Suformuluota hipotezė, jog tikėtina, kad nedidelių specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių bendrojo lavinimo mokykloje, matematiniai gebėjimai atitinka Nacionalinio mokinių pasiekimų tyrimo testų vertinimo instrukcijoje aprašytą patenkinamą pasiekimų lygmenį. Tyrime dalyvavo 40 VIII klasių nedidelių specialiųjų ugdymosi poreikių turintys mokiniai, besimokantys bendrojo lavinimo mokyklose. Kontrolinio matematikos testo metodu tirta, kaip nedidelių specialiųjų ugdymosi poreikių turintys mokiniai geba pritaikyti turimas matematikos žinias, spręsdami uždavinius ir kokie yra jų gebėjimai. Tyrimu nustatyta, kad VIII klasės nedidelių specialiųjų ugdymosi poreikių turinčių mokinių žinios ir gebėjimai atitinka matematikos programoje nurodytus minimalius reikalavimus, tačiau šios žinios nėra tvirtos, mokiniai ne visada gebėjo jas taikyti praktinėje veikloje sprendžiant uždavinius. Todėl beveik visose užduotyse buvo daroma klaidų. Išanalizavus tyrimo rezultatus pastebėta, kad geriausiai moksleiviams sekėsi atlikti geometrijos turinio srities uždavinius, spręsti aritmetines eilutes bei kitus lengvesnio pobūdžio veiksmus, kuriuose buvo pateikti atsakymo variantai. Kiek sunkiau mokiniams sekėsi atlikti tuos uždavinius, kuriuose reikėjo skaičius kelti laipsniu, rasti pradinę prekės kainą ir... [toliau žr. visą tekstą] / Mathematic and mathematical literacy are very important parts of personality and of all society. There are things which make an influence on human daily life, work and others. These things are important in education too because schoolchildren have to know that these subjects are necessary not only now but it will be need in the future too. The bachelor work deals with schoolchildren of 8th classes and who have small special educational needs. The purpose of investigation was to explore mathematical abilities of children with small special educational needs. It is hypothesized, that probably children’s with small special educational needs who learn in comprehensive school mathematical abilities adequate achievement level of satisfactory which was written in National schoolchildren achievement, in instruction of investigation’s evaluation tests. Forty schoolchildren with small educational needs of 8th classes participated in this investigation. The respondents were selected from Šiauliai, Skuodas, Kupiškis comprehensive schools. They had to work a sums which were taken from National schoolchildren achievements investigation in 2007. The results of investigation showed that schoolchildren with small special educational needs don’t have enough information of mathematic, so their mathematical abilities are not good too. Some results of worksheet were comparable with normal schoolchildren of the same age. Results of these people were better because they were done less mistakes... [to full text]

Tyrimo aktualumas. Kiekvienas vaikas turi teisę į mokslą. Šią teisę užtikrina Lietuvos Respublikos Konstitucija, Lietuvos Respublikos Švietimo įstatymas, Specialiojo ugdymo įstatymas ir kiti teisės aktai, tačiau kai kurie vaikai gali susidurti su šios teisės pažeidimais ir sunkumais. Įgyvendinant specialiųjų ugdymo(si) poreikių mokinių integraciją į bendrojo lavinimo mokyklas, būtina siekti, kad šių mokinių teisės į mokslą nebūtų pažeistos, užtikrinant visiems mokiniams lygias mokymosi galimybes, vadovaujantis principu ,,mokykla visiems“. Magistro darbe siekiama išsiaiškinti, kokias teises specialiųjų ugdymo(si) poreikių mokiniai turi bendrojo lavinimo mokykloje ir kaip jos įgyvendinamos, su kokiomis problemomis susiduriama, kurios apribotų šių mokinių teises į mokslą. Tyrimo objektas - specialiųjų ugdymo(si) poreikių mokinių teisių į mokslą įgyvendinimas. Tyrimo tikslas - išsiaiškinti specialiųjų ugdymo(si) poreikių mokinių teisių į mokslą įgyvendinimo problemas. Tyrimo metodika. Tyrimas atliktas anketinės apklausos metodu. Parengtos dvi anketos: pedagogams pusiau uždaro tipo anketa ir specialiųjų ugdymo(si) poreikių mokiniams uždaro tipo anketa. Tyrime dalyvavo 92 aukštesniųjų klasių bendrojo lavinimo pedagogai ir 100 (4 - 10 klasių) specialiųjų ugdymo(si) poreikių mokiniai, integruoti į bendrojo lavinimo klases. Anketinės apklausos metodu tirta, ar pedagogai turi pakankamai kompetencijų ugdyti specialiųjų ugdymo(si) poreikių mokinius, koks bendraklasių požiūris šių... [toliau žr. visą tekstą] / The urgency of the research. Every child has the right to study. Although this right is based on the Constitution the Education Act of the Republic of Lithuania the Special Education Law and other laws, some of the children still face difficulties and offences of this right. While integrating pupils with special needs into the secondary schools of general education it is very important to strive not to offend this right and guarantee equal possibilities for all the children to study following the principle “school for all”. This paper for Master’s Degree aims to find out what rights pupils with special needs have in a secondary school of general education and how they are implemented, what problems are faced, and what limits the right of a pupil having special needs to get appropriate education. The main subject of the research: the problems faced while integrating pupils with special needs into the secondary schools and implementing their right to study. The objective of the research: analyse the problems of implementing the right. The approach. The research was done using the method of quistionaires. There were 2 quistionaires prepared: a semi closed type of a questionnaire for the teachers and a closed type of a questionnaire for the pupils having special needs. 92 teachers and 100 students with special needs (from the 4th to the 10th forms) integrated into the ordinary classrooms general education schools participated in the research. The research investigated teachers... [to full text]

This thesis is based on practitioner and action research by the author. A series of iterative case studies identified factors that contributed towards a group of low ability and disaffected pupils being engaged in learning in design and technology. The findings of each case study were analysed and conclusions used to frame the subsequent case study. Findings from these case studies were then used to develop an action research project. Discussion of the relationship between pupils' perceived relevance of an activity and their levels of engagement has appeared on the UK educational agenda, (Ofsted 2005:51-52, Davies et al, 2004:147, Daniels et al 1998:5.5, Denton, 1992), but not with the frequency which might be expected. Initial research at the school found that a group of low ability and disaffected pupils had a very positive perception of the “relevance” of design and technology. In contrast the literature reviewed suggested that pupils in their samples had a low perception of the “relevance” of design and technology. Qualitative methodology was used. This included interviewing teachers and pupils and the development of a semi-structured interview schedule. Analysis of this data was aided by the use of a Likert, (1932) rating scale. A "summated" scale, Trochim, (2006) supported the interpretation of data. Observations were used to record classroom interactions. A Delphi group (Toffler, 1970:462) explored issues emerging during the research and to limit the danger of single observer bias. Pupil understanding of the term “relevance” was explored. The findings identified strategies employed to promote the relevance of the subject. These strategies were developed into an action research project that tested the strategies in three other schools. One school, with a relatively inexperienced teacher, found the strategies had a positive impact on teaching and learning.