Made available in DSpace on 2016-06-02T19:44:17Z (GMT). No. of bitstreams: 1 6336.pdf: 4953730 bytes, checksum: b0d22f7c504497ed394f5fb5ea297b62 (MD5) Previous issue date: 2014-02-26 / Financiadora de Estudos e Projetos / The Co-teaching/Collaborative Teaching has been considered by many researchers as one of the modalities to support school inclusion service, having effective strategies for children with special needs of Special Education students - PAEE in public schools. This is one of the collaboration models in which teachers of special and regular education work in an egalitarian relationship searching for strategies to encourage enrollment of PAEE students within the regular school classroom. In this perspective, the present study aimed to develop, implement and evaluate a Specialized Educational Service Program - AEE based on Co-teaching, for students with intellectual disabilities in the regular classroom context at four public schools of two cities. The study was conducted in four public schools of two cities: São Carlos - São Paulo in 2011 and Vitória da Conquista - Bahia in 2012. In this study, altogether participated the researcher, as a special education teacher; four teachers of regular classrooms and five students with intellectual disability ID. The instruments used were: a questionnaire for mapping school networks and school units; identification questionnaire and Semistructured interview script for participating teachers; Anamnese Sheet, Four Words and one Sentence Test, educational evaluations and activities for students with ID; Observation script and Field diaries with the researcher records and Rating Scale for Outer Observers - EAOE. Student data were individually analyzed qualitatively and quantitatively, considering the process analysis; teachers interviews were subjected to content analysis. The results indicated the importance of Co-teaching for participating teachers, particularly in the expansion of knowledge about ways of acting in the regular classroom with ID students; expansion of professional knowledge about managing the classroom for the special education teacher and, in the ID students there was progress in the social aspect - changes in behavior and in academic development - willingness to participate in educational activities, which supports this strategy as another model that may increase the participation of ID students in the regular school context, and provide continuing education for professionals involved. However, the support service based on Co-teaching needs to be implemented in other school systems to evaluate the generalizability of its effectiveness, so that it can influence public education policy that supports other models of AEE that can be realized in other areas, besides Multifunction Features Room - MFR. / O Coensino/Ensino Colaborativo vem sendo apontado por vários pesquisadores como uma das modalidades de serviço de apoio à inclusão escolar, configurando-se como uma das estratégias eficazes na escolarização dos alunos público-alvo da Educação Especial PAEE nas escolas comuns. Trata-se de um dos modelos de colaboração em que professores da educação especial e comum trabalham numa relação igualitária na busca de estratégias que possam favorecer a escolarização dos alunos PAEE dentro da sala de aula da escola comum. Nesta perspectiva, a presente pesquisa teve por objetivo elaborar, implementar e avaliar um Programa de Atendimento Educacional Especializado - AEE com base no Coensino, para alunos com deficiência intelectual no contexto da sala de aula comum em quatro escolas públicas municipais de dois municípios brasileiros. Trata-se de uma pesquisa participativa com abordagem mista. O estudo foi desenvolvido em quatro escolas públicas de duas redes de ensino municipal: São Carlos- São Paulo no ano de 2011 e Vitória da Conquista Bahia no ano de 2012. Ao todo participaram deste estudo a pesquisadora, como professora de educação especial; quatro professoras da sala de aula comum e cinco alunos com deficiência intelectual- DI. Os instrumentos utilizados foram: questionário de mapeamento escolar para as redes e unidades escolares; questionário de identificação e Roteiro de entrevista semi-estruturada para os professores participantes; Ficha de Anamnese para os pais ou responsáveis pelos alunos com DI; Prova das Quatro Palavras e uma Frase, avaliações e atividades pedagógicas para os alunos com DI; Roteiro de observação e Diários de campo com registros da pesquisadora e Escala de Avaliação para Observadores Externos EAOE. Os dados dos alunos foram analisados individualmente de maneira qualitativa e quantitativa levando em consideração a análise do processo; as entrevistas com as professoras foram submetidas à análise do conteúdo. Os resultados analisados apontaram a importância do Coensino para os professores participantes, especificamente na ampliação do conhecimento sobre as formas de atuar na sala de aula comum com alunos com DI; ampliação do conhecimento profissional sobre manejo de sala de aula para a professora de educação especial e, em relação aos alunos com DI verificou-se avanços no aspecto social mudanças no comportamento e, no desenvolvimento acadêmico disposição para participar das atividades de ensino, o que respalda essa estratégia como mais um modelo que poderá ampliar a participação dos alunos com DI no contexto da escola comum, além de prover formação continuada aos profissionais envolvidos. Contudo, o serviço de apoio baseado no Coensino necessita ser implementado em outras redes de ensino para avaliar a generalização de sua eficácia, para que assim possa influenciar uma política pública de educação que respalde outros modelos de AEE que poderão ser realizados em outros espaços, além da Sala de Recursos Multifuncionais SRM.

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A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher. Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience. / Science and Technology Education / M. Ed. (Natural Science Education)

The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology. The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature. The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills. This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)

A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher. Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience. / Science and Technology Education / M. Ed. (Natural Science Education)

The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology. The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature. The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills. This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)

Literature indicates that inclusion of deaf children in mainstream schools is a complex process and that it has eluded many deaf practitioners and education systems for a very long time. New research is, however, pointing to the potential for sign bilingual education as a viable strategy for improving inclusivity of deaf children in mainstream settings. The purpose of the current study was, therefore, to interrogate how sign bilingual education was used as a strategy for inclusion of deaf children in Zimbabwe. The study was premised on Cummins Linguistic Interdependence theory and adopted the mixed methods paradigm which is informed by the philosophy of pragmatism. The sequential explanatory design was utilized and participants were selected using random sampling for the quantitative phase and purposive sampling for the qualitative phase. Questionnaires, face-to-face and focus group interviews (FGIs) were used to elicit data from participants. These data were presented on SPSS generated graphs and analysed using frequency counts, percentages and inferential statistics based on the analysis of Spearman’s Rank Order Correlation Coefficient at 5% level of significance (p=0.005). Consequently, qualitative data were presented as summaries and direct quotes and analysed using thematic and content analyses. The results revealed that the conception, hence the practice of sign bilingual was limited and had challenges, but that it had the greatest potential benefits for inclusion of deaf children in mainstream schools in Zimbabwe. On these bases, the study recommended training of teachers and parents as well as staff development of the teachers and school administrators. The study also recommended adoption of best practices such as early exposure, co-teaching, co-enrolment, multi-stakeholder participation, turning special schools into resource centers for sign bilingual education and inclusion and embracing ICT. A further recommendation pointed to review of policy in line with best practices. Ultimately, the study proposed a framework for sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe. / Inclusive Education / Ph. D. (Inclusive Education)

Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.