Abstract The purpose of the study was to explore the need for and the utilisation and functionality of the specialized psychiatric health care services available to children and adolescents of comprehensive and senior secondary school age. Special-needs students' need for psychiatric treatment and the functioning of their treatment chain was described and evaluated. Data were collected from comprehensive schools and senior secondary schools, 112 (82%) with a total of 18,532 students, in Oulu Province in 1998–2002. Special schools 37 (97%) had altogether 1276 students. The data for the first and the second sub-studies were collected with a questionnaire. The data for the third sub-study were obtained from documents concerning the need for and the use and functionality of services produced and evaluated by the key groups of actors. The data sets were evaluated way using the multiple constituency method in co-operative evaluation sessions, which were video-taped. The data for the fourth sub-study consisted of tape-recorded interviews of the study subjects. Multiple constituency evaluation and content analysis were used as research methods. As evaluated by comprehensive school and senior secondary school teachers, both the incidence and the severity of students' conduct and emotional disorders have increased over the past few years. Special school students with conduct disorders and mental health problems were referred for examinations and treatment into the treatment chain of child and adolescent psychiatry similarly to other school-aged children and adolescents. Special schools had a constant need for child and adolescent psychiatric services, but there were no direct connections with specialized health care. At all schools, efforts were made by teachers and parents to help students with the assistance of school health care and social work professionals. Whenever students failed to get the requisite help from specialized health care, their problems remained the family's responsibility. The parents in these situations felt that they had been left alone, without understanding what this was all about and without knowing where to go for help. Nevertheless, the data also included many positive experiences of fluent co-operation and easy availability of help for the student. The findings showed that there is a lot of expertise and sincere desire to work for the benefit of children and adolescents. The lack of coordination of the entire treatment chain did, however, wear down the self-esteem of the students in need of help as well as the meagre resources of their parents and the help-providing key actors. It was also suggested that the key groups participating in the treatment chain should be provided joint training and mentoring. / Tiivistelmä Tämän tutkimuksen tarkoituksena oli saada tietoa peruskoulu- ja lukioikäisten lasten ja nuorten psykiatrisen erikoissairaanhoidon palvelujen tarpeesta, käytöstä ja toimivuudesta. Tutkimuksessa kuvataan ja arvioidaan erityisoppilaan psykiatrisen hoitoketjun tarvetta ja toimintaa. Tutkimusaineisto kerättiin Oulun läänin peruskouluista ja lukioista vuosien 1998–2002 aikana. Ensimmäisessä vaiheessa mukana oli 112 (82 %) koulua, joissa oppilaita oli yhteensä 18 532. Toisessa vaiheessa tutkimusta jatkettiin 37 (97 %) erityiskoululta saadulla aineistolla. Näissä erityiskouluissa oppilaita oli yhteensä 1276. Kolmannessa vaiheessa psykiatrisen hoitoketjun tarvetta ja toimintaa arvioitiin monitahoisesti kolmella erityiskoululla. Viimeisessä vaiheessa tutkimukseen osallistui myös psykiatrisessa hoidossa olleita oppilaita ja heidän vanhempiaan. Ensimmäisen ja toisen osatutkimuksen aineistot kerättiin kyselylomakkeella. Kolmannen osatutkimuksen aineisto saatiin palvelujen tarvetta, käyttöä ja toimintaa koskevista avainryhmien tuottamista ja arvioimista kirjallisista aineistoista. Aineistot arvioitiin monitahoisesti yhteisissä arviointitilanteissa, jotka videoitiin. Neljännen osatutkimuksen aineisto koostuu tutkittavien haastatteluista, jotka nauhoitettiin. Tutkimusmetodeina käytettiin monitahoarviointia ja sisällönanalyysia. Peruskoulun ja lukion opettajien näkökulman mukaan oppilaiden käytös- ja tunne-elämän häiriöt olivat sekä lisääntyneet että vaikeutuneet viime vuosina. Käytös- ja mielenterveysongelmista kärsivät erityiskoulujen oppilaat ohjautuivat tutkimuksiin ja hoitoon lasten ja nuorten psykiatriseen hoitoketjuun, kuten muutkin kouluikäiset lapset ja nuoret. Erityiskouluilla oli jatkuva tarve saada lasten ja nuorten psykiatrisia palveluja, mutta suoraa yhteyttä erikoissairaanhoitoon ei ole ollut. Yleis- ja erityisopetuksessa oppilaita yritettiin auttaa opettajien ja vanhempien voimavarojen mukaan sekä kouluterveydenhuollon että sosiaalitoimen asiantuntijoiden avustamana. Jos oppilaalle ei saatu tarvittavaa apua erikoissairaanhoidosta, ongelmat jäivät perheen vastuulle. Näissä tilanteissa vanhemmat kokivat jääneensä yksin ymmärtämättä, mistä on kysymys ja mistä apua voi etsiä. Tutkimustulokset antavat päätöksentekijöille, koulujen johtajille ja opettajille sekä sosiaali- ja terveydenhuollon käytännön toimintaa koordinoiville asiantuntijoille tärkeää tietoa erityisoppilaan psykiatristen palvelujen tarpeesta ja moniammatillisen hoitoketjun toiminnasta.

Lietuvos integracija į Europos Sąjungą, nuolatinė aplinkos kaita lemia naujus iššūkius švietimo sistemai, o kartu ir pagrindiniams švietimo sistemos dalyviams – pedagogams, nuo kurių pasirengimo dirbti komandoje priklauso jaunosios kartos, turinčios specialiųjų ugdymo(si) poreikių gebėjimai ir ateitis. Darbo tikslas – atskleisti pedagogų ir specialistų, sudarančių gerovės komisiją, komandinio darbo ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje perspektyvas. Darbo uždaviniai: 1) Teoriškai pagrįsti pedagogų komandinio darbo organizavimo ypatumus pagrindinėje mokykloje. 2) Aptarti specialiųjų poreikių vaikų ugdymą komandinio darbo kontekste. 3) Atskleisti pedagogų ir specialistų, sudarančių vaiko gerovės komisiją, požiūrį į komandinį darbą ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje. 4) Įvardinti komandinio darbo organizavimui taikomus komandinio darbo modelius ugdant specialiųjų poreikių moksleivius pagrindinėje mokykloje. Baigiamąjį magistro darbą sudaro trys skyriai. Pirmame darbo skyriuje yra nagrinėjami komandinio darbo ugdant specialiųjų poreikių turinčius vaikus pagrindinėje mokykloje teoriniai aspektai, aptariamas specialiųjų poreikių vaikų ugdymas komandinio darbo kontekste. Antroje darbo dalyje parengta komandinio darbo ugdant specialiųjų poreikių turinčius vaikus pagrindinėje mokykloje tyrimo metodika. Trečiame darbo skyriuje, remiantis teorine darbo dalimi ir parengta tyrimo metodologija atliktas komandinio darbo ugdant... [toliau žr. visą tekstą] / Lithuania 's integration into the European Union, a permanent change in the environment leads to new challenges in the education system , and thus the basic education system - the teachers, from a pre-work as a team depends on the young generation with special education (learning) skills needs and future. The aim - to expose teachers and professionals as well commission teamwork educating special needs students’ in the main school prospects. The tasks: 1 ) In theory, based on teachers' teamwork specific organization of basic school. 2 ) Discuss the education of children with special needs in the context of teamwork. 3 ) Reveal educators and professionals as well commission teamwork attitude educating special needs students’in the basic school. 4 ) Identify the organization applying teamwork models educating special needs students’ in the basic school. The thesis consists of three parts. The first chapter is the issue of teamwork educating children with special needs in the main school of theoretical aspects discussed in the education of children with special needs in the context of teamwork. The second part of the work developed teamwork educating children with special needs in the basic school methodology. The third part, based on the theoretical part of the work and developed the research methodology conducted teamwork educating children with special needs in the main school study of the results obtained suggest that educators and specialists sees a positive outlook , which... [to full text]

Made available in DSpace on 2016-06-02T19:44:14Z (GMT). No. of bitstreams: 1 5102.pdf: 6325510 bytes, checksum: 1de596a723b293d4acf12a904876a743 (MD5) Previous issue date: 2013-05-06 / Financiadora de Estudos e Projetos / This paper studies the historic trajectory of the especial education in the state of Roraima, North of Brazil. It has a Its main objective to understand the processes involves in the formation of this area and investigates the first initiatives on the implementation of the educational services aimed at the people that were considered deficient on learning at the network of public schools in the decade of 1970, until the structuring of a set of schools and assistance services directed at special educations, established within the managing institutions of the state of Roraima until 2001. It describes the historic routes of the actions and policies of the special education in Roraima and its articulation with the national policies in that area. It concerns the research wich was basically built on the dialetic-historic materialism, adopting as its central axis the perspective once introduced by e Edward Palmer Thompson upon a historic analyses that takes by reference the experience of real men and women that, with their living ways, resistances and practiced actions, in several cases apparently passive, build a flow of situations filled with progress, regresses, conflicts and contradictions: I. E., a story seen from the bottom . In this study, the so called a view from the bottom is made up with the catch of the teachers, technicians and family voices involved in the education of the people presenting such deficiencies in Roraima, where those specializes services, regular school spaces count with the direct or indirect presence of the teachers and other specialized professionals. This paper also adopts the voices of these people, among their interviews and reports, as well as among documents daily produced by them, thus originated from institutional activities as a result of such research where we have found the three following development periods: from the beginning of 1970 up until 1983 the moment of the first arisal of the actions taken on the field of the education for these special people; from 1984 up until 1990, in wich such services were officially recognized and fragmented within the special deficiency areas; and from 1991 to 2001, in wich the federal territory became the state of Roraima, and the existence of specific specialized spaces that generated oscillations on the identification of the constitution of the entities wich, sometimes are identified as school space instead of therapeutically spaces. The regional difference, in contrast with other brazilian states, in the fact that all the services are public (governmental, without the presence of any charity or philanthropic entities. This study comes then to the conclusion that it was the geographic isolation and the borderline that made this region, in its late occupation process, be assumed as a national security area, under supervision of the brazilian army in this special case, the air force-, what also turned such area into a field of enforcement of the federal; government's prioritary polices and proposal as a similar attitude of the assumed polices for the educational reforms implemented by the military regime of Brazil from then until today. This situation is yet to be considered even more concrete due to the economical dependency Roraima has from the federal resources whose liberation is conditioned to the implementation of the projects on the preconized ways established by the federal government. It is possible to verify this activity as a natural movement to the pertinent activities of the public services, wich should be maintained and enlarged on their achievement measures and results. / Este estudo analisa a trajetória histórica da Educação Especial em Roraima. Objetiva compreender os processos envolvidos na constituição da área e investiga das primeiras iniciativas de implantação de serviços educacionais destinados às pessoas com deficiência na rede pública de ensino na década de 1970, até a estruturação de um conjunto de escolas e serviços de atendimento especializado em Educação Especial, que se estabelecem no interior dos órgãos gestores da Educação do Estado de Roraima até 2001. Descreve o percurso histórico das ações e políticas da Educação Especial em Roraima e sua articulação com as políticas nacionais da área. Trata-se de pesquisa fundamentada nos pressupostos do materialismo histórico-dialético adotando como eixo central a perspectiva apresentada por Edward Palmer Thompson de uma análise histórica que tome por referência a experiência dos sujeitos, homens e mulheres reais que, com suas vivências, resistências e ações práticas, em muitos casos aparentemente passivas, constroem um fluxo entremeado por avanços, retrocessos, conflitos e contradições: uma história vista de baixo . Neste estudo, o olhar de baixo constituiu-se em acompanhar a voz dos professores, técnicos e familiares envolvidos na educação de pessoas com deficiência em Roraima, seja em serviços especializados, seja nos espaços de ensino regular que contaram com a presença direta ou indireta de professores e demais profissionais especialistas. Adota como voz dessas pessoas, tanto seus relatos em entrevistas, quanto documentos por eles produzidos no cotidiano das atividades institucionais. Como resultado de pesquisa encontramos três períodos de desenvolvimento a saber: do início dos anos 1970 a 1983 momento das primeiras iniciativas de constituição de ações no campo da educação de pessoas com deficiência; de 1984 a 1990 em que se institucionalizam serviços e os fragmentam por áreas de deficiência; e de 1991 a 2001 em que a transformação do Território Federal em Estado de Roraima e a existência de espaços especializados específicos gera oscilações na constituição identitária das instituições que por vezes se identificam como espaço escolar em outros como espaço terapêutico. O diferencial regional, em contraste com outros estados brasileiros é o fato de todos os serviços serem públicos, sem a presença de entidades de natureza beneficente ou filantrópica. O estudo conclui que o isolamento geográfico e a posição fronteiriça que fez com que esta região, em seu processo de ocupação tardia, fosse assumida como área de segurança nacional, sob a tutela das forças armadas, no caso a aeronáutica, fez da região campo de aplicação das políticas e propostas prioritárias do governo federal a exemplo das políticas assumidas como prioritárias na reforma educacional implantada pelo regime militar. Tal situação torna-se ainda mais concreta a partir da dependência econômica que o Estado tem dos recursos federais, cuja liberação fica condicionada à implantação dos projetos na forma preconizada pelo governo federal. Verifica-se ainda que quando transposta para uma região tão distante da capital federal e com peculiaridades tão expressivas, as políticas inicialmente tidas como paternalistas e controladoras assumem um caráter de direito conquistado, naturalizado como atividade própria do âmbito das atividades pertinentes ao serviço público, a serem mantidas e ampliadas em seu alcance e resultados.

No description available.

Dans le contexte actuel de l’éducation, l’enfant est davantage placé au cœur des relations entre la famille, l’école et la communauté, et les parents sont invités à accompagner leur enfant tout au long de son parcours scolaire. Quant aux enseignants, ils sont conviés à collaborer de façon systématique avec les familles. La collaboration entre les enseignants et les parents devient donc une condition essentielle à la réussite scolaire des élèves, notamment avec ceux qui éprouvent des difficultés d’apprentissage. Actuellement, dans nos écoles, la collaboration se situe principalement au niveau des communications obligatoires de base prescrites par le Régime pédagogique. En ce sens, Kalubi et Lesieux (2006) soulignent que le partenariat tant souhaité dans les documents officiels des ministères concernés ne transparaît pas toujours dans les pratiques quotidiennes. D’ailleurs, la littérature scientifique montre qu’il existe de nombreux obstacles liés à la collaboration école-famille-communauté, tout particulièrement lorsqu’il s’agit d’entretenir des relations harmonieuses avec les parents d’élèves à risque. À cet égard, une plus grande participation parentale est sollicitée en vue d’intensifier la collaboration entre l’école et la famille. Effectivement, les enseignants désirent que les parents s’impliquent davantage auprès de leur enfant dans les travaux et les devoirs à la maison et, du côté des parents, ils se demandent souvent comment agir pour aider encore mieux leurs enfants dans leur apprentissage (Gouvernement du Québec, 2000). Le plan d’intervention est un outil reconnu par les milieux scolaires pour aider l’élève à risque dans son cheminement scolaire puisqu’il sollicite la participation des parents et encourage la collaboration école-famille-communauté. De fait, il s’inscrit dans une démarche dynamique et prend appui sur une vision systémique de la situation de l’élève, ce qui permet de mieux identifier les besoins de l’élève à risque et d’y répondre adéquatement (Gouvernement du Québec, 2004). En prolongement à ce que l’on connaît déjà sur la participation parentale et la collaboration école-famille-communauté, nous orientons cette recherche sur les perceptions et les attentes d’enseignants au primaire en classe ordinaire et de parents d’élèves à risque à l’égard de la participation parentale et de la collaboration école-famille dans le cadre de l’élaboration et du suivi du plan d’intervention. Cette étude emprunte une approche de recherche qualitative de type exploratoire et elle est menée auprès de huit enseignants au primaire et de sept parents d’élèves à risque. Les participants ont délibérément été choisis pour leur représentativité par rapport à l’objet d’étude (Mongeau, 2009). Une procédure d’échantillonnage par volontariat a été appliquée et les données ont été recueillies par le biais d’entrevues semi-dirigées. L’analyse des entrevues révèle que les parents participent au plan d’intervention parce qu’ils veulent soutenir et aider leur enfant dans leur cheminement scolaire. Il existe cependant de multiples façons pour les parents de participer à la réussite scolaire de leur enfant, celles-ci variant particulièrement selon leurs intérêts, leurs compétences et leurs disponibilités. En ce qui concerne les enseignants, les entrevues nous dévoilent qu’ils ont globalement des perceptions positives à l’égard des parents, ce qui favorise grandement l’établissement de relations harmonieuses. Par contre, ils s’attendent à une plus grande participation parentale dans le suivi scolaire de l’enfant à la maison. Tant d’un côté que de l’autre, les résultats indiquent qu’il faut favoriser davantage la participation des parents à l’élaboration et au suivi du plan d’intervention de l’élève à risque. Idéalement, les enseignants et les parents devraient s’enrichir mutuellement de leurs ressources et de leurs expertises complémentaires en créant des relations collaboratives plutôt que hiérarchiques. Ce niveau de collaboration est sans aucun doute celui qui favoriserait avantageusement la réussite scolaire des élèves à risque. / In today’s education context, the student is placed in the center of the relations between the family, the school and the community. Parents are invited to help their children all along their schooling and teachers are asked to systematically collaborate with families. The collaboration between teachers and parents is therefore an essential condition of the student achievement and it is even more important for students with learning disabilities. Currently in our schools, the collaboration is being mainly maintained at the obligatory basic communications level which is prescribed by the Pedagogic System. Kalubi and Lesieux (2006) indicate that the so desired partnership in official documentation from concerned ministries does not transpire in day to day school practices. Furthermore, scientific literature as shown that there are obstacles to family-school-community partnership especially in regards to keeping harmonious relations with parents of special needs students. Furthermore, even greater parent participation is sought in order to intensify the collaboration between the school and the family. Teachers wish for parents to get more involved with their children in order to accompany them in their school projects and homework. Parents are often asking themselves how to act in order to help even more their children in their homework and learning activities (Government of Quebec, 2000). The individualized education plan is a tool recognized by schooling communities to help the special needs student in their learning activities as it involves parent participation and promotes the family-school-community partnership. The individualized education plan is at the core of a dynamic plan of action which is based on a systemic vision of the student situation in order to better identify the specific needs of the special needs student and to respond to these adequately (Government of Quebec, 2004). In the continuation of what we already know about parent participation and family-school-community partnership, this research is about both perceptions and expectations of teachers and parents of special needs students in elementary school in regards to parent participation and family-school-community partnership in the preparation and follow-up of the individualized education plan. This study is using a qualitative approach of the exploration type with eight teachers in elementary school and seven parents of special needs students. These participants were deliberately chosen for their representativeness in regards to the study (Mongeau, 2009). A process of voluntary sampling was put in place and the data was collected via semi-directed interviews. Data analysis extracted from these voluntary interviews reveals that parent participate in the individualized education plan because they want to help and support and their child in their learning activities. It appears that there are many different ways and levels of engagement for parents to participate in their child’s student achievement. These different ways and level of engagement varies depending on parent’s interests, skills and availability. In regards to teachers, the data extracted from their interviews shows that they have a global positive perception in regards to parents which greatly helps to establish harmonious relationships between them. On the other hand, teachers are expecting greater involvement of parents in their child learning activities at home. On both teacher and parent side, results indicate that parent participation must be facilitated in the preparation, execution and follow-up of the individualized education plan. Ideally teachers and parents should mutually benefit from each other resources and knowledge based on a collaborative relationship instead of a hierarchical one. Such collaborative relationship between teachers and parents would be, without a doubt, the best approach to help special needs students in their school success.