The problem/focus of the research - the process of integration and adaptation into general education of children with special educational needs, who are brought up in the families.

Bakalauro darbe siekiama ištirti pradinių klasių mokinių, turinčių didelių ir labai didelių specialiųjų ugdymosi poreikių, pasiekimus naminių gyvulių pažinimo srityje. Tyrime dalyvavo pradinių lavinamųjų klasių mokiniai, kuriems nustatytas vidutinis ir žymus intelekto sutrikimas. Interviu dalyvavo pedagogai, ugdantys mokinius, turinčius didelių ir labai didelių specialiųjų ugdymosi poreikių. Iš viso apklausti 30 mokinių ir 6 pedagogai. Buvo parengtas tyrimo instrumentas – klausimynas. Individualia anketine apklausa siekta atskleisti mokinių požiūrį į naminius gyvulius, turimas gamtamokslines žinias ir supratimą apie juos. Norėta ištirti, kokias mokiniai turi vertybines nuostatas naminių gyvulių atžvilgiu, pateikiant klausimus apie mokinių elgesį su artimiausioje aplinkoje esančiais gyvūnais. Tyrinėtas ugdytinių gebėjimas išvardinti naminių gyvulių pavadinimus (pagal sąvoką Naminiai gyvuliai), gebėjimas pamėgdžioti jų skleidžiamus garsus (pagal pateiktą pavadinimą), mokėjimas pavadinti naminius gyvulius apibendrinančiu žodžiu. Siekta sužinoti, koks mokinių supratimas apie naminių gyvulių sandarą (prašant parodyti ir pavadinti kūno dalis) ir funkcijas, poreikius bei svarbą žmogui. Gauti rezultatai parodė, kad dauguma pradinių klasių mokinių, turinčių didelių ir labai didelių specialiųjų ugdymosi poreikių, vardina pagal duotą sąvoką 1-3 naminių gyvulių pavadinimus; paveikslėliuose geriausiai atpažįsta ir pavadina katę ir šunį, karvę, arklį bei kiaulę. Didžioji dalis ugdytinių... [toliau žr. visą tekstą] / The Bachelor's paper aims at examination of the achievements of primary school pupils with severe and very severe educational needs in the field of domestic animal cognition. Pupils of primary school with established average and significant intellectual disabilities participated in the research.. Educators teaching the pupils with severe and very severe special educational needs participated in an interview. In total, 30 pupils and 6 educators have been interviewed. We have prepared a research instrument - a questionnaire. By means of an individual questionnaire survey, we aimed to reveal the attitude of the pupils towards domestic animals, their knowledge available of the natural sciences and their awareness of them. The aim is to investigate what moral values the pupils have in respect of domestic animals by giving questions about the behaviour of the pupils with the animals in their immediate environment. We have investigated an ability of the pupils to list the names of domestic animals (under a concept of Domestic Animals), their ability to imitate their sounds (according to a given name), and their skills to name the domestic animals by a generalising word. We aimed at finding out what is the pupils' understanding of the structure of the domestic animals (by asking to show and name their body parts) ) and the functions, as well as their importance for people. The obtained results have shown that the majority of the primary school pupils with severe and very severe... [to full text]

Šiuo metu Lietuvoje ir pasaulyje vykstantys procesai (nedarbas, krizė, emigracija ir kt.) keičia žmonių vertybes. To pasekmė – daugėja mokyklinio amžiaus vaikų, turinčių emocinių ir elgesio sutrikimų. Be to, Lietuvoje integracijos procesui žengiant į priekį, bendrojo lavinimo mokyklose daugėja mokinių, kurie be bendrųjų poreikių, būdingų visiems mokiniams, turi ir specialiųjų ugdymosi poreikių. Savo darbe paauglių, turinčių specialiųjų ugdymosi poreikių, integruotų į bendrojo lavinimo mokyklas elgesio ir emocijų raiškos sąsajas su socialine aplinka vertinti pasirinkom BASC-2 (vaikų elgesio vertinimo sistema) metodiką. Ši metodika leidžia tirti asmenybes įvairiais aspektais. Paauglius, turinčius specialiųjų ugdymosi poreikių, integruotus į bendrojo lavinimo mokyklas vertino patys paaugliai, tėvai bei mokytojai. Taip galėjome gauti išsamesnį individualų vaizdą apie tiriamuosius. Ši metodika leidžia identifikuoti sutrikimą elgesio ir emocijų srityje. Ši vertinimo sistema suteikia pagrindą ugdymo ir sutrikimų šalinimo programai plėtoti. Darbo objektas – paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajos su socialine aplinka. Tyrimo tikslas – ištirti paauglių, turinčių specialiųjų ugdymosi poreikių, elgesio ir emocijų raiškos sąsajas su jų socialine aplinka. Tyrimo uždaviniai: 1. Nustatyti paauglių, integruotų į bendrojo lavinimo mokyklas, specialiųjų ugdymosi poreikių pobūdį amžiaus aspektu. 2. Išanalizuoti... [toliau žr. visą tekstą] / Nowadays processes occurring in the world as well as Lithuania (unemployment, crises, emigration) influence people’s values, as a result, the number of teenagers having emotional and behavioral problems is increasing. Apart from this, due to integration progress in Lithuania the number of teenagers who besides general needs typical of all students have special educational needs as well is increasing in secondary schools. In my project in order to evaluate the behavioral and emotional links with social environment of teenagers, with special educational needs, who have been integrated into secondary schools BASC – 2 methods has been chosen (Behavior Assessment System for Children, Second Edition). This method enables to test a personality at different aspects. Teenagers with special educational needs who have been integrated into secondary schools were assessed by teenagers themselves, parents and teachers. This method allows to identify a problem in behavioral and emotional field. This evaluation system provides with a bases for both development of educational program and removal of the problem itself. The object – identification of behavioral and emotional links with social environment of teenagers having special educational needs. Aim of research – to explore behavioral and emotional links of teenagers, with special educational needs, self - actualization with social their environment. Objectives: 1. To set types of special educational... [to full text]

The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools. The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners. The study concludes with a summary and recommendations. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012

The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools. The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners. The study concludes with a summary and recommendations. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T20:06:26Z No. of bitstreams: 1 Kenia Araujo.pdf: 822301 bytes, checksum: c26418627a75b1ade0e603ebbb2ad169 (MD5) / Made available in DSpace on 2016-08-25T20:06:26Z (GMT). No. of bitstreams: 1 Kenia Araujo.pdf: 822301 bytes, checksum: c26418627a75b1ade0e603ebbb2ad169 (MD5) Previous issue date: 2015-03-19 / The school environment is very rich in stories, moments, learning and experiences. Every teacher always has a lot to tell. The diversity of people in this universe makes us have a school daily life without routines, without limits for creativity. When faces with something new or unexpected, the teacher seems to transform himself in an innovative agent, conquer space, the situation, in order to dominate it and in varied opportunities, amaze us with enriching strategies. In this research, we have the opportunity of sharing unique and singular experiences that allowed us to contribute to the existing ones in the pedagogical field with students with special educational needs. Frustrating experiences also occur in the school environment; however, in the seeking to give voice to the teacher who develops the specialized educational service, we report here successful experiences. Then, with this, we report the contribution of a private school that has as one of its goals, education for all. / O ambiente escolar é muito rico de histórias, de momentos, de aprendizados e de experiências. Todo professor sempre tem muito a contar. A diversidade de pessoas nesse universo faz com que tenhamos um cotidiano escolar sem rotinas, sem limites para a criatividade. Quando se depara com algo novo ou inesperado, o professor parece se transformar num agente inovador; conquistar o espaço, a situação de maneira a dominá-la e, nas mais variadas oportunidades, surpreender com estratégias enriquecedoras. Nesta pesquisa temos a oportunidade de compartilhar vivências únicas e singulares que possibilitaram contribuir para as já existentes no campo do fazer pedagógico com alunos com necessidade educacionais especiais. Experiências frustrantes também ocorrem no espaço escolar, porém na busca por dar a voz ao professor que desempenha o atendimento educacional especializado, relatamos aqui as experiências de sucesso. Com isso registramos a contribuição de um colégio da rede particular de ensino que tem como uma de suas metas a educação para todos.

To gain knowledge about how students in upper secondary school`s national program describe participation and influence as well as how they describe how they can impact on those important things is a very important knowledge. This study has a student perspective where six students were interviewed each. In addition, observations of pupils scholl days were conducted, where the students were observed together in different classroom settings in different classes. Even so, when moving between breaks and lessons. The purpose of the study is to explore students participation an influence in upper secondary special schools national program. In the study, qualitative interviewing methods have been used with semistructured questions. The result of the study shows several important factors that are important for pupils particiaption, influence anad the ability to influence their schooling. The importance of the group appears to be imprtyant for the participation. Having friends in class, someone to join group work when different school tasks are to be done, and having friends to hang out with breaks. Another result is that you have the ability to self-determination and influence by influencing teaching, the content of the teaching and the different ways. The results of the study also show that students are involved in democaratic processes, and excercise self-determination and influence both for themselves and other students through classcouncils and schoolcouncils. Together theese results form an important part of how the school can meet students with intellectual impairment.

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-07-04Bitstream added on 2014-06-13T19:42:07Z : No. of bitstreams: 1 carvalho_lrps_dr_mar.pdf: 768162 bytes, checksum: 0f5f1eeffde9cb201f9da38df1b18b4c (MD5) / Esta pesquisa teve por objetivo geral avaliar como a política de educação inclusiva instituída pelo Governo do Estado, na Res. SE nº 95/00 se manifesta em um sistema educacional, através da comparação de como era antes e como foi o período posterior à implantação desta política. E ainda, descrever o desempenho acadêmico e o espaço social ocupado por alunos que freqüentavam classes do ensino comum concomitante às salas de recurso, a atitude social dos professores em relação à inclusão e a percepção desses profissionais sobre seus alunos nos aspectos acadêmicos e interpessoais. A metodologia utilizada foi o Estudo de Caso sobre um sistema educacional do ensino fundamental ciclo I. Tivemos como objeto de estudo as escolas públicas estaduais do ciclo I do Ensino Fundamental de uma cidade do interior do Estado de São Paulo, no ano de 2005. Os dados foram coletados, por meio de entrevista, questionários sobre a posição social dos alunos, provas do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo – SARESP-, Escala Lickert de Atitudes Sociais em relação à Inclusão – ELASI e ficha avaliativa do professor sobre o desempenho acadêmico e as relações interpessoais de seus alunos. Os dados foram analisados quantitativamente e qualitativamente. Os resultados apontam para o aumento tanto do número de alunos encaminhados para a escola especial quanto para o número de alunos com atendimento concomitante em sala de ensino comum e sala de recurso que dobram nos cinco anos posteriores à Res. SE/SP nº 95/00. Quanto ao desempenho dos alunos no SARESP encontramos diferença significante no desempenho em Leitura e Escrita entre alunos com e sem NEE, em todas as séries de todas as escolas pesquisadas, exceto nos resultados da Redação, quando analisadas as 3ªs e 4ªs séries juntas. Um terço dos alunos pesquisados (27%) apresentaram baixa... / The general goal of this study is aimed at evaluating how the policy of inclusive education established by the State Government through resolution SE No 95/00 manifests itself in an educational system, by comparison, as it was before and how it was during the period after the implementation of this policy. And also, describe the academic performance and social space occupied by students who attended common classrooms and special educational needs classrooms, the teacher’s social attitudes regarding the inclusion and the perception of these professionals on their students in academic and interpersonal aspects. The methodology used was the case study. WE had as object of study the 1st cycle of the elementary public schools in the countryside of São Paulo state, in 2005.The data was gathered through interviews, questionnaires on the social position of pupils, tests of “SARESP” an evaluation system that evaluates the students academic performance of São Paulo state, Lickert scale of Social Attitudes regarding the inclusion –ELASI and the reports of the teachers about the academic performance of their students and interpersonal relationship of the students. The data was analyzed quantitatively and qualitatively. The results show an increase both in the number of students sent to special schools as to the number of students with concomitant care in the common classrooms and special needs classrooms that double in the 5 years subsequent to Resolution. SE / SP No 95/00 .The results from SARESP´s students point to significant difference in the performance of Reading and Writing skills among students with and without SEN, in all grades of all schools surveyed, except in the results of Writing, when analyzed the 3rd and 4 th grade together. One third of students surveyed (27%) presented low acceptance of their peers. Comparing the beginning and the end of the academic year of 2005,...(Complete abstract, click electronic access below)

Made available in DSpace on 2014-06-11T19:24:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-03Bitstream added on 2014-06-13T19:31:17Z : No. of bitstreams: 1 moreira_mhb_me_arafcl.pdf: 1340242 bytes, checksum: e3e21218a481a813b933b1f2aa30976d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesta pesquisa, procurou-se investigar o processo de inclusão nos espaços da escola comum, acompanhando a atuação de uma professora do ensino itinerante, especializada em Educação Especial no processo de apoiar, complementar e, por vezes, suplementar a proposta pedagógica da escola comum, por meio de recursos educacionais especiais percorrendo as escolas onde há alunos com necessidades educacionais especiais inseridos no ensino comum. Cabe ressaltar que o ensino itinerante é um serviço de apoio pedagógico especializado do Programa de Educação Especial, implantado pela Secretaria de Educação do município de Araraquara. Este trabalho de pesquisa tem por objetivo geral identificar, descrever e analisar a atuação de uma professora do ensino itinerante em uma escola do ensino comum, com alunos incluídos e seus professores. / In this research, we investigated the inclusion process in the common school spaces, following a teacher's performance of the itinerant teaching, specialized in Special Education who acted in the process of supporting, complementing and, sometimes, supplementing the pedagogical proposal of the common school, through special education resources, passing by the schools where there are students with special educational needs inserted in the common teaching. We have to emphasize that the itinerant teaching is a service of specialized pedagogical support of the Education Program, implanted by the Department of Education of the city of Araraquara, São Paulo State, under the responsibility of the Technical Coordinator of Special Education. This Department authorized the analysis of an itinerant service teacher in 2004, in her daily work with students with special educational needs inserted in the common teaching, as well as their respective teachers.

Orientador: Maria Júlia Canazza Dall’Acqua / Banca: Enicéia Gonçalves Mendes / Banca: Silvia Regina Ricco Lucato Sigolo / Resumo: Nesta pesquisa, procurou-se investigar o processo de inclusão nos espaços da escola comum, acompanhando a atuação de uma professora do ensino itinerante, especializada em Educação Especial no processo de apoiar, complementar e, por vezes, suplementar a proposta pedagógica da escola comum, por meio de recursos educacionais especiais percorrendo as escolas onde há alunos com necessidades educacionais especiais inseridos no ensino comum. Cabe ressaltar que o ensino itinerante é um serviço de apoio pedagógico especializado do Programa de Educação Especial, implantado pela Secretaria de Educação do município de Araraquara. Este trabalho de pesquisa tem por objetivo geral identificar, descrever e analisar a atuação de uma professora do ensino itinerante em uma escola do ensino comum, com alunos incluídos e seus professores. / Abstract: In this research, we investigated the inclusion process in the common school spaces, following a teacher's performance of the itinerant teaching, specialized in Special Education who acted in the process of supporting, complementing and, sometimes, supplementing the pedagogical proposal of the common school, through special education resources, passing by the schools where there are students with special educational needs inserted in the common teaching. We have to emphasize that the itinerant teaching is a service of specialized pedagogical support of the Education Program, implanted by the Department of Education of the city of Araraquara, São Paulo State, under the responsibility of the Technical Coordinator of Special Education. This Department authorized the analysis of an itinerant service teacher in 2004, in her daily work with students with special educational needs inserted in the common teaching, as well as their respective teachers. / Mestre