This research focuses on Special Needs Education (SNE) in Kenyan Public Primary Schools: Exploring Government Policy and Teachers’ understandings. At a time when Kenya is introducing reforms with a view to addressing broad national objectives and providing universal primary education (UPE) after the massive enrolment increases arising from the free primary education declaration (FPE), it was important to establish teachers’ understandings on SEN. The study was undertaken in 27 primary schools in urban, municipal and rural parts of Kenya. A phenomenological qualitative approach was mainly used and data were collected from teachers through a survey comprising: (i) 159 self-administered questionnaires ii) Nine in-depth interviews. From the results of a pilot study, necessary adaptations were made for the main study. The data provided insights to teachers’ teaching strategies, impacts of mainstreaming, factors that prevent the participation of children said to have SEN, challenges in meeting the diverse needs in the classroom and the support they may require in providing more engaging and effective learning instructions. The findings show that many teachers lack a repertoire of learning and teaching strategies appropriate for addressing barriers to learning and providing individualized approaches in the classrooms. Some teachers were positive about teaching children said to have SEN but lacked the infrastructure of support and guidance, were confused by different terminologies and found the concept of SEN not to be enabling. What teachers are calling for is more training to help them develop strategies which are responsive to the identified learning difficulties. Through Documentary Analysis of the Kenya National Special Needs Education (SNE) Policy Framework, Ministry of Education (MoE, 2009), it was identified that the policy is difficult and ambiguous for teachers to implement. The policy fails to include salient definitions to facilitate a common way of addressing children said to have SEN which results in them being labelled. The recommendations of the research indicate that children’s unique needs be made transparent and addressed using effective individualized education plans to influence and maintain high expectations, positive and enriched ways of teaching in order to improve the children’s learning opportunities as well as other extracurricular activities. The national policy should be revised to include feasible targets in order to facilitate on-going evaluation and embed definitions of key words which are pivotal to planning, assessment, identification, provision and placement of children said to have SEN. Suggestions for further research have also been included.

Bakalauro darbe analizuojami 8-10 klasių vidutinių specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių bendrojo lavinimo mokykloje, matematikos praktiniai gebėjimai bei matematinis raštingumas. Suformuluota hipotezė, jog matematines užduotis, kurių sąlygų turinys siejamas su mokiniui pažįstama aplinka ir kasdieninėmis situacijomis, vidutinių specialiųjų ugdymosi poreikių (SUP) turintiems mokiniams sekasi spręsti geriau. Šių mokinių praktinių matematinių žinių ir gebėjimų lygis atitinka ,,Pagrindinio ugdymo bendrųjų programų pritaikymo rekomendacijose, skirtose žemų (riboto intelekto) ir labai žemų (nežymiai sutrikusio intelekto) intelektinių gebėjimų specialiųjų poreikių mokiniams ugdyti” nurodytą matematikos turinio srities apimtį. Tyrime dalyvavo 100 8-10 klasių vidutinių specialiųjų ugdymosi poreikių turinčių mokinių, besimokančių bendrojo lavinimo mokyklose. Matematikos testo metodu tirta, kaip vidutinių specialiųjų ugdymosi poreikių turintys mokiniai geba pritaikyti turimas matematikos žinias, spręsdami praktinio pobūdžio uždavinius, ir kokie yra jų gebėjimai. Tyrimu nustatyta, kad daugumos vidutinių specialiųjų ugdymosi poreikių turinčių 8-10 klasės mokinių matematikos pasiekimai minimaliai atitinka ,,Pagrindinio ugdymo bendrųjų programų pritaikymo rekomendacijose, skirtose žemų (riboto intelekto) ir labai žemų (nežymiai sutrikusio intelekto) intelektinių gebėjimų specialiųjų poreikių mokiniams ugdyti” nurodytą matematikos turinio srities apimtį. Šios... [toliau žr. visą tekstą] / The qualifying paper analyses mathematical skills and literacy of 8-10-form pupils with average special educational needs in General Secondary School. Under the hypothesis those mathematical problems, statements of which are related to the familiar environment and everyday situations, are solved easier by the pupils with average special educational needs. The level of practical knowledge and skills in mathematics of those pupils responds to the required level of mathematical background in “Recommendations on the application of basic education general programmes” up for the development of low (limited intellect) and very low (slightly mentally retarded) intellectual abilities of pupils with special needs. The respondents of the research included 100 8-10-form pupils with average special educational needs of General Secondary School. The research was based on the analysis of the ways how pupils with average special educational needs were able to apply their knowledge in mathematics performing practical tasks and what their abilities were. The research results have revealed that achievements in mathematics of most pupils with average special educational needs minimally respond to the required level of mathematical background in “Recommendations on the application of basic education general programmes” up for the development of low (limited intellect) and very low ( mentally retarded) intellectual abilities of pupils with special needs. Their knowledge was not very deep... [to full text]

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.

The content in this study is about special educational guidance and how it contributes to inclusion through development of a differentiated instruction (DI). The study is based on previous research in three areas: inclusion, differentiated instruction and special education guidance. The concepts are defined and delimited based on national and international research. The research questions include difficulties faced by teachers in planning and the implementation of differentiated instruction in practice and how this work can be supported by special education guidance. The theoretical starting point is practice architectures (Kemmis et al., 2014). In the analysis even dilemma perspective (Nilholm, 2005; 2007) is used.  Action research is used as method and thematic analysis is used to analyse the empirical material. The thematic analysis shows that the teacher experienced pupils´ participation, and their different levels were challenging. The thematic analysis also showed that the special educator in the supervision used five strategies to support the teachers. The discussion includes dilemmas that are identified in the study from a techer perspective: the requirement for goal fulfillment versus pupils´need and conditions, percieved lack of time versus developing a differentiated a differentiated instruction and limitations in possibilities to organize teaching according to pupils´needs and conditions. In addition, special educational guidance and dilemmas are discussed and how supervison practice is affected by and shaped in an unequal school system.

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.

The movement towards developing existing education systems to be more inclusive can be seen worldwide. However, even in a country such as Finland where inclusive ideology has been promoted in national policies for a considerable time, there are existing needs for development that need to be examined. The aim of this systematic review was to examine these existing needs for development in primary schools in Finland. Inclusive education means the inclusion of all children. In this systematic review, the focus was on those children in risk of exclusion with special educational needs due to a disability. The results are analyzed by utilizing a framework inspired by the framework developed by Ainscow and Miles (2009). The results show that there are several needs for development especially related to systems and structures, and practice. Furthermore, more systematic actions are needed moving from policies to effective implementation of inclusive practices. Overall, inclusion is a complex concept and future research conducted with diverse groups of children of all ages is greatly needed.

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.