Made available in DSpace on 2016-08-17T13:54:15Z (GMT). No. of bitstreams: 1 RITA MARIA GONCALVES DE OLIVEIRA.pdf: 1195389 bytes, checksum: 70c02f13087de4fdb58320c958aa6f3f (MD5) Previous issue date: 2007-12-20 / In this paper one carries out a study of the policies for Special Education, understanding them as necessary in a general policy for education, emphasizing the 90 s, because it represents a starting-point for the Inclusive Education, when the international agreements came out which started to have representation in the National Legislation, the redefinition of the responsibilities related to the Basic Education among the Union, States and County and the need to perfect the Educational Systems to include everybody demands Public Policy which can assure the Social Rights of the population. The objective of this paper was to analyze the policies related to Special Education and as they are making possible the inclusion of the students with Special Educational Needs in the fundamental teaching in the public network in the county of Imperatriz. Nevertheless, Showing that the education of the students with Special Educational Needs should be analyzed under the political extent, that actions should be prioritized so that one does not have an inclusive speech and an exclusion practice. For the materialization of what one intended to analyze, a qualitative approach was used as to valorize the research places and to consider that in this context the actions can be understood better. The international, national, State and municipal official documents referring to the Inclusive Education were constituted as research sources. The locus of the research were five municipal schools that possess students with Special Educational Needs and as instruments was used documental analysis and semi-structured interviews with managers, coordinators and teachers. It is concluded that although the Decade Plan of Education of the County of Imperatriz having as principle the inclusion of students with Special Educational Needs, the research demonstrated fragilities in the effectiveness of this policy, defined objectives and goals didn t fulfill; Even with the Secretary of Municipal Education possessing a Coordination of Special Education which renders the accompaniment to schools, those services are not compatible with the number of schools, consequently they do not assist their real needs; and, finally an almost widespread dissatisfaction was verified in the policy of inclusive education in the municipal education network, because frequent depositions affirmed that they are attributing to the teacher the responsibility of the inclusion as, in the scope of the schools, few changes have as objective include the students with Special Educational Needs. / Estudo das políticas de Educação Especial no Ensino Fundamental da rede pública municipal de Imperatriz. Compreendem-se as políticas de Educação Especial como integrantes de uma política geral de ensino. Enfatiza-se a década de 90 por representar um marco para a educação inclusiva, quando se originaram acordos internacionais que passaram a exercer influência na legislação nacional e redefiniram as responsabilidades com relação à Educação Básica entre União, Estados e Municípios e a necessidade de aprimorar os sistemas educacionais para incluir a todos em políticas públicas que assegurem os direitos sociais. Analisam-se como as políticas voltadas para a Educação Especial estão viabilizando a inclusão de alunos com necessidades educacionais especiais. Pressupõe-se que a educação desses estudantes deve ser analisada sob o ângulo político e se busca identificar ações a ser priorizadas para que não haja um discurso inclusivo e uma prática de exclusão. Ao se utilizar uma abordagem qualitativa, escolheu-se como lócus da pesquisa cinco escolas municipais que possuem alunos com necessidades educacionais especiais. Utilizaram-se a análise documental e entrevistas semiestruturadas com gestores, coordenadores e professores. Adotaram-se, ainda, como fontes de pesquisa documentos oficiais internacionais, nacionais, estaduais e municipais referentes à educação inclusiva. Conclui-se que, embora o Plano Decenal de Educação do Município de Imperatriz tenha como princípio a inclusão de alunos com necessidades educacionais especiais, verificam-se fragilidades na efetivação dessa política, bem como que objetivos e metas definidos não se efetivaram. Embora a Secretaria de Educação Municipal conte com uma Coordenação de Educação Especial que presta acompanhamento às escolas, esse serviço não se encontra compatível com o número de escolas e, conseqüentemente, não atendem a suas reais necessidades. Por fim, constatou-se uma insatisfação quase generalizada com a política de educação inclusiva da rede municipal de educação, visto que, conforme boa parte dos depoimentos, atribui-se ao professor grande responsabilidade, mas se observam poucas mudanças no âmbito das escolas voltadas para a efetiva inclusão dos alunos com necessidades educacionais especiais.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-08-23T11:21:08Z No. of bitstreams: 1 gessinearaydanevangelista.pdf: 958810 bytes, checksum: ce4522d1e74e9eb7676fe281bb711302 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-09-03T16:36:34Z (GMT) No. of bitstreams: 1 gessinearaydanevangelista.pdf: 958810 bytes, checksum: ce4522d1e74e9eb7676fe281bb711302 (MD5) / Made available in DSpace on 2018-09-03T16:36:34Z (GMT). No. of bitstreams: 1 gessinearaydanevangelista.pdf: 958810 bytes, checksum: ce4522d1e74e9eb7676fe281bb711302 (MD5) Previous issue date: 2017-10-20 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAED/UFJF). O caso de gestão aborda a temática da Educação Inclusiva numa Escola do Campo, localizada em um pequeno Município no interior de Minas Gerais. Partimos da ideia de que uma educação realmente inclusiva pressupõe o atendimento a todos os alunos no ambiente escolar, considerando aqueles que apresentam necessidades educacionais especiais (NEE). O estudo adota como referência teórica os estudos de Arroyo (2007; 2010), Figueiredo (2008), Glat (2011) e Mantoan (2004; 2006; 2007) e das legislações vigentes acerca da Educação Inclusiva. Para esses autores a escola inclusiva precisa transformar sua organização, estrutura física, práticas curriculares e pedagógicas a fim de atender com responsabilidade a diversidade de alunos que nela ingressa. Utilizamos a pesquisa de cunho qualitativo, adotando como instrumentos para coleta dos dados: a análise documental e entrevistas semiestruturadas com professores e alunos com NEE (Necessidade Educacional Especial). Os resultados apontam para a dificuldade das salas regulares em contribuírem para a inclusão dos alunos com necessidades educacionais especiais e ainda, para a necessidade de adaptações e transformações no ambiente escolar visando uma educação inclusiva efetiva em classes regulares de ensino. O PAE (Plano de Avaliação Educacional) tem a intenção de propor estratégias de ação que efetivamente, favoreçam as ações docentes para a inclusão, envolvendo alunos; docentes; famílias e Secretaria de Educação. / This dissertation was developed within the framework of the Professional Master's in Management and Evaluation of Education (PPGP) from the center of Public Policy and Evaluation of education at the Universidade Federal de Juiz de Fora (CAED/UFJF). The case of the administration deals with the theme of inclusive education in a school of Golf, located in a small town in Minas Gerais. We departed from the idea that education really inclusive presupposes the attendance to all students in the school environment, whereas those who have special educational needs (SEN). The study adopts as a theoretical reference the studies of Arroyo (2007; 2010), Figueiredo (2008), Glat (2011) and Mantoan (2004; 2006; 2007) and of the laws and regulations about Inclusive Education. For these authors to inclusive schools you need to transform your organization, physical structure, practical curricular and pedagogical order to meet with responsibility the diversity of students who join. We use the research qualitative, adopting as instruments for data collection: the documentary analysis and structured interviews with teachers and pupils with NEE (Special educational needs). The results point to the difficulty of regular rooms in contributing to the inclusion of students with special educational needs and also to the need for adjustments and changes in the school environment to an inclusive education in regular classes. The PAE (Educational Assessment Plan) has the intention to propose action strategies that effectively promote the actions of the teachers for inclusion, involving students; faculty; families and the Secretary of Education.

This research is inserted in the Research Area of Special Education of the Pos Graduation Program in Education from the Universidade Federal de Santa Maria. Proposes a reflection on the Teachers Knowledge and the Evaluation of Students with Special Educational Needs Included in the Public Teaching System, in order to search participation in an active way in the production of knowledge from teachers through study meetings about the Evaluation, proposing ways which point at the possible answers to the difficulties and worries that the evaluation process causes. The objectives which form the basis to this research were to investigate how the learning evaluation of students with special educational needs is processed and which teachers knowledge is involved in these pedagogical practices. For the production of this research the following themes were used: teachers knowledge, evaluation, inclusion and the evaluation of students with special educational needs. This research is one of the cooperative critical of research-action kind with qualitative approach. The data collection happened with the participation of eight teachers of the beginning years of the elementary teaching of a school from the public teaching system from a city of the Northwest region of Rio Grande do Sul, which participated in a focal group. During the teachers work group, reflections, readings, debates, opinions and suggestions about evaluation of the school learning in the beginning years of the elementary teaching with the students with special educational needs were motivated. Still to complement the data collection teachers notes were used, in which were registered each particular point of the meetings and at the end, a questionnaire with seven open questions for the teachers involving concepts and important aspects about evaluation, teachers knowledge and inclusion. The answers were treated by content analysis and revealed the practice of each teacher regarding the evaluation made with the students with special educational needs, as well as the knowledge that each teacher uses in their evaluation practice, be it planned or not. This research made it possible a contact among the teacher of the group with greater frequency, an exchange of experiences that proposes reflections on the students with special educational needs and the evaluation as a significant process to the school progress. The evaluation was regarded as a challenge which is present in the school routine and in the teachers planning as a principal part for the development of significant work, and they reported verbally as a process which generates nervousness and anxiety, and it has been noticed that they feel difficulties producing the evaluation for all the students and mainly for those who present special educational needs. The teachers still revealed restrict school evaluation knowledge and their main theories. The evaluation procedures described by the teachers as the most used are: the research in the pedagogical books, the work in groups, the pedagogical games and the oral and written work. It is possible to notice that they use a daily planning to exert their activities with the students. It has been evident during the research the difficulty that the teachers feel when evaluating the students with special educational needs as well as all the students. The studies in Evaluation and School Inclusion need to be themes among the teachers all the time. / Esta pesquisa insere-se na Linha de Pesquisa de Educação Especial, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria. Propõe refletir sobre os Saberes Docentes e a Avaliação de Alunos com Necessidades Educacionais Especiais Incluídos na Rede Pública de Ensino, buscando participar de uma maneira ativa na produção dos saberes dos professores através de encontros de estudo sobre a Avaliação, propondo caminhos que apontem as possíveis respostas para as dificuldades e angústias que o processo avaliativo causa. Os objetivos que alicerçaram esta pesquisa foram investigar como a avaliação da aprendizagem de alunos com necessidades educacionais especiais se processa e que saberes docentes estão envolvido nestas práticas pedagógicas. Para a produção desta pesquisa utilizou-se as seguintes temáticas: saberes docentes, avaliação, inclusão e a avaliação dos alunos com necessidades educacionais especiais. Esta pesquisa é do tipo pesquisa-ação crítico colaborativa com abordagem qualitativa. A coleta de dados aconteceu com a participação de oito professoras dos anos iniciais do ensino fundamental de uma escola da rede pública de ensino de um município da região noroeste do Estado do Rio Grande do Sul, as quais participaram de um grupo focal. Durante o trabalho do grupo de professores, foram incentivadas reflexões, leituras, debates, opiniões e sugestões sobre a avaliação da aprendizagem escolar nos anos iniciais do ensino fundamental com alunos com necessidades educacionais especiais. Ainda complementando a coleta de dados utilizou-se um diário de bordo, no qual se registrou as peculiaridades de cada encontro e, ao final, um questionário com sete questões abertas, as quais indagavam das professoras conceitos e aspectos importantes sobre avaliação, saberes docentes e inclusão. As respostas foram tratadas por análise de conteúdo e revelaram a prática de cada professora no que tange à avaliação realizada com os alunos com necessidades educacionais especiais, bem como os saberes que cada professora utiliza em sua prática avaliativa, seja planejada ou não. Esta pesquisa possibilitou um contato entre as professoras do grupo com maior freqüência, uma troca de experiências que propõe reflexões sobre os alunos com necessidades educacionais especiais e a avaliação como processo significativo para o progresso escolar. A avaliação foi conceituada como um desafio presente no dia-a-dia escolar e no planejamento das professoras como parte principal para o desenvolvimento de um trabalho significativo, relataram verbalmente como um processo que gera nervosismo e ansiedade, percebeu-se que elas sentem dificuldades em produzir a avaliação para todos os alunos e principalmente para aqueles que apresentam necessidades educacionais especiais. As professoras ainda revelaram um conhecimento restrito de avaliação escolar e seus principais teóricos. Os procedimentos avaliativos descritos pelas professoras como os mais utilizados são: a pesquisa nos livros didáticos, os trabalhos em grupos, os jogos didáticos e trabalhos orais e escritos. Pode-se perceber que também se utilizam de um planejamento diário para exercer suas atividades com os alunos. Ficou evidente durante a pesquisa a dificuldade que as professoras sentem ao avaliar os alunos com necessidades educacionais especiais bem como todos os alunos. Os estudos em Avaliação e Inclusão Escolar precisam ser sempre temas de estudos entre os professores.

The aim of my thesis is to analyze various aspects of the inclusive teaching concept within the first stages of elementary education and how such aspects may be applied. The work is divided into two main parts, theoretical and practical. The theoretical part is further divided into five main chapters. The first chapter covers the topic of how all students can be included in the elementary education system. The second chapter discusses the key components of how the theory can be implemented and successfully applied to individuals in order to help students achieve their educational goals. The third chapter focuses on topics of special needs education, learning and behavioral disorders. The fourth chapter discusses the necessary role parents and guardians should take in this process. A summary of theoretical part is provided in the fifth chapter. The practical part of the thesis is also divided into four chapters, each of which is numbered and connected to the theoretical part. The sixth chapter defines the objectives of the practical part of my thesis, which are based on various research methods including interviews, surveys and questionnaires. The purpose of the research was to collect firsthand accounts, information and data that would help me analyze the concept of inclusive education and assist...

This thesis studies the functioning of pupils with special educational needs in mainstream lower secondary schools. The special focus is on social studies classes. The teaching/learning processes are described within the broader context of education, which includes mainly parents or legal guardians, teachers and teaching assistants. The theoretical part describes the legal framework of inclusion in the Czech Republic and previous research on the role of teaching assistants. The empirical part uses the qualitative approach. Several cases are presented based on analysis of documents, interviews and observations. The data were compared across the cases. The results suggest that there is a difference between the lessons of social studies and the classes of the "core subjects". The teaching assistants are available in the social studies classes only rarely. Given the mixed effects of the teaching assistants on learning and socialization of the special needs pupils, this situation might have both positive and negative impact. KEYWORDS: Teaching assistant, pupil with special educational needs, inclusive education, social studies, research

This thesis deals with the concept of inclusive education in primary schools. The aim of this thesis is to find out what positives and negatives teachers see in inclusive concept of basic education, and what recommendations could help the functioning of the inclusive education process. The work is divided into a theoretical and a practical part. The theoretical part focuses on the process of inclusion and inclusive education, including a description of concepts, principles and manifestations. In the theoretical part, an inclusive school environment, including actors of an inclusive process is also approached. The basis for the practical part is the survey, which aims at finding the attitudes, opinions and suggestions of primary school teachers on the issue. The results of the research show that the current concept of inclusive education is misunderstood by most teachers and, unfortunately, most of them disagree with this concept. They see the risk of burden not only for children and teachers, but ultimately also for the entire school system, which may lose its quality. In spite of this, they find certain benefits in inclusive education, mostly in the fact that children can learn mutual motivation, cooperation, necessary social skills, and try to perceive and respect differences, which will help...

This thesis deals the special pedagogical problems of education of integrated pupils in primary school. The aim of this thesis is analyze the communicative skills of pupils with different educational needs. The partial aim of this thesis is finding development of individual language levels of children with special educational needs in primary school according to a story from the book that commonly used in the classroom. The theoretical part is the basis for meeting performance targets. It dedicated to communication, speech and its development and individual education program. The practical part is based on method of qualitative nature - casuistries of pupils with different educational needs in primary school.

The thesis is focused on the analysis of the attitudes of teachers from the district Trutnov to inclusive education. The theoretical part is dedicated to people with special educational needs, the legal grounds, inclusive education and the teaching of curricula and counseling system in the Czech Republic. In the practical part we were surveyed attitudes of primary school teachers from the district Trutnov to the education of pupils with special educational needs. Above all, the degree of awareness of teachers, their concerns and comments on the amendment to the Education Act. Methods were used questionnaire and interview. It is therefore a combination of quantitative and qualitative research. KEYWORDS inclusive education, inclusive education, teacher, pupil with special educational needs, attitudes, concerns, information, benefits

The research documented in this report had a twofold purpose. Firstly, it was to design and implement an intervention based on the theory of Realistic Mathematics Education (RME) aimed at improving the mathematical understanding of learners in two Grade 8 remedial mathematics classes, by revisiting the key number concepts of place value, fractions and decimals. In doing so, a second purpose was to investigate the viability and emerging characteristics of an intervention based on the theory of RME in such a setting (i.e. with low attainers to revisit key number concepts). Pending the realisation of these immediate outcomes, more distant outcomes in subsequent research would be: that learners' understanding and academic performance in mathematics improves and to develop a local instruction theory in using the RME theory to revisit the concepts of place value, fractions and decimals with low attaining learners in order to improve their understanding in this regard. Grade 8 low attainers were selected as the target group for this research as a result of the pending implementation of Mathematical Literacy as a compulsory subject for all learners, possibly from 2006. Currently in South Africa, learners who are not meeting the required standard by the end of their Grade 9 year are able to elect not to take mathematics through Grades 10, 11 and 12. When the new Further Education and Training (FET) policy is implemented, this will no longer be the case. All learners, who do not elect to take mathematics as a subject, will have to take Mathematical Literacy as a compulsory subject throughout Grades 10, 11 and 12. Although less detailed and abstract than the subject mathematics, the Mathematical Literacy curriculum still requires learners to have an understanding of key number concepts and also contains a substantial amount of algebra. As Grade 8 is when learners start working with algebra more formally, and is also their first year at secondary school, it was decided that this would be an appropriate year to try and diagnose and remediate problems in learners' understanding of the key number concepts, if and where possible. The intention was that this would then equip learners with a more appropriate structure of conceptualised knowledge of the above-mentioned concepts on which they could further construct their understanding of algebra. The study was carried out at a local urban high school in South Africa and the research design of this study was informed by two development research approaches (van den Akker&Plomp, 1993; Gravemeijer, 1994). Also, the study was only implemented with a small number of participants, within a bounded setting and without the intention to generalise the results. It was therefore regarded as a development case study. The results appear to indicate that it is viable to apply the theory of RME with low attaining Grade 8 learners in order to revisit the key number concepts of place value, fractions and decimals. Copyright 2004, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Barnes, HE 2004, A developmental case study : implementing the theory of realistic mathematics education with low attainers, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12032004-103122 / > / Dissertation (MEd (Curriculum design))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

A growing body of research supports the suggestion that the relationships which children form with their teachers and classmates have an impact on learning (Roorda, Koomen, Spilt, & Oort, 2011). Largely built on studies with typically developing children, the current understanding of the relationship-learning association is that these relationships can impact upon learning either by directly improving the quality of pedagogy or through mediating factors such as increased pupil motivation (Martin & Dowson, 2009).The aim of this study was to expand the discussion and evidence base surrounding relationship-learning association to include pupils with Autism Spectrum Disorders (ASD) and Behavioural, Emotional and Social Difficulties (BESD). Previously these groups were not directly addressed by this literature, yet there is evidence from both government-compiled (Department for Education, 2011d) national statistics and independent research (e.g. Symes & Humphrey, 2010) that these groups are at risk of poor academic and social outcomes. While classroom relationships might be an ingredient of superior teaching of children with special educational needs (Dyson, Farrell, Polat, Hutcheson, & Gallanaugh, 2004), it was hypothesised that difficulties commonly associated with either or both of these groups, such as communication problems (Cashin, 2005; Lindsay, Dockrell, & Strand, 2007) may serve to influence the nature and salience of the relationship-learning association.The study used a mixed methods design, incorporating a multiple regression analysis to determine whether changes in teacher or peer relationship quality over 18 months predicted attainment relative to other plausible predictors at the end of that period (N= ASD:143 BESD: 648) and an embedded, multiple case study (Yin, 2011) analysis around two children from each group to determine how the facets of their individual educational needs and other contextual factors influenced the importance and nature of the relationship-learning association in their education. Multiple regression models indicated that relationship change was not a statistically significant predictor of attainment other than peer relationship change for pupils with BESD, where the effect size implies that some academic benefits may accrue at group level from successful relationship interventions. Case study analysis suggested that many of the factors reducing the likelihood of relationships directly improving attainment also make them more important to the effectiveness of teaching and the classroom functioning of pupils. Implications and directions for future research are also discussed.