The number of students identified as having autism increased by 500% in the past 10 years (United States Government Accountability Office, 2005). All students with disabilities are required to be placed in least restrictive environments and to be given access to the general curriculum in the major subjects of math, reading, writing, and science as mandated by federal legislation such as the Individuals with Disabilities Education Act (IDEA, 2004) and No Child Left Behind (NCLB, 2001). As a result of this legislation, an increasing number of students with autism are being educated in inclusive classrooms. Most studies on general education access and curriculum modifications and/or instructional accommodations center on students with intellectual disabilities (e.g. Soukup, Wehmeyer, Bashinski, & Boviard, 2007; Wehmeyer, Lattin, Lapp-Rincker, & Agran, 2003). Wehmeyer et al. (2003) and Soukup et al. (2007) found included students with intellectual disabilities had more access to the general curriculum than mostly self-contained students. This meant included students were more likely to be working on the general curriculum as mandated by NCLB than those in only self-contained classrooms. This study builds and expands the research of Wehmeyer et al., as well as Soukup et al., by examining how students with autism are given access to the general curriculum through curriculum modifications and instructional accommodations used by general education teachers in three schools. This investigation focused on nine inclusive classrooms for students with autism using a parallel mixed methods design (Newman, Newman, & Newman, 2011). Classroom observations using both an IEP related checklist and field notes, teacher interviews, an archival document review of the Individual Education Plan (IEP) for the selected students with autism were performed. Findings of this study were organized by interview questions and subsequent coding categories. Quantitative data were organized in a nominal scale. Participants asserted that their middle school students with autism functioned well in their classrooms, occasionally exhibiting behavioral differences. Most instructional accommodations on IEPs were being implemented by participants, and participants often provided additional instructional accommodations not mandated by the IEP. The majority of participants credited county workshops for their knowledge of instructional accommodations.

Made available in DSpace on 2016-06-02T19:36:02Z (GMT). No. of bitstreams: 1 6809.pdf: 33733430 bytes, checksum: 99604d528fa7b753edf8de6f0564922e (MD5) Previous issue date: 2015-02-27 / This study falls into the history, philosophy and education sociology research line and its aim is to analyze the graduation of aviator officers at the Brazilian Air Force Academy. Our goal has been to reach an understanding of changes in the course curriculum, considering historical factors as well as the need for such changes. Our research starts in 1974, when the Air Force Academy was transferred to the country town of Pirassununga, up to the present time. Our bibliographical research suggests that the several curriculum modifications were not based on previous study and were not closely related to the doctrine and military strategy either. We have concluded that Brazil's political and economical situation, combined with a post-cold-war military identity crisis, turned military education into a bureaucratic activity and that has considerably compromised the profile of Brazil's war leaders. So we have analyzed the proposals for curriculum changes in the Aviator Officers Course in order to find how such changes were carried out and, most importantly, to find if they are compatible with the new standards of aviator's graduation and the new managerial tasks required. For that research our primary sources have been the Aeronautical Documentaion Center, the Air Force Academy archives and the legislation. We have also interviewed lieutenants who graduated in 2009 in order to hear their opininions on the adequacy of the new curriculum to the daily routine of an aviator. / Este estudo se insere na linha de pesquisa História, Filosofia e Sociologia da Educação e tem como objeto de estudo a formação dos Oficiais Aviadores na Academia da Força Aérea brasileira. Em seu desenvolvimento, este estudo, objetivou alcançar uma compreensão acerca das mudanças curriculares do Curso de Formação de Oficiais Aviadores (CFOAv), na Academia da Força Aérea, levando em consideração o processo histórico dessas mudanças e a necessidade das mesmas para a Força Aérea Brasileira (FAB). entre o período da efetiva transferência da Academia para Pirassununga, interior de São Paulo, em 1974 até o ano de 2014. Com base nas indicações da bibliografia consultada de que as diversas modificações no ensino da AFA tenham ocorrido sem prévio estudo e sem um íntimo refinamento com a doutrina e estratégia militar foi possível formular a hipótese de que a realidade política e econômica do Brasil juntamente com a crise de identidade militar estabelecida no período pós-guerra fria influenciou o direcionamento da formação do oficial aviador da AFA para uma formação burocrata comprometendo a definição do perfil profissional de líder guerreiro desses oficiais. Assim, procuramos examinar junto às propostas de reformas curriculares do Curso de Formação de Oficiais Aviadores, como tais mudanças foram conduzidas para se compatibilizar aos novos padrões da formação do Aviador e com as funções administrativas, a ele pertinentes. Nesse sentido, valemo-nos de fontes primárias localizadas no Centro de Documentação da Aeronáutica CENDOC, nos arquivos da Academia da Força Aérea e na legislação. Ainda sobre a adequação dos currículos da AFA para o dia-a-dia do trabalho do oficial aviador buscamos conhecer por meio de entrevistas a opinião de egressos da AFA, sendo eles, Tenentes Aviadores formados no ano de 2009.