This study aims to problematize how the discursive productions of care Specialized Education (ESA) have produced modes of being Special Education teacher in inclusive education and what are the effects of these discourses in their teaching practices. For this, we use a range of analysis tools extracted from the writings of authors who share their thinking and research using poststructuralist thoughts, like as: the notion of modes of subjectivity, for thinking about the discourses and practices that are in a network of power and knowledge defining, a certain way, teachers of Special Education and regulating their conduct, as well as the notion of experience and narratives of self, de Jorge Larrosa. The research involved the collaboration of six teachers of Special Education working in ESA, which made reports on their experiences in educational practice and how they constituted themselves as professionals in the currently prevailing neoliberal rationality. Thus, it was observed that the Special Education teachers are experiencing conflicts with regard to working in Resource Room Multifunctional and an uncertainty of their role in school. Given the problematization presented, noted that the Special Education teacher are feeling a "emptying professional" , that is , at the same time that you are given numerous assignments - perhaps more focused on the use of technologies and management - leave behind the pedagogical actions. / Este estudo tem como objetivo problematizar como as produções discursivas do Atendimento Educacional Especializado (AEE) vêm produzindo modos de ser professor de Educação Especial na educação inclusiva e quais são os efeitos desses discursos em suas práticas pedagógicas. Para isso, é utilizado um conjunto de ferramentas de análise extraído de escritos de autores que compartilham um modo de pensar e pesquisar utilizando a vertente pós-estruturalista, como: a noção de modos de subjetivação, para pensar a respeito dos discursos e das práticas que estão em uma rede de poder e saber produzindo/marcando de determinada maneira os professores de Educação Especial e regulando suas condutas; assim como a noção de experiência e narrativas de si, de Jorge Larrosa. A pesquisa contou com a colaboração de seis professoras de Educação Especial que atuam no AEE, das quais fizeram relatos sobre suas experiências na prática educativa e como foram constituindo-se enquanto profissionais em tempos em que impera a racionalidade neoliberal. Para tanto, foi observado que as professoras de Educação Especial estão vivenciando conflitos no que diz respeito ao trabalho na Sala de Recursos Multifuncional e a indefinição de seu papel na escola. Assim, com a problematização empreendida, visualizou-se que o professor de Educação Especial está com a sensação de esvaziamento profissional , ou seja, ao mesmo tempo em que lhe são dadas inúmeras atribuições talvez mais voltadas para o uso de tecnologias e gestão deixa-se marginalizada as ações pedagógicas.

Made available in DSpace on 2014-12-17T14:36:45Z (GMT). No. of bitstreams: 1 ClaudiaSF.pdf: 983119 bytes, checksum: dc31a09ca46d7d9017f671e87ff07edc (MD5) Previous issue date: 2007-10-25 / The present paper is a doctorate thesis, in the area of Education, that has as a goal to describe and to reflect on the construction/systematization of a relation between family and institution of Childhood Education, in favor of sharing the care and education actions of children, in the context of creation of a County Center of Childhood Education, located in the city of Natal-RN. Our intension with this paper is to share some of the ideas and actions collectively constructed by this experience, with the intention of bringing a contribution for the thematic debates concerning Childhood Education - as modality of education, in a general way; and the relations between families and Institutions of Childhood Education, in a more specific way. The paper presented here is endorsed by the postulates of the qualitative research with characteristics of a research-action, having as main instruments of the data construction the open or half-structuralized interviews, the personal notebook of registers, the participant s index cards characterizing the children and comments. Authors as Aries (1981); Bassedas, Huguet and Sol? (1999); Bhering and Blatchford (1999); Brasil (1998); Bujes (2001); Didonet (2002 - 2003); Formosinho (2007); G?mez (2000); Heywood (2004); Kramer (2005); Marchesi and Mart?n (2003); Marschal and Zohar (2006); Thiollent (2004); Tiriba (2006), amongst others, had theoretically based this paper. The experience described here points to the possibilities of sharing the care and education actions between family and Institution of Childhood Education, emphasizing the relevance of participative praxis in the interior of the institution, so that its job can propitiate this sharing with the families, throughout activities as meetings, lectures, workshops, participation in didactic projects, open expositions to the community, commemorative parties and valuation of the local culture, amongst other chances of dialogue and interaction between the educative institution and the families / O presente trabalho se constitui em uma tese de doutorado, na ?rea da Educa??o, que tem como objetivo descrever e refletir sobre a constru??o/sistematiza??o de uma rela??o entre fam?lia e institui??o de Educa??o Infantil, em prol do compartilhamento das a??es de cuidado e educa??o das crian?as, no contexto de cria??o de um Centro Municipal de Educa??o Infantil, localizado na cidade de Natal-RN. A nossa pretens?o com esse trabalho ? compartilhar algumas das id?ias e a??es constru?das coletivamente a partir dessa experi?ncia, com a inten??o de trazer uma contribui??o para os debates acerca das tem?ticas relativas ? Educa??o Infantil enquanto modalidade de ensino, de uma maneira geral; e as rela??es entre fam?lias e Institui??es de Educa??o Infantil, de forma mais espec?fica. O trabalho aqui apresentado se encontra respaldado pelos postulados da pesquisa qualitativa com caracter?sticas de uma pesquisa-a??o, tendo como principais instrumentos de constru??o dos dados ?s entrevistas abertas ou semi-estruturadas, o caderno pessoal de registros, as fichas de caracteriza??o das crian?as e as observa??es participantes. Autores como ?ries (1981); Bassedas, Huguet e Sol? (1999); Bhering e Blatchford (1999); Brasil (1998); Bujes (2001); Didonet (2002 2003); Formosinho (2007); G?mez (2000); Heywood (2004); Kramer (2005); Marchesi e Mart?n (2003); Marschal e Zohar (2006); Thiollent (2004); Tiriba (2006), dentre outros, embasaram teoricamente este trabalho. A experi?ncia aqui descrita aponta para as possibilidades de compartilhamento de a??es de cuidado e educa??o entre fam?lia e Institui??o de Educa??o Infantil, enfatizando a relev?ncia de uma pr?xis participativa no interior da institui??o, para que o trabalho da mesma possa propiciar esse compartilhamento com as fam?lias, a partir de atividades como reuni?es, palestras, oficinas, participa??o em projetos did?ticos, exposi??es abertas ? comunidade, festas comemorativas e valoriza??o da cultura local, dentre outras oportunidades de di?logo e intera??o entre a institui??o educativa e as fam?lias

O cuidado às famílias das/os usuárias/os dos serviços de saúde mental é aspecto valorizado pelo modelo de atenção biopsicossocial e importante para efetivação da Reforma Psiquiátrica brasileira. Apesar disso, ainda é um desafio no cotidiano dos serviços. Para atender a esta necessidade, a literatura aponta a Educação Permanente em Saúde (EPS) como um recurso para o desenvolvimento desse cuidado, junto às/aos profissionais de saúde. Esta pesquisa tem como objetivo geral entender como o processo conversacional contribui para o desenvolvimento da proposta da EPS e para a formação profissional para o cuidado às famílias de usuários/as de serviços de saúde mental. Para tanto, foram realizados dois processos formativos, com base na proposta da EPS, com dois grupos de profissionais de dois serviços públicos de saúde mental de um município de médio porte do estado de São Paulo. Ao todo, 18 profissionais participaram da pesquisa. A partir desses encontros, as conversas foram gravadas, transcritas e analisadas, utilizando a perspectiva construcionista social como guia teórico-epistemológico. A análise foi realizada com os seguintes objetivos específicos: identificar momentos críticos na interação, como marcos do processo conversacional, que indicam a ocorrência de reflexões e transformação de sentidos com relação à prática com famílias em saúde mental; analisar o uso de Registros Reflexivos como recursos conversacionais para a promoção de reflexões e transformação de sentidos. Com isso, cada um dos processos de EPS realizados foi nomeado a partir de características do seu processo conversacional e, para cada um deles, momentos críticos foram delimitados. No processo Caixa de marimbondo as conversas do grupo em torno das dificuldades do trabalho com famílias provocaram na facilitadora um sentimento de paralisação que, quando explicitado, gerou um momento crítico que permitiu ao grupo refletir sobre os espaços de reunião e seus efeitos. Já no processo Primavera entre os dentes as conversas sobre diferentes questões relacionadas ao cuidado às famílias promoveram transformações de sentido relacionadas à importância do trabalho desenvolvido pelas profissionais, à possibilidade de participação das famílias, à prática interdisciplinar e à importância do processo de EPS desenvolvido. Com isso, é destacada a centralidade do processo conversacional para que a EPS ocorra, sustentando a tese de que a facilitação pautada na responsividade fornece a base para construção de contextos de formação para o trabalho com famílias em saúde mental. / The Brazilian Psychiatric Reform predicts family care as a central aspect for treatment of people who suffers with psychiatric disorders. Nevertheless, it is still a challenge in everyday services in Brazil. To meet this need, literature and health policy point to Permanent Healthcare Education (PHE) as a way to promote this care. This research aimed to understand how conversational process contributes to develop the PHE proposal and to promote professional formation for taking care of family members in mental health services. To do so, two educational processes were carried out, based on the PHE policy and proposal, with two groups of professionals from two public mental health services in a medium-sized municipality in the state of São Paulo, Brazil. In total, 18 professionals participated in the research. The conversations were, then, recorded, transcribed and analyzed, using the social constructionist perspective as a theoreticalepistemological guide. The analysis was performed with the following specific aims: identify critical moments in the interaction, considered as landmarks of the conversational process, which indicate the occurrence of reflections and transformation of meanings regarding the practice with family members in mental health care; analyze the use of Reflexive Records as conversational resources to promote reflections and transformation of meanings. Thus, each of the PHE-processes was named from the characteristics of its conversational process and, for each of them, critical moments were delimited. In the \"Hornet\'s nest process the group\'s conversations about the difficulties of working with family members provoked a feeling of paralysis in the facilitator which, when expressed, generated a critical moment which led the group to reflect on meeting spaces and their effects. In the \"Holding the spring\" process, conversations about different issues related to care practices with family members promoted changes in meanings related to the importance of care practices developed by professionals, to the possibility of participation of family members, to interdisciplinary practices and to the importance of the PHE process developed. With this, the centrality of the conversational process in order to PHE to occur is highlighted, supporting the thesis that facilitation based on responsiveness provides the ground for building educational contexts for working with family members in mental health services.

Introduction: The number of patients dependent on prolonged mechanical ventilation is still increasing (Chau et al., 2017). Once the child's condition is stabilized, it is possible for him to be discharged to home care and transferred to a home mechanical ventilator. The care of this patients is very difficult, therefore, it is important to prepare family caregivers on all necessary care (Borought a Dougherty, 2016). The aim of thesis: The aim of this thesis was to find out what is included in the educational process in intensive care unit. Secondarily, to get opinion of caregivers on the quality of the education process and finally to present problems, that family caregivers face at home. Methodology: The research was based on the qualitative study. Data collection was conducted by semi-structured interviews with family caregivers, who take care of children on home mechanical ventilation. A total of 9 respondents participated in the research survey. Data analysis was performed in open coding steps followed by categorization and subcategorizations. Result: The research identified important aspects about the education of family caregivers. We found that caregivers perceive the education very positively. However, they also met with several problems - lack of staff time to educate them in hospital, or...

Introduction: The consequences of the opioid epidemic and various prevention, mitigation, and treatment strategies have a strong hold on Appalachian communities. However, limited research has been conducted to understand the experiences of special populations impacted by opioids in this region, such as women of childbearing age living with opioid use disorder (OUD) prior to and during pregnancy. The objective of this review is to summarize existing literature on the care experience for women of childbearing age receiving treatment with medications for opioid use disorder (MOUD) in rural east Tennessee. This literature review will allow for better understanding of current treatment practices, potential gaps in care, and needed care system improvements for this patient population. Methods: A systematic PubMed search identified studies focused on MOUD and pregnancy in the rural eastern Tennessee region. Search results were screened to remove publications older than five years or from outside the region. Relevant information concerning the MOUD care experience for women of childbearing age in the area was collected from these studies. Results: Five studies were included: four surveys and a systematic review. All were published within the last five years and described experiences spanning preconception to postnatal care as well as Tennessee opioid laws that affect women of childbearing age. Two studies detailed the pre-pregnancy care experience, including information about prior pregnancies, intention of conception, contraceptive use, and perceived barriers to contraception access among women receiving MOUD. Two studies described the care experience during pregnancy and its evolution in recent years with changes in acceptance of insurance for MOUD treatment, rates of MOUD-positive prenatal drug screens, and MOUD tapering practices during pregnancy. The final included study reviewed several Tennessee opioid laws enacted over the years to combat prenatal substance use and neonatal abstinence syndrome (NAS). Notably, while total reported cases of NAS have decreased statewide in recent years, the highest rates continue to be observed in east Tennessee, with a majority of cases linked to MOUD exposure. The requirements and enforcement of NAS-related legislation in Tennessee have changed over time but their existence may deter pregnant women from seeking treatment due to fear of punitive consequences. Conclusion: The evidence compiled in this literature review points to many areas in which the care experience can be improved for women of childbearing age receiving MOUD in east Tennessee. There are concerns regarding pregnancy planning, contraceptive access, availability of evidence-based OUD treatment, cost of treatment, and fear of actual or potential negative repercussions from opioid use during pregnancy. These findings suggest multiple efforts can be undertaken by clinicians, researchers, and policymakers to enhance the experience of care for women of childbearing age living with OUD, and consequently improve the health of the population in general, in this region of Appalachia.

This case study explored early childhood practitioners' response to government mandates for increased professionalism in Trinidad and Tobago; the impact of mandates on their personal and professional lives; and their conceptions of professionalism. The study addressed government concerns about lack of professionalism in Early Childhood Care and Education; informed policymakers of the myriad challenges therein; and included practitioners' voices in international discourse on professionalism. Change theory, systems thinking, and voice elicitation formed the conceptual framework for understanding changes needed to increase professionalism in the sector. The meaning of professionalism as defined in mandates; difference between practitioners and officials' definitions of professionalism; practitioners' view on the impacts of mandates; and how those impacts should be addressed were explained. Data were collected in interviews, focus groups, activity plans and journals from 12 practitioners; and from the national standards, curriculum guide, and schools' code of conduct. Discourse and content analysis were employed to identify patterns and themes in the data. Key findings were that mandates had more negative than positive impacts; children were under served; teachers frustrated and confused by impractical demands; and some administrators lacked content knowledge and leadership skills. Government officials, practitioners, and stakeholders need to dialogue to resolve problems illuminated by this study. Revision of legislative documents, fiscal adjustments for Trinidad and Tobago, continuous professional development, ongoing research, and national sensitization of practitioners' role will yield a better understanding of early childhood care and education, the catalyst for nationwide social change.

Home visits are a required training component of many Family Medicine residency programs in the United States. However, they are becoming less popular due to such factors as increasing resident responsibilities, decreasing reimbursement, and a decline in resident intention to incorporate home visits into future practice. This study’s aims are: (1) to evaluate the current practices of one Family Medicine residency training program’s time and resource expenditure to conduct home visits, and (2) to evaluate resident and faculty experiences of home visits. Residents and faculty in a Family Medicine training program were provided with a 12- question survey immediately after completing a home visit. A total of 19 surveys from residents and faculty were collected and analyzed. Average reported time spent per home visit was 90 minutes (range = 50-180 minutes), and the home visit teams included an average of 4 members (range = 2-6 members). The providers felt that they knew their patients and the patients’ circumstances better after the home visit with a score of 4.1 (on a 1-5 scale with 5 being a positively framed statement). Resident opinions were neutral (average score 3.1 on a 1-5 scale) regarding whether they found home visits to be educational to their residency training in Family Medicine. Residents also had mixed feelings (average score 2.9) regarding whether they would perform more home visits during their residency training if given the opportunity. Most faculty members (5/7) indicated they had done home visits during their residency training and all faculty (7/7) felt that home visits added value to their training in Family Medicine. Finally, qualitative recommendations were collected from respondents which may allow this training program to improve home visits in the future. Overall, significant time is currently being spent conducting home visits, with a difference in perceived efficacy between residents and faculty. Future research may include a cost analysis to quantify financial value, as well as expanding data collection to other Family Medicine residency training programs to improve generalizability.

For children with hearing loss, spoken language development often requires the use of hearing aids. Young children often have to rely on their parents or other adults to confirm that their hearing aids are functioning correctly; however, less than 50% of parents check their child’s hearing aids every day. Because of the significant likelihood that a hearing aid malfunction could go unnoticed, it is recommended that children learn hearing aid self-management skills in elementary school and become independent with these skills by middle school. Using the ICF Model of disability, self-management skills should include more than just hearing aid skills, but also skills such as self-advocacy; these can be grouped under one umbrella as “hearing loss self-management skills”. Pediatric self-management skills are associated with improved outcomes for other complex health conditions and have been shown to be responsive to pediatric-focused interventions. While there have been studies to design engaging ways of increasing these hearing loss self-management skills in adults, few have involved children. This study seeks to answer the following two research questions: the first, “What are the baseline hearing loss self-management skills in middle school-aged children?”; the second, “Are educational videos an effective way to increase hearing loss self-management skills in middle school-aged children?”. To answer the first question, children between the ages of 11 and 14 who use at least one hearing aid were asked to answer questions based on the Audiology Self-Advocacy Checklist – Middle School (ASAC-MS) on a scale of “Never/Rarely/Sometimes/Almost all the Time”, to observe their baseline self-reported skills. To answer the second question, a playlist of seven narrated videos with subtitles and visible faces for lipreading was created to address the different topics of the ASAC-MS. The participants were asked to watch these videos and answer the ASAC-MS again. While data collection is not complete, the research team anticipates that most participants will rate their skills in the Rarely or Sometimes categories in the pre-intervention ASAC-MS, and anticipates that the post-intervention ASAC-MS scores will be higher than the pre-intervention ASAC-MS scores. Answering these two research questions is an important step in identifying the needs of current young hearing aid users and identifying ways to meet these needs. Improved hearing loss self-management skills may result in improved speech and language for children with hearing loss in the future.

The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.

This thesis deals with children from orphanages. The content of the theoretical part consists of the legislative framework of the issue, explaining basic concepts, description of historical development of institutional care and the scope of institutions of social and legal protection of children. The main objective is to monitor the situation of children's home of clients in the institutional education. Approach the situation before the regulation of institutional care during their stay in institutional care, not only in the orphanage itself, but also diagnostic facilities, and also after leaving the facility and must be included in everyday life. The practical part deals with how children stay in foster homes also affects their lives. Key terms Children's home, Institutional Education, alternative family care, socio-legal protection of children, family, Diagnostic Institute.