Facilitating opportunities for children and young people to be involved in the decisions made about them fits with current legislation (United Nations, 1989), and has been found to improve motivation and self-esteem (Patall, Cooper, & Robinson, 2008; Griebler and Nowak 2012). The researcher asserts that, due to the nature of their difficulties, people with an autism spectrum disorder (ASD) may be prone to lack such opportunities. Examination access arrangements decisions are the focus of the study described in the second paper. The first paper describes a systematic literature review of methods used to elicit the views of students with ASD. The second paper reports a case-based action research project which involves students in organising their examination access arrangements. Participants include three year 7 students and two members of staff across two secondary schools. There is a lack of research which includes the views of those with ASD. Semi-structured interviews seemed to be the most popular data gathering method, but focus groups and electronic diaries have also been used with this group. There was a positive impact of involving students with ASD in organising their access arrangements. Advice was given regarding coping with resource limitations in this area, and provision commonly useful for students with ASD before and during examinations. More research is needed which involves participants with ASD and reflection on the suitability of their methods for this group. Findings from the action research project indicate that involving young people with ASD in deciding on their examination access arrangements can support more comprehensive identification of assessment needs. In order to increase the impact of this research, the findings were disseminated using the strategies outlined to those who may have a role in putting the findings into practice.

This Master thesis utilizes oral history and comparative methodology to describe history of two national schools in between 1945 and 1960. One of the schools is located in Dohalice and second one in Vidichov in Hradec Králové region. The emphasis is on pupil mainly. The main attention is paid to change of pupil's life due to the end of World War II and followed by change after February 1948. Thesis follows everyday's life of pupil at school with focus on changes caused by shiftes of regimes. It also covers research of appearence of school's building, role of teachers, change of teaching aids, religion education but phenomenes such as Colorado potate beetle will be covered as well. Thesis takes into account regional specifics and history. Key words: school, Dohalice, Vidochov, student, child

Made available in DSpace on 2014-06-11T19:29:03Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-08-05Bitstream added on 2014-06-13T19:17:11Z : No. of bitstreams: 1 sirino_mf_me_assis.pdf: 1196828 bytes, checksum: f0e776b6f3a833f095caf27b947faf22 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O tema Fracasso Escolar está constantemente em discussão e quase sempre se vincula à deficiência da criança-aluno, considerada a partir da visão da classe dominante, que marginaliza e exclui aqueles que não se adaptam aos seus padrões. Esta pesquisa investiga tal tema sob a perspectiva da criança-aluno tida como portadora de problemas de aprendizagem. Queremos com isso contribuir para a problematização do tema sob uma nova ótica. Durante o período de um ano acompanhamos o cotidiano de uma escola pública de ensino fundamental, realizando observações (em salas de aula - 3asérie e reforço -, e nos demais espaços da escola), atividades em grupo com 03 alunos e entrevistas com pais e professores. De forma geral, as famílias atribuem a si próprias ou a seus filhos a responsabilidade pelo fracasso escolar da criança-aluno. Os professores, por sua vez, reforçam essa crença, ao impor às famílias e às crianças essa responsabilidade. O contato com as crianças-alunos nos permitiu presenciar manifestações referentes ao cotidiano extra-escolar e a sua história pessoal e de sentimentos de (in)adequação ao ambiente escolar; pudemos verificar como se relacionam com os colegas, com o lúdico e com o aprender/não aprender na escola e como reagem frente aos estigmas atribuídos a elas na escola. O contexto grupal permitiu uma maior aproximação e possibilitou a emergência de opiniões, percepções, sentimentos, sensações, desabafos; enfim, reações diversas sobre o que pensam da escola e das relações estabelecidas neste contexto e fora dele. Através das ações, às vezes desordenadas, inquietas, apáticas, turbulentas, as crianças falam. Elas denunciam algo que ultrapassa a questão pedagógica, falam de preconceitos, violências, medos, desrespeito... / The theme School Failure is constantly in discussion and nearly always is linked with the deficiency of student-child. This deficiency is considered from the view of dominant class, which marginalizes and excludes those children who don't adapt themselves to the pattern. This search inquires this theme under the perspective from the student-child considered a porter of learning problems. We desire, with this, to contribute to discuss this theme under a new view. During one year we observed the quotidian of a primary public school, we were realizing observations (into the class - 3rd. series and reinforce-, and the other school places), activities with 03 students and interview with parents and teachers. Generally, the families attribute at themselves or to their children the responsibility of the scholar failures of student-child. The teachers, on the other hand, reinforce this belief, when they establish to the families and to the children, this responsibility. The contact made with the student-children permitted to be witness to manifestations referring to extra- scholar quotidian and their personal story and feeling of (in) adequacy in the school space; we could examine how are their relationship with the colleagues, with the jokes and with he learning/no learning in the school and how they react in front of stigmas impinged to them in the school. The group context permitted one major approach and made possible the emergency of different opinions, perceptions, feelings, sensations, revelations, though reactions about they think of school and the relations established in this context and out of it. Through the actions, sometimes, disordered, unquiet, apathetic, turbulent actions... (Complete abstract, click electronic access below)

Orientador: Beatriz Belluzzo Brando Cunha / Banca: Elizabeth Gelli Yazlle / Banca: Mailene Proença Rebello de Souza / Resumo: O tema Fracasso Escolar está constantemente em discussão e quase sempre se vincula à deficiência da criança-aluno, considerada a partir da visão da classe dominante, que marginaliza e exclui aqueles que não se adaptam aos seus padrões. Esta pesquisa investiga tal tema sob a perspectiva da criança-aluno tida como portadora de problemas de aprendizagem. Queremos com isso contribuir para a problematização do tema sob uma nova ótica. Durante o período de um ano acompanhamos o cotidiano de uma escola pública de ensino fundamental, realizando observações (em salas de aula - 3asérie e reforço -, e nos demais espaços da escola), atividades em grupo com 03 alunos e entrevistas com pais e professores. De forma geral, as famílias atribuem a si próprias ou a seus filhos a responsabilidade pelo fracasso escolar da criança-aluno. Os professores, por sua vez, reforçam essa crença, ao impor às famílias e às crianças essa responsabilidade. O contato com as crianças-alunos nos permitiu presenciar manifestações referentes ao cotidiano extra-escolar e a sua história pessoal e de sentimentos de (in)adequação ao ambiente escolar; pudemos verificar como se relacionam com os colegas, com o lúdico e com o aprender/não aprender na escola e como reagem frente aos estigmas atribuídos a elas na escola. O contexto grupal permitiu uma maior aproximação e possibilitou a emergência de opiniões, percepções, sentimentos, sensações, desabafos; enfim, reações diversas sobre o que pensam da escola e das relações estabelecidas neste contexto e fora dele. Através das ações, às vezes desordenadas, inquietas, apáticas, turbulentas, as crianças falam. Elas denunciam algo que ultrapassa a questão pedagógica, falam de preconceitos, violências, medos, desrespeito... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The theme School Failure is constantly in discussion and nearly always is linked with the deficiency of student-child. This deficiency is considered from the view of dominant class, which marginalizes and excludes those children who don't adapt themselves to the pattern. This search inquires this theme under the perspective from the student-child considered a porter of learning problems. We desire, with this, to contribute to discuss this theme under a new view. During one year we observed the quotidian of a primary public school, we were realizing observations (into the class - 3rd. series and reinforce-, and the other school places), activities with 03 students and interview with parents and teachers. Generally, the families attribute at themselves or to their children the responsibility of the scholar failures of student-child. The teachers, on the other hand, reinforce this belief, when they establish to the families and to the children, this responsibility. The contact made with the student-children permitted to be witness to manifestations referring to extra- scholar quotidian and their personal story and feeling of (in) adequacy in the school space; we could examine how are their relationship with the colleagues, with the jokes and with he learning/no learning in the school and how they react in front of stigmas impinged to them in the school. The group context permitted one major approach and made possible the emergency of different opinions, perceptions, feelings, sensations, revelations, though reactions about they think of school and the relations established in this context and out of it. Through the actions, sometimes, disordered, unquiet, apathetic, turbulent actions... (Complete abstract, click electronic access below) / Mestre

This study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while controlling confounding variables. Statistically significant relationships are reported between race and academic performance, and grade level and academic performance. Practical and policy implications are discussed, as well as limitations of the study and need for future research.

This thesis focuses on the development of strategy for universal application of social networking in a school of pre-primary and primary education level and its subsequent application in a real school. It describes potential benefits of such application and discusses other ways of use of social networks in primary schools. In addition, in theoretical part it defines actors of school environment and information flows between them. Subsequently discusses about communication needs of these actors given the current communication tools and generational differences. The practical part is based on applying a specific strategy of social networks in a school in Slovakia along with the information and summarized results of this application.