The purpose of this study was to understand 1) perceptions about transition services of special education teachers who work with students with intellectual disabilities (ID) and 2) dilemmas these teachers have encountered when implementing these services in Korea. I used Qualitative in-depth interviews for providing insight into the Korean special school teachers' perceptions of transition services, dilemmas they encountered in practice, and strategies for solving these dilemmas to improve their performance level for implementing transition services. As a results of this study, I found many challenges or barriers that keep special education teachers for students with ID from effectively implementing transition services. I have used the four dilemmas framework theorized by Windschitl (2010) to further examine why the implementation of transition services is lacking. In place of being critical of educators, it is important to provide them with an environment that allows them to work effectively. Active participation and cooperation by school administrators, parents, government organizations for people with disabilities, and legal services would be most helpful in providing an atmosphere in which special educators could ensure successful transition services for their students. This study also found that teachers had encountered other dilemmas that had not been categorized into the four dilemmas framework. In place of critiquing teachers' low levels of transition implementation, it would be more effective to provide professional development training for these educators and to prepare the educational and social infrastructure to enhance their implementation of transition services for students with ID.

Submitted by GLACIELMA DE FÁTIMA DA SILVA null (silvaglacielma@hotmail.com) on 2018-03-01T01:34:07Z No. of bitstreams: 1 Final- para submissão com ficha.pdf: 1037255 bytes, checksum: a249f56ddcabbc26e6b0ea8aa46d1a43 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-01T14:17:32Z (GMT) No. of bitstreams: 1 silva_gf_me_mar.pdf: 1037255 bytes, checksum: a249f56ddcabbc26e6b0ea8aa46d1a43 (MD5) / Made available in DSpace on 2018-03-01T14:17:32Z (GMT). No. of bitstreams: 1 silva_gf_me_mar.pdf: 1037255 bytes, checksum: a249f56ddcabbc26e6b0ea8aa46d1a43 (MD5) Previous issue date: 2018-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo desta pesquisa foi levantar a produção bibliográfica que trata do ensino de História para estudantes com deficiência intelectual. Nosso objetivo específico foi pesquisar se didáticas diferenciadas estão sendo propostas para o ensino de História e se estas poderiam favorecer a aprendizagem destes estudantes. A Teoria Histórico-Cultural forneceu-nos alguns conceitos para a reflexão sobre as possibilidades de aprendizagem deles e da importância da História, como disciplina escolar, para o desenvolvimento destes estudantes. Efetuamos o levantamento bibliográfico com a análise das produções acadêmicas em nível de mestrado e de doutorado na área do ensino de História para estudantes com deficiência intelectual, no período compreendido entre os anos de 2005 e 2016, produzidas no Brasil. A coleta de dados ocorreu no portal da Biblioteca Digital Brasileira de Teses e Dissertações e no portal do Instituto Brasileiro de Informação em Ciência e Tecnologia- Portal brasileiro de publicações científicas em acesso aberto. A análise das pesquisas ocorreu através da leitura dos títulos, das palavras-chave, dos resumos, dos objetivos e das metodologias de pesquisa. Os resultados apontaram a ocorrência de apenas duas pesquisas que abordavam o Ensino de História para o Estudante com Deficiência Intelectual. Em contrapartida, 143 trabalhos discutiam a Questão Étnico-Racial em um total de 809 trabalhos encontrados. Esses dados podem indicar que no ensino de História, a Inclusão e o trato da diversidade, como estão propostos na Resolução do CNE/CP 1, de 18 de fevereiro de 2002, ainda se referem apenas às populações historicamente marginalizadas e que a área ainda não reconheceu a necessidade de estabelecer didáticas diferenciadas, que ofereçam melhores possibilidades de aprendizagem aos estudantes com deficiência intelectual. Pesquisamos também trabalhos sobre Didáticas diferenciadas para o ensino de História no Ensino Fundamental II, com a análise de17 pesquisas. Na maioria destas, apresentou-se a preocupação em descrever a formação de comportamentos favoráveis à aprendizagem de História nos estudantes pesquisados, no entanto, a apropriação do conhecimento histórico não foi o objetivo de todos os trabalhos. Essa situação pode indicar que as grandes demandas que muitas vezes se impõe à educação, especificamente ao ensino de História, afastam-nos do objetivo principal deste, que deve ser organizar o processo de ensino e aprendizagem do conhecimento científico historicamente acumulado pela humanidade. A escassez de pesquisas referentes ao ensino de História para os estudantes com deficiência intelectual pode ser mais um indicativo preocupante, pois, ao não especificar as necessidades educativas especiais deste estudante, corremos o risco de torná-lo apenas mais um dos muitos excluídos da História brasileira. / The objective of this research was to raise the bibliographic production that deals with the teaching of History for students with intellectual disabilities. Our specific objective was to investigate whether differentiated didactics are being proposed for the teaching of History and if these could favor the learning of students with intellectual disabilities. The Historical-Cultural Theory provided some concepts for the reflection on the learning possibilities of students with intellectual disabilities and the importance of History, as a school discipline, for the development of these students. We carried out the bibliographic survey with the analysis of the academic productions at the master's and doctoral level in the area of History teaching for students with intellectual disabilities, in the period between 2005 and 2016, produced in Brazil. The data collection took place in the portal of the Brazilian Digital Library of Theses and Dissertations and in the portal of the Brazilian Institute of Information in Science and Technology - Brazilian portal of scientific publications in open access. The analysis of the researches occurred through the reading of the titles, the keywords, the summaries, the objectives and the research methodologies. We came to a result: only 2 researches approached the History Teaching for the Student with Intellectual Deficiency. In contrast, 143 papers discussed the Ethnic-Racial Question in a total of 809 papers found. These data may indicate that in the teaching of History, Inclusion and the treatment of diversity, as proposed in CNE / CP 1 Resolution of February 18, 2002, they still refer only to historically marginalized populations and that the area has not recognized yet the need to establish differentiated didactics that offer better learning opportunities for students with intellectual disabilities. We also work on Differentiated Teaching for Teaching History in Primary Education II, with the analysis of 17 researches. In most of these, the concern was to describe the formation of behaviors favorable to the learning of History in the students studied, however, the appropriation of the historical knowledge was not the objective of all the works. This situation may indicate that the great demands that are often imposed on education, specifically on the teaching of History, distances us from the main objective of this, which must be to organize the teaching and learning process of scientific knowledge historically accumulated by humanity. The shortage of research concerning the teaching of History for students with intellectual disabilities may be a further worrying indicator, since, by not specifying, the special educational needs of this student, we take the risk of making him just one of the many excluded from Brazilian history.

Considérées comme des moyens incontournables de participation à la société, les technologies de l’information et de la communication (TIC) constituent une piste de solution prometteuse pour l’enseignement et l’apprentissage auprès des élèves qui ont des incapacités intellectuelles. Toutefois, plusieurs auteurs dénoncent la faible utilisation des TIC en éducation de ces élèves. Pire encore, les recherches sur le sujet génèrent des résultats intéressants, mais d’une contribution limitée pour l’avancement des connaissances dans le domaine. Guidées par l’intuition et par un enthousiasme empirique évident, ces recherches s’appuient rarement sur des cadres de référence. Certes la documentation scientifique foisonne de champs de savoirs qui peuvent contribuer à ce domaine, mais ces contributions sont parcellaires et peu adaptées aux spécificités de ce dernier. L’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles demeure donc un champ conceptuel mal défini qui n'est légitimé par aucun cadre de référence en particulier. Cette recherche doctorale se situe en phase de préconception d’un modèle de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles. Elle vise à mettre en place des balises solides pouvant servir de cadre à l’élaboration d’un modèle de cette intervention. Dans cette phase de préconception, nous poursuivons deux objectifs, à savoir : 1) la mise au point d’un référentiel qui constitue un cadre intégrateur des connaissances existantes en la matière, qui servira avant tout à structurer et à organiser les informations disponibles à l’intérieur d’une synthèse validée par des experts et des intervenants oeuvrant auprès de ce type d’élèves et 2) l’élaboration d’un cahier des charges fonctionnel qui s’appuie sur le référentiel développé et qui précise les fonctions qu’un modèle idéal de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles devrait remplir pour répondre pleinement aux besoins de ses différents utilisateurs. Ces balises (le référentiel et le cahier des charges fonctionnel) sont destinées, principalement, à des chercheurs, des concepteurs de technologies, des formateurs d’enseignants, etc. Les élèves, les enseignants et autres agents de l'éducation pourront en bénéficier indirectement à travers les applications dérivées de ces balises (programmes de formation, technologies, recherches, scénarios pédagogiques, etc.). / Regarded as essential means of participation in society, information and communication technologies (ICT) are a promising track for teaching and learning of students with intellectual disabilities. However, several authors denounce the low use of ICT in education of these students. Worse yet, research on the subject generate interesting results, but a limited support to contribute to the advancement of knowledge in the field. Guided by intuition and empirical enthusiasm, theses researches often rely on reference frames. While the literature abounds with fields of knowledge that can contribute to this area, these proposals are fragmented and poorly adapted to the specifics of the latter. The educational intervention with ICT with students with intellectual disabilities remains an ill-defined conceptual field that is not legitimized by any particular reference frame. This doctoral research precedes the conception of an educational intervention model using ICT with students who have intellectual disabilities. It aims to establish strong tags that can serve as a framework for developing this model. In this phase of preconception, we pursue two objectives: 1) developing a repository consisting in a framework for integrating existing knowledge on the subject that will serve primarily to structure and organize the information available within the a synthesis validated by experts and practitioners; 2) developing a tender specification of the functions that a perfect model of this intervention should meet to fully satisfy the needs of different users. These tags (the repository and the tender specification) are intended, mainly, to researchers, technology developers, teacher educator, etc. Students, teachers and other educational agents will benefit indirectly from these tags through their applications by the first users of (training programs, technologies, studies, lesson plans, etc.).

Considérées comme des moyens incontournables de participation à la société, les technologies de l’information et de la communication (TIC) constituent une piste de solution prometteuse pour l’enseignement et l’apprentissage auprès des élèves qui ont des incapacités intellectuelles. Toutefois, plusieurs auteurs dénoncent la faible utilisation des TIC en éducation de ces élèves. Pire encore, les recherches sur le sujet génèrent des résultats intéressants, mais d’une contribution limitée pour l’avancement des connaissances dans le domaine. Guidées par l’intuition et par un enthousiasme empirique évident, ces recherches s’appuient rarement sur des cadres de référence. Certes la documentation scientifique foisonne de champs de savoirs qui peuvent contribuer à ce domaine, mais ces contributions sont parcellaires et peu adaptées aux spécificités de ce dernier. L’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles demeure donc un champ conceptuel mal défini qui n'est légitimé par aucun cadre de référence en particulier. Cette recherche doctorale se situe en phase de préconception d’un modèle de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles. Elle vise à mettre en place des balises solides pouvant servir de cadre à l’élaboration d’un modèle de cette intervention. Dans cette phase de préconception, nous poursuivons deux objectifs, à savoir : 1) la mise au point d’un référentiel qui constitue un cadre intégrateur des connaissances existantes en la matière, qui servira avant tout à structurer et à organiser les informations disponibles à l’intérieur d’une synthèse validée par des experts et des intervenants oeuvrant auprès de ce type d’élèves et 2) l’élaboration d’un cahier des charges fonctionnel qui s’appuie sur le référentiel développé et qui précise les fonctions qu’un modèle idéal de l’intervention avec les TIC auprès des élèves qui ont des incapacités intellectuelles devrait remplir pour répondre pleinement aux besoins de ses différents utilisateurs. Ces balises (le référentiel et le cahier des charges fonctionnel) sont destinées, principalement, à des chercheurs, des concepteurs de technologies, des formateurs d’enseignants, etc. Les élèves, les enseignants et autres agents de l'éducation pourront en bénéficier indirectement à travers les applications dérivées de ces balises (programmes de formation, technologies, recherches, scénarios pédagogiques, etc.). / Regarded as essential means of participation in society, information and communication technologies (ICT) are a promising track for teaching and learning of students with intellectual disabilities. However, several authors denounce the low use of ICT in education of these students. Worse yet, research on the subject generate interesting results, but a limited support to contribute to the advancement of knowledge in the field. Guided by intuition and empirical enthusiasm, theses researches often rely on reference frames. While the literature abounds with fields of knowledge that can contribute to this area, these proposals are fragmented and poorly adapted to the specifics of the latter. The educational intervention with ICT with students with intellectual disabilities remains an ill-defined conceptual field that is not legitimized by any particular reference frame. This doctoral research precedes the conception of an educational intervention model using ICT with students who have intellectual disabilities. It aims to establish strong tags that can serve as a framework for developing this model. In this phase of preconception, we pursue two objectives: 1) developing a repository consisting in a framework for integrating existing knowledge on the subject that will serve primarily to structure and organize the information available within the a synthesis validated by experts and practitioners; 2) developing a tender specification of the functions that a perfect model of this intervention should meet to fully satisfy the needs of different users. These tags (the repository and the tender specification) are intended, mainly, to researchers, technology developers, teacher educator, etc. Students, teachers and other educational agents will benefit indirectly from these tags through their applications by the first users of (training programs, technologies, studies, lesson plans, etc.).