Esta tese de doutorado trata de um estudo das políticas públicas de inclusão escolar no Rio Grande do Sul, de acordo com o atual cenário nacional de implantação de políticas de educação inclusiva a partir, principalmente, do ano de 2001. Este objetivo primeiro foi complementado pela construção de “mapas de sentidos” sobre este processo no Estado, apontando o “lugar” da modalidade de educação especial na construção de sistemas de ensino inclusivos, revelando aspectos sócio-histórico-políticos e educacionais constitutivos desta área. Esta conjugação de questões de pesquisa exigiu a construção de instrumentos e estratégias de investigação específicas que foram sistematizados através de coleta de dados em dez localidades (municípios), os quais foram considerados amostra dos comportamentos regionais a respeito do processo de inclusão escolar de alunos com deficiência e demais necessidades educacionais especiais no Estado. A sistematização dos dados coletados nas diferentes localidades proporcionou, de forma integrada à teoria, uma análise da atual configuração destas políticas, revelando um fenômeno de características multifacetadas, com diferentes “mapas de sentidos” sobre o assunto; a variação verificada fica por conta das diferenças regionais, sobretudo, das características culturais, das características educacionais e do “modelo” de educação especial vigente. A partir desta constatação, a pesquisa apontou que a viabilidade de construção de um adequado acompanhamento de implementação de políticas públicas de inclusão escolar, por tratar de um fenômeno complexo, exige uma matriz de interpretação que extrapole a simples questão técnica das avaliações. Neste sentido, um acompanhamento que favoreça um processo genuíno de compreensão das configurações locais indica a necessidade de se partir de uma perspectiva cultural e do entendimento da política como um processo de aprendizagem, adotando uma abordagem cognitiva das políticas públicas, perspectiva que se esforça por apreendê-las como matrizes cognitivo-normativas que constituem sistemas de interpretação do real, valorizando os valores, as idéias e as representações locais. O estudo aponta, por fim, um Estado que, apesar das diferentes interpretações verificadas, reúne-se em torno da modalidade de educação especial como “elemento” fundamental ao processo de inclusão escolar, ainda que a sua “localização” e o seu “sentido” na organização dos sistemas de ensino não seja unânime entre os municípios pesquisados. / This doctoral thesis deals with the study of the public policies of school inclusion in Rio Grande do Sul, in accordance with the current national scene of implementation of policies of inclusive education starting, mainly, from the year 2001. This first objective was complemented by the construction of “sense maps” on this process in the State, pointing the “place” of the modality of special education in the construction of inclusive systems of education, disclosing socialhistorical- political and educational aspects constituent of this area. This conjugation of research questions demanded the construction of instruments and specific strategies of investigation that had been systemized through collection of data in ten localities (counties), which had been considered sample of the regional behaviors regarding the process of school inclusion of students with deficiency and others special educational necessities in the State. The systematization of the data collected in the different localities provided, in an integrated way to the theory, an analysis of the current configuration of these policies, disclosing a multifaceted characteristics’ phenomenon, with different “sense maps” about the subject; the verified variation is at the expense of the regional differences, above all, of the cultural characteristics, the educational characteristics, and the valid “model” of special education. From this verification, the research showed that the construction viability of an adequate accompaniment of public policies implementation of school inclusion, by dealing with a complex phenomenon, demands a matrix interpretation that surpasses the simple technical evaluation questions. In this manner, an accompaniment that favors a genuine process of understanding of the local configurations indicates the necessity of starting it from a cultural perspective and from an understanding of the policies as a learning process, adopting a cognitive approach of the public policies, perspective that struggles to apprehend them as first cognitive-normative matrixes that constitute systems of interpretation of what is real, valuing the local values, ideas and representations. The study finally shows, a State that, despite the different verified interpretations, is congregated around the modality of special education as fundamental “element” to the process of school inclusion, despite its “localization” and its “orientation” in the organization of the education systems is not unanimous among the searched counties.

Diese Forschung hat das Ziel die Praxis der Inklusion im Alltag des Unterrichts und der Schule zu erkennen, begründet mit den deutschen pädagogischen Prinzipien der Inklusion, und die Unterrichtspraxis der Lehrer, die mit Schülern besonderen Lernbedüfnisse im Unterricht eines regelmässigen Lernprozesses umgehen, zu analysieren. Der theoretische Bezugspunkt beruht auf den “Pädagogischen Prinzipien der Inklusion” von Hans Wocken (2003), Andréas Hinz und Inês Boban (2005), die einen geschichtlichen Rückblick auf die Bewegung der schulischen Integration und Einschluss und einige individuelle Experimente in der Schulpraxis in Europa gestalten, und auch eine Analyse der Praxis der Inklusion im schulischen Alltag und im Unterricht, ausgegangen von dem individuellen Lehr- Lernprozess und im Bi- Dozenten-System. Die empirische Untersuchung wendet sich an neun Lehrer der fünften bis zur achten Klasse einer regelmässigen Schule. Durch Interwiews, pädagogische Sitzungen und Erfahrungsaustausch versucht sie eine Inhaltsanalyse zu gestalten in einer Perspektive drei gestellte Ziele: (1) Schüler mit besonderen Lernbedürfnissen: man erfährt wie umfangreich dieser Ausdruck ist; (2) Das Entgegenkommen der Schüler im Unterricht: man untersucht die konkrete Auswirkung in der Didaktik, in der Evaluation, im Bi-Dozenten- System und in der Reduzierung der Schülerzahl im Klassenraum. Davon ausgehend, adaptiert man den Lehrplan, gestaltet den Unterricht verschieden und setzt einen zweiten Dozenten als Hilfskraft ein; (3) Die Überlegung über die tägliche Alltagspraxis: die Arbeitsverhältnisse, Vorteile, Schwierigkeiten und Bildungserwartungen, indem man die Erlebnisse und die Gefühle der Lehrer in ihrer Arbeitserwartungen gegenüber der Schüler und der Schule schildert. Unser Vorschlag ist, die Praxis der Inklusion sollte ein Prinzip jeder Schule und nicht nur Initiative einiger Menschen sein; damit man allen Schülern entgegenkommt und nicht nur ein Teil, ist die Gruppenarbeit sehr wichtig; die räumliche und die materielle Anpassung und Ausstattung der Schule, sowie einen geeigneten Lehrplan sind nötig, damit die Entwicklung aller Schüler in den verschiedenen Bereichen der Kenntnis geboten und ermöglicht wird. / A pesquisa tem como objetivos reconhecer práticas inclusivas no dia-a-dia da sala de aula e da escola, baseadas nos princípios pedagógicos inclusivos alemães, e analisar as práticas educativas dos professores que atuam junto a alunos com necessidades educacionais especiais na sala de aula do ensino regular. O referencial teórico assenta-se nos princípios pedagógicos inclusivos dos educadores alemães Hans Wocken (2003), Andréas Hinz e Inês Boban (2005), incluindo uma retrospectiva histórica do movimento de integração/inclusão escolar e algumas práticas individualizadas de ensino no cenário europeu, além de uma análise de práticas inclusivas no cotidiano da sala de aula e da escola a partir da individualização do ensino e do sistema de bidocência. A investigação empírica volta-se para o trabalho desenvolvido por nove professores do Ensino Fundamental, nas séries de 5ª a 8ª, de uma escola regular. Através de entrevistas, reuniões de estudo, observações de aula, entrevistas semi-estruturadas e testemunhos, procura fazer uma análise de conteúdo, na perspectiva de três eixos norteadores: (1) alunos com necessidades educacionais especiais, em que se analisa a dimensão da nomenclatura, ou seja, o que é para o professor um aluno com necessidade educacional especial e qual a importância do diagnóstico no seu trabalho em sala de aula; (2) atendimento aos alunos em sala de aula, em que se examinam as dimensões de individualização dos alvos, da didática, da avaliação, o sistema de bidocência e a redução numérica, evidenciando um currículo com possibilidade de adaptações, práticas diferenciadas em sala de aula e trabalho do professor de apoio; e (3) reflexão sobre a prática cotidiana, relativamente a condições de trabalho, benefícios, dificuldades e expectativas educacionais, em que se buscam retratar as vivências e os sentimentos dos professores no trabalho e suas expectativas em relação aos alunos e à escola. Conclui-se propondo algumas considerações, como, por exemplo, a práxis da inclusão como um princípio de toda escola e não somente de algumas pessoas; a importância do trabalho em equipe, a fim de que se possam atender todos os alunos e não somente uma parcela; a adaptação da escola tanto em recursos físicos e materiais, como em atendimento curricular, oferecendo um conjunto de situações que favoreçam o desenvolvimento de todos os alunos nas diferentes áreas do conhecimento. / This study aims at spotting daily inclusive practices in the school and in the classroom, based on German inclusive pedagogical principles, as well as analyzing educative practices of teachers who work with students with special educational needs in the classroom of regular schools. Concerning its theoretical reference, it is based on the inclusive pedagogical principles of the German educators Hans Wocken (2003), Andréas Hinz and Inês Boban (2005), including a historical review of the school integration/inclusion movement and some individualized teaching practices in the European setting, as well as an analysis of inclusive practices in the classroom and school routines from the perspective of teaching individualization and bi-instruction system. The empiric investigation approached the work developed by nine teachers of Primary School, from 5th to 8th grade in a regular school. Through interviews, study meetings, classroom observation, semi-structured interviews and testimonials, it attempts to analyze content from the perspective of three guiding axes: (1) students with special educational needs, in which it is analyzed the dimension of nomenclature, i.e., what it means for a teacher a student with special educational needs and how important is the diagnosis in his/her classroom work; (2) assistance to students in the classroom, in which it is examined the dimensions of individualization of targets, didactic, assessment, bi-instruction system and numeric reduction, focusing on a syllabus with possibilities for adaptations, differentiated practices in classroom and supporting teacher’s work; and (3) reflections on daily practice, concerning educational working conditions, benefits, difficulties and expectations, in which it was attempted to portrait the experiences and the feelings of teachers in their work and their expectations regarding students and school. As a conclusion, some considerations are proposed, such as the inclusion praxis as a principle of every school, and not only of some people; the importance of team work, in order to assist all students, and not only a part of them; adaptation of the school both in material and physical resources and syllabus assistance, offering a setting that favors the development of all students in the various areas of knowledge.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-27T11:04:14Z No. of bitstreams: 2 Dissertação - Thaís Vieira do Nascimento - 2013.pdf: 4058816 bytes, checksum: 71dec53823b236fec1f7c084d0422679 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-27T14:27:18Z (GMT) No. of bitstreams: 2 Dissertação - Thaís Vieira do Nascimento - 2013.pdf: 4058816 bytes, checksum: 71dec53823b236fec1f7c084d0422679 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-27T14:27:18Z (GMT). No. of bitstreams: 2 Dissertação - Thaís Vieira do Nascimento - 2013.pdf: 4058816 bytes, checksum: 71dec53823b236fec1f7c084d0422679 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-04-12 / This research deals with musical experience and practice, observation and analysis of Students with Special Educational Needs, performed by a musical educator, in turn supported by a multidisciplinary team. It is a result of the research assembled for tending to the requisites of the Music Masters Program, of the School of Music and Scenic Arts, of the Federal University of Goias. Its objective was to comprehend these students’ musical experiences. It comprises a research of qualitative proportions, with procedures that took place in the Workshop Space – Therapeutic and Educational Space in Uberlândia – MG, by means of a methodological proposal of Research-Action. It began with an Outlined Project, in which 15 lessons were ministered. Furthermore, after the lessons’ planning (PAREJO, 2011; LOURO, 2006; SWAMWICK, 2002; FONTERRADA and MATEIRO, 2011), 23 music lessons were taught, with a duration of 30 minutes for each class (classes A and B). The instruments of data collection were the class videos, the protocols, the pre-test and post-test questionnaires, which were answered by the responsible professionals and the Space’s multidisciplinary team. Following the bibliographical revision based on the field of expertise’s literature (FREIRE, CAVAZOTTI, 2007; SILVA, 2011; BONA, 2011; and MARIANI, 2011), the Criteria for Analysis were proposed. Moreover, from these criteria, sections of the videos were analyzed using the action sequences that stood out the most. These sections were submitted to an evaluation of a board of judges formed by field experts and all were incorporated to the data. The research analysis was based on the phenomenological perspective. From the analyses of the data, it became possible to indicate that the Outlined Project, as it was idealized and implemented, contributed for the very best elaboration of the classes that would be experienced by the group and by the researching professor in the Final Project; thus making modifications possible regarding the best possible service for the subjects, in dealing with the technical aspects, such as video recordings and photographs. Therefore, it’s important to point out that, since this is a Research-Action, the music classes were structurally modified throughout the process, using more diversified activities, resulting in a speckled musical repertoire and greater participation by the researcher in the interdisciplinary activities with the group; there was larger involvement by the subjects in the classroom; and the researcher’s better understanding of the musical experiences with the special subjects was also noted. In the course of the student-teacher interaction, one could observe the development of the students’ affectionate bonds, body and facial expressions; aside from the aspects of cognitive functions, such as memory, attention span, perception and conscience within the musical experience. In conclusion, the musical experience influenced the subjects as to their learning in participating, socializing, and interacting; it promoted the cognition, musical involvement, development in exploring instruments, the ex In conclusion, the musical experience influenced the subjects as to their learning in participating, socializing, and interacting; it promoted the cognition, musical involvement, development in exploring instruments, the expression and body movement; the higher acceptance to touching, the tolerance to sounds and the anxiety control. As a surprise element in the analysis results, the professor of music that works with such subjects of the research at hand – the ANEEs. Finally, it was concluded that the experience of a Musical Process Teaching and Service to Students with Special Educational Needs, proposed and supported this research validated the possibility of a new Music Education for ANEEs, in the educational context. / Esta dissertação, realizada para atendimento aos requisitos do Mestrado em Música, da Escola de Música e Artes Cênicas, da Universidade Federal de Goiás teve como objetivo compreender a vivência musical desses alunos. Trata-se de uma pesquisa de cunho qualitativo, com procedimentos realizados no Espaço das Oficinas - Espaço Terapêutico e Educacional em Uberlândia - MG, por meio de uma proposta metodológica de Pesquisa- Ação. Trata da vivência musical, observação e análise de Alunos com Necessidades Educativas Especiais, ANEEs ministradas por uma educadora musical, apoiada por uma equipe multidisciplinar. Iniciou-se com um Projeto Piloto, em que foram ministradas 15 aulas. Em seguida, após os planejamentos das aulas (PAREJO, 2011; LOURO, 2006; SWANWICK, 2002; FONTERRADA e MATEIRO, 2011), foram ministradas 23 aulas de música, com duração de 30 m. para cada turma (Turma A e B). A coleta de dados teve como instrumentos as filmagens das aulas, os protocolos, os questionários pré-teste e pós-teste, respondidos pelos responsáveis e pela equipe multidisciplinar do espaço. Feita a revisão bibliográfica tendo como base a literatura da área (FREIRE, CAVAZOTTI, 2007; SILVA, 2011; BONA, 2011; e MARIANI, 2011), foram propostos os Critérios de Análise. A partir dos critérios estabelecidos, foram realizados recortes dos vídeos das aulas, com as sequências de ações que mais se destacaram. Estes recortes foram submetidos à uma avaliação de um júri formado por especialistas da área e, depois, foram incorporados aos dados. A análise da pesquisa foi fundamentada na perspectiva fenomenológica. A partir das análises dos dados pode-se indicar que o Projeto Piloto, como idealizado e implementado, contribuiu para a melhor elaboração das aulas que seriam vivenciadas pelo grupo e pela professora pesquisadora no projeto final, possibilitando modificações quanto às atividades para o melhor atendimento aos sujeitos, em se tratando dos aspectos técnicos, tais como as filmagens e as fotos. Desse modo, vale ressaltar que, em se tratando de uma Pesquisa-ação, as aulas de música foram modificadas em suas estruturas ao longo do processo, com atividades mais diversificadas, resultando em um repertório musical variado e uma maior participação da pesquisadora em atividades interdisciplinares com a equipe; houve um maior envolvimento dos sujeitos nas aulas; e se constatou uma melhor compreensão das vivências musicais com os sujeitos pela pesquisadora. Por meio da interação alunos-professora, pode-se observar que se desenvolveu a afetividade, a expressão corporal e facial dos alunos; além dos aspectos das funções cognitivas como a memória, a atenção, a percepção e a consciência na vivência musical. Conclui-se que a vivência musical influenciou os sujeitos quanto ao aprendizado da participação, socialização e a interação; promoveu a cognição, o envolvimento musical, o desenvolvimento na exploração de instrumentos, a expressão e a movimentação corporal; a aceitação ao toque, a tolerância ao som e o controle da ansiedade. Chegou-se, como elemento surpresa dos resultados da análise, ao perfil do (a) professor (a) de música que atua com o sujeito da pesquisa em questão – os ANEEs. Finalmente, concluiu-se que a vivência de um Processo de Ensino Musical e de Atendimento a Alunos com Necessidades Educativas Especiais, proposta e acompanhada nesta pesquisa, validou a possibilidade de uma nova Educação Musical para os ANEEs, no contexto educacional.

Made available in DSpace on 2016-03-15T19:41:19Z (GMT). No. of bitstreams: 1 Ana Elizabeth Gondim Gomes.pdf: 3215763 bytes, checksum: 31ad6bea09826fefa5514540054aa5c0 (MD5) Previous issue date: 2012-12-13 / Fundo Mackenzie de Pesquisa / The Physical Education course is of fundamental importance to the development of children and teenagers. The Brazilian educational policy has been guided by the principle of scholar inclusion or inclusive education, comprising all diversity of students, particularly in public schools. Among these students are also those who have disability and special educational needs. With this research one tried to analyze how the inclusion process of students with disabilities has been happening in Physical Education classes according to teachers, as well as to identify main needs of teachers for the development of a satisfactory job regarding inclusion of students with physical, visual, hearing, intellectual or multiple disability. Therefore, a research was done in four out of the six Regional Boards of Fortaleza (CE), encompassing 88 Physical Education teachers who had a student with some of these deficiencies. Qualitative and quantitative approaches were used, in which a questionnaire with open and closed questions answered by all teachers, as well as semi-structured interviews with 10% of participants, were used as data collection instruments. The results indicated important factors related to the inclusion process of students with disabilities, such as: the highest number of teachers, 33% of teachers, had moderate knowledge about their student's disability; 40.9% found moderate the participation of parents or responsible in daily scholar life of students with disabilities; 42% receive much support from the school in carrying out their educational activities and are completely concerned with the peculiarities of their students with disabilities; 39.8% respect their limits and difficulties and evaluate as moderate the participation of students in their classes. One concludes that the type of disability and the degree of limitation are directly proportional to the level of participation in class and that the excitement and creativity of teachers, the school structure and parental support are significant for a successful scholar inclusion. One believes that the results obtained may subsidize important decisions from the Municipal Secretariat of Education of Fortaleza, as well as from teachers, parents, relatives and students. / A Educação Física Escolar é disciplina de fundamental importância para o desenvolvimento de crianças e adolescentes. A política educacional brasileira se norteia pelo princípio da inclusão escolar ou educação inclusiva, abrangendo toda a diversidade de alunos, especialmente na escola pública. Nesse alunado, estão também os que têm alguma deficiência e apresentam necessidades educacionais especiais. Com esta investigação, procurou-se analisar como ocorre o processo de inclusão de alunos com deficiência nas aulas de Educação Física sob o ponto de vista dos professores, bem como identificar as principais necessidades docentes para o desenvolvimento de um trabalho satisfatório em relação à inclusão de alunos com deficiência física, visual, auditiva, intelectual ou múltipla. Para tanto, foi realizada pesquisa em quatro das seis Secretarias Executivas Regionais de Fortaleza (CE), envolvendo 88 professores de Educação Física que tinham algum aluno com alguma dessas deficiências. Adotaram-se abordagens qualitativa e quantitativa, tendo como instrumentos de coleta de dados um questionário, contendo questões abertas e fechadas, respondido por todos, bem como entrevista semi estruturada com 10% dos participantes. Os resultados apontaram importantes fatores relacionados ao processo de inclusão dos alunos com deficiência, tais como: o maior número de professores, o percentual de 33% dos professores apresentou conhecimento moderado sobre a deficiência do seu aluno; 40,9% consideram moderada a participação de pais ou responsáveis no cotidiano escolar do aluno com deficiência; 42% recebem muito apoio da escola no desempenho de suas atividades didáticas e se preocupam completamente com as peculiaridades do seu aluno com deficiência; 39,8% respeitam os seus limites e dificuldades e avaliam como moderada a participação dos alunos em suas aulas. Conclui-se que o tipo de deficiência e o grau de limitação do aluno está diretamente proporcional ao nível de participação nas aulas e que o interesse e a criatividade do professor, grau de instrução e conhecimento, a estrutura da escola e o apoio dos pais ou responsáveis são significativos para a inclusão escolar proveitosa. Acredita-se que os resultados obtidos poderão subsidiar importantes decisões relativas a Educação Física Escolar, tanto de gestores educacionais e escolares, quanto dos professores, pais, familiares e alunos.

Made available in DSpace on 2016-04-18T21:11:09Z (GMT). No. of bitstreams: 2 Cristiane Spada Freitas1.pdf: 366249 bytes, checksum: 0239492c19004eefddf32af97007bd19 (MD5) Cristiane Spada Freitas2.pdf: 570029 bytes, checksum: ce581c6f4f6c96d190fed735a2d5659e (MD5) Previous issue date: 2007-02-27 / With the aim of analyzing the school actions which have been developed with students who own special educational needs as far as inclusion is concerned, a bibliographic and documentary analyses and research has been made, followed by qualified branch and ethnographic related research. All the acquired data has been raised through surveys which have been developed in five public schools in the city of Mairiporã, situated in the Great Metropolitan area of São Paulo, with the support of the Governor s Education Bureau. It has also been shown and discussed taking into consideration the infra-structure features and the types of access conditions these students have. In addition, there have been interviews with each school principals and primary regular school teachers so as to find out criteria to distinguish and identify these special types of students in order to describe the elements which may make this inclusion process in the public city schools easy or hard. The interest for this branch has been grounded on the need of checking the ethic principles of equality and justice which must be guaranteed. Although there has been development, the present study has indicated a huge gap between the speech and the steps which have been taken, and that s why this process values must be checked, as something historic which has already begun and will certainly not end up soon. So, it must be deeply thought and understood within a dynamic focus. The results which have been found out might provide outstanding assistance for possible and necessary changes so as to lead to steps which shall be taken in the above-mentioned city schools. / Com o objetivo de estudar ações escolares desenvolvidas junto aos alunos com necessidades educacionais especiais em situação de inclusão, foi realizada pesquisa bibliográfica e análise documental, além de pesquisa de campo qualitativa e de caráter etnográfico. O estudo de campo envolveu cinco escolas públicas do município de Mairiporã, situado na Região Metroplolitana de São Paulo. São apresentados e discutidos os dados coletados através de levantamentos junto à Secretaria da Educação e observações nas escolas com vistas às condições de acesso bem como aspectos físicos e materiais. Foram também realizadas entrevistas com os diretores das cinco escolas e professores do ensino regular procurando averiguar os critérios norteadores da identificação dos alunos com necessidades educacionais especiais, como também descrevendo os elementos facilitadores e dificultadores da inclusão desses alunos na rede de educação municipal. O interesse pelo estudo surgiu da necessidade de analisar nas escolas a garantida ação fundamentada nos princípios éticos de eqüidade e justiça clamados pela inclusão escolar. Embora pesem seus avanços, o estudo indicou que ainda existe uma distância entre o discurso e a ação. Por isso a inclusão orientada por valores, como processo histórico que não se iniciou hoje e nem terminará tão cedo, deve ser pensada e entendida dentro de um enfoque dinâmico e processual. Os resultados encontrados poderão significar importante subsídio para possíveis e necessárias reformulações e orientação das ações nas escolas da rede municipal do referido município paulista.

The aim of this dissertation is to describe the role of teaching assistants in the matter of support for pupils with barriers in learning at primary school. In the theoretical part, the main focus is on legislative anchoring of teaching assistant's position, on establishing the responsibilities and the content of teaching assistant's work, on methodical support which is provided by schools' headmasters or particular organisations, on support for teachers and on discovered benefits that are secured by the role of teaching assistant. Everything mentioned is placed in contrast with the scholar system in Great Britain, especially with the way the local authorities deal with the post of teaching assistant. The empirical part of the dissertation explore the cooperation of teaching assistant and teacher by using the method of in-depth interview with teaching assistants and observation their work in class. The result of the dissertation is showing the evidence of teaching assistant's importance in educational process and his/her help and support for teacher. KEYWORDS Teaching assistant, teacher, cooperation, pupil with special educational needs, conditions for a teaching assistant in the Czech Republic and in Great Britain

This Master's Diploma Thesis The personal experience of Specific Learning Difficulties as the way how to understand student's abilities is devoted to educating students with specific learning disabilities. The special emphasis of the work is on the impact of disabilities on psychical, social, educational and professional life of an individual. The aim of the first part of the Research Project was to comprehend how students with specific learning disabilities perceive individual manifestations of their learning difficulties. The data were applied to a scheme and realization of an experimental workshop for primary school teachers with the aim of helping to improve the relationship between teachers and students. The purpose of the second part of research was to hold an experimental workshop offering its participants a subjective experience of specific developmental learning disabilities, their identification with students' learning difficulties and a future introduction of new didactic and psycho-social procedures into their teaching process. The thesis is divided into theoretical and empirical parts. The former is devoted to different psycho-social aspects of specific learning difficulties from the position of a student and an individual, the empirical part includes qualitative research conducted in...

Education White Paper No.6 (2001) – Special Education: Special Needs Education. Building an Inclusive Education and Training System creates the expectation that more South African schools will need to follow an inclusive approach to address, effectively, the varying educational needs of all learners. A number of South African private schools implemented inclusive programs before the publication of this white paper. This research focuses on the perceptions of four South African private school principals with regards to the implementation of these programs and the consequential development of their schools. This qualitative research generated data about the selected private schools through a semi-structured interview, a document analysis, and a literature review. The processed data displayed the principals’ perceptions about the South African private schools’ nature; location; the expertise of the various stakeholders; the schools’ criteria and considerations for administering an inclusive program; the effects of the inclusive programs on the schools’ development; the influence of an inclusive approach on the development of staff, infrastructure and administration within these schools; and the nature of the systemic changes within these private schools. The literature review confirms that inclusive education is a diffuse term and that the American IDEA legislation, as the most progressive policy in this regard, ensures comprehensive inclusive mainstream schools for all learners, irrespective of their educational needs, in the least restrictive environment in their respective communities. The interview data was transcribed, labelled according to specific markers and thematically interpreted in five groups. The data analysis showed that the location of the private school, the expertise of the stakeholders at the school and the motivation for the program’s existence all play a definitive role in the extent; nature; marketing; assessment; policy formulation; accreditation; infrastructural developments; cost; policies; procedures; decision making; leadership style; in service training and staff allocation linked to the inclusive program. There are still misconceptions and questions about inclusive education within and outside the private school milieu. The growing cost and increased workload linked to this approach impede its widespread development and make other schools hesitant to implement it in the same manner as the private schools used in this research sample. AFRIKAANS : Onderwys Witskrif Nr.6 (2001) –Spesiale Onderwys: Die vestiging van ’n inklusiewe Onderwys en Opleidingstelsel se verwagting is dat meer Suid-Afrikaanse skole ’n inklusiewe benadering sal volg om al die onderwysbehoeftes van alle Suid-Afrikaanse leerders effektief aan te spreek. ’n Aantal Suid- Afrikaanse privaatskole het voor hierdie publikasiedatum verskillende inklusiewe programme geïmplementeer. Dié navorsing werp lig op die sienings van vier Suid-Afrikaanse privaatskool-hoofde aangaande die implementering van dié programme én die skoolontwikkeling wat daaruit voortvloei. Die kwalitatiewe het data oor die geselekteerde privaatskole deur ’n semi-gestruktureerde onderhoud, ’n dokument-analise en literatuurstudie ingesamel en verwerk. Die data het die skoolhoofde se persepsies aangaande die Suid-Afrikaanse inklusiewe privaatskole se aard; ligging; die kundigheid van hulle belanghebbendes; die skole se kriteria en oorwegings om die inklusiewe program te bedryf; die effekte van die inklusiewe program op skool- ontwikkelings; die invloed van die inklusiewe benadering op die personeel-, infrastruktuur- en administratiewe ontwikkelings in dié skole; én die aard van die sistemiese veranderings in die privaatskole opgelewer. Die literatuurstudie het bevestig dat inklusiewe onderwys ‘n diffuse term is en dat die Amerikaanse IDEA-wetgewing, as die progressiefste beleid in hierdie verband, verseker dat ‘n volwaardige inklusiewe hoofstroomskool alle leerders, ongeag hulle onderwysbehoefte, in die minsbeperkte leeromgewing in hulle gemeenskap akkommodeer. Die onderhouddata is getranskribeer, volgens merkers geëtiketteer en tematies geïnterpreteer in vyf groeperings. Die data-analise toon dat die ligging van die privaatskool, die kundigheid van belanghebbendes by die skool en die motivering vir die program ‘n besliste rol speel in die omvang; aard; bemarking; assessering; beleidformulering; akkreditering; infrastruktuurontwikkelings; koste; beleide; prosedures; besluite; leierskapstyl; indiensopleiding en personeeltoewysing van die inklusiewe praktyke. Daar is steeds wanopvattings oor inklusiewe onderwys binne en buite die privaatskoolbedryf, en die verhoogde werkslas en groeiende koste hieraan verbonde rem die wydverspreide ontwikkeling en maak nuwe skole huiwerig om dieselfde stap te neem as die gevestigde skole. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

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)

1 ABSTRACT The diploma thesis, "Specifics of education of children from a children's home" has a theoretical and empirical character and it is focused on the education of primary school pupils who are placed in a children's home. The first, theoretical part, gathers expert knowledge related to the social and legal protection of children and selected cases where the rights of the child are not respected. It describes institutions operating in institutional and protective education, which are under control of the Ministry of Education, Youth and Sports of the Czech Republic. It captures the negative effects of institutional education on the child. In the context of inclusive education, it characterizes a pupil from an orphanage as an endangered child with special educational needs. The purpose of the theoretical part was to describe, on the basis of professional literature, the most common obstacles that a pupil from a children's home encounters (or may face) during education and what are their causes. Outline the life situation of a pupil from an orphanage. The second, empirical part, contains the results of a qualitative survey, the aim of which was to map the supporting network of cooperating actors involved in the education of children from a particular children's home in order to find out who is involved...