TITLE: Attitudes of selected target groups to questions of educational inclusion ABSTRACT The diploma thesis deals with attitudes of selected target groups to questions of educational inclusion. The theoretical part defines notions of integration, inclusion and their historical evolution. Then it deals with factors participating on efficiency of educational inclusion and suitable preparation for education of pupils with different types of special education needs at primary school. The practical part analyzes results which were collected during the research and explains the opinions of selected target groups. Keywords: Integration, inclusion, pupils with special education needs, family, primary school, special education diagnostics, consultancy

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-04T12:28:44Z No. of bitstreams: 1 NILZE HELENA DÉROULÈDE.pdf: 830924 bytes, checksum: d252453b613ad21aeb3cc078fae6c067 (MD5) / Made available in DSpace on 2017-10-04T12:28:44Z (GMT). No. of bitstreams: 1 NILZE HELENA DÉROULÈDE.pdf: 830924 bytes, checksum: d252453b613ad21aeb3cc078fae6c067 (MD5) Previous issue date: 2002-08-01 / In this study, the inclusive education is approached, having been chosen, as theme, the Support Section in the School Inclusive Process as part of a the Reference Unit’s Project, recently developed by the Superintendency Special Teaching of the Goiás' Education's State General Office which has for purpose to give support to the inclusive actions in the state and municipal nets of teaching's schools. The Support Section is formed by multiprofessionals teams and it’s considered by many authors as a facilitative resource and a mediator of the teacher's pedagogic and educational practices, of the school and family, by representing the possibility of contributing and providing conditions for more appropriated services aiming the development of each student's special education needs. To make possible the research, a qualitative approach was used and, as methodological way, the microethnography line which searches for the unit analysis as a cutting instance that conserves the properties of the whole that it’s intended to investigate. This way, was analyzed the work developed by one of the Support Section's teams of the Maria Lusia de Oliveira Reference’s Unit with the State School President Dutra, in Goiânia, discussing this team's performance and its relationships with the school, with two teachers and with a Syndrome of Down's student and her family. It searched to discover the contributions that have been offered by the Support Section to the teachers' educational practice and the support forms given to the school community, seeking the understanding and the internalization of the social value of the opportunities' equality and of the differences' respect and acceptance. The referencial used is the socialinteractionism model that is ruled by the cooperation, the mediation and by the interaction between the professionals' team and the school community involved. The investigation's demanded results take to consider that the work developed by the Support Section, observed its limitations and after some structural adjustments, is important, has potential and is possible as a base to sustain the inclusive education improvement. The Support Section can contribute, as partner of the regular teaching, in the sense of showing, through sensitization actions and educational and pedagogic actions, the differences' social value, inside the same education space, where all can learn together, in a reciprocal change of efficiencies, despite the differences. / Neste estudo, é abordada a educação inclusiva, tendo sido escolhido como tema o Setor de Apoio no Processo Inclusivo Escolar, por fazer parte do Projeto Unidade de Referência recentemente desenvolvido pela Superintendência de Ensino Especial da Secretaria Estadual de Educação de Goiás e que tem por finalidade dar suporte às ações inclusivistas nas escolas das redes estadual e municipal de ensino. O Setor de Apoio é formado por equipes multiprofissionais e considerado por muitos autores como um recurso facilitador e mediador das práticas pedagógicas e educativas do professor, da escola e da família, por representar a possibilidade de contribuir e de proporcionar condições para atendimentos mais adequados, visando ao desenvolvimento das necessidades educacionais especiais de cada aluno. Para viabilizar a pesquisa, utilizou-se uma abordagem qualitativa e, como caminho metodológico, a linha microetnográfica, que busca fazer análises por unidade, como uma instância de recorte que conserva as propriedades do todo que se pretende investigar. Desse modo, analisou-se o trabalho desenvolvido por uma das equipes do Setor de Apoio da Unidade de Referência Maria Lusia de Oliveira junto à Escola Estadual Presidente Dutra, em Goiânia, questionando a atuação desta equipe em suas relações com a escola, com duas professoras e com uma aluna com Síndrome de Down e sua família. Buscou-se averiguar as contribuições que têm sido oferecidas pelo Setor de Apoio à prática educativa das professoras e as formas de apoio dadas à comunidade escolar, visando à compreensão e a internalização do valor social da igualdade de oportunidades, do respeito e da aceitação das diferenças. O referencial utilizado é o modelo sociointeracionista, que se pauta pela cooperação, pela mediação e pela interação entre os profissionais da equipe e a comunidade escolar envolvida. Os resultados demandados desta investigação levam a considerar que o trabalho desenvolvido pelo Setor de Apoio, observadas suas limitações e após alguns ajustes estruturais, é importante, tem potencial e é viável como pilar para sustentar a construção da educação inclusiva. O Setor de Apoio pode contribuir, como parceiro do ensino regular, no sentido de mostrar, através de ações de sensibilização, de ações educativas e pedagógicas, o valor social das diferenças dentro de um mesmo espaço educacional, onde todos podem aprender juntos, numa troca recíproca de eficiências, apesar das diferenças.

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

Syftet med den här studien var att undersöka, belysa och exemplifiera hur en svensk grundskola arbetar med elever som har dyslexi, dels i generella termer, dels med inriktning mot engelskundervisningen, vad gäller stöttning, hjälpmedel, bedömning och betygssättning samt i vilken mån den undersökta skolans dyslexiarbete harmonierar med styrdokumentens föreskrifter.      För att kunna undersöka det valda området användes semi-strukturerade intervjuer med tre lärare och en specialpedagog på skolan. Intervjuerna sammanställdes och analyserades.      Resultaten på studien visade att skolan arbetar medvetet för att underlätta för elever med dyslexi genom hjälpmedel och nivågrupperingar, men att lärarna ändå till stor del står frågande när det gäller vilka metoder som fungerar bäst, hur de ska handla vid misstanke om dyslexi samt bedömning och betygssättning. Resultaten visade också att engelska är ett ämne som lärarna och specialpedagogen upplever som extra svårt för elever med dyslexi. Under engelskundervisningen arbetar lärarna dock inte annorlunda med elever som har dyslexi, trots att det ämnet anses som svårare. De anser sig inte ha verktygen. / The aim of this study was to examine, illustrate and exemplify both in general terms and in the teaching of English, how a Swedish compulsory school works with pupils who have dyslexia. The study focused on support, assistance, assessment and marking, and to what extension the school’s work with dyslexia corresponds to the regulations of the steering documents.      Semi-structured interviews were chosen as the method for examining the chosen subject. Three teachers and one special educational needs teacher were interviewed. The interviews were then put together and analysed.      The results of the study showed that the school works deliberately to make school easier for pupils with dyslexia by giving them assistance and ability grouping, however, the teachers still seem to have many questions regarding teaching methods, what to do if suspecting dyslexia, assessment and marking. The results also showed that English is a subject which is considered to be especially difficult for pupils with dyslexia, by the teachers and the special educational needs teacher. During the teaching of English, the teachers do not work differently with the pupils who have dyslexia, even though English is believed to be a difficult subject to learn. The teachers do not feel that they have the right tools to do so.

This mixed methods research study centers on learner-learner interactions; thus, contributing to the on-going investigation within negotiation and interaction, computer-mediated-communication and its role in second language learning. The specific aim was to investigate corrective feedback types, incidences, and the relationship between error and feedback type among peers within online synchronous environments in EFL classes in Slovenia, Europe. Interactional characteristics of corrective feedback with learners having a documented special need (SN) also were explored using qualitative analyses. The study encompassed 208 students that were randomly placed into 104 dyads within intact classes of Grades 7, 8, 10, and 11. There were 32 dyads in Grade 7, 16 dyads in Grade 8, 24 dyads in Grade 10, and 32 dyads in Grade 11. Three participants had a documented special need. Quantitative analysis did not reveal statistical significant difference in the incidence of corrective feedb feedback and grade level, the relationship among the type of corrective feedback and grade level, or the relationship between learner error and type of corrective feedback across grade levels. Corrective feedback types were similar to those studied in traditional classroom research (i.e., explicit corrections, recasts, negotiation of form). However, descriptive statistics and qualitative analyses revealed conversational techniques that are specific to text-based online discourses providing insight into interactional characteristics among interactants within a discourse environment that differs both from speech and written texts. Consequently, an additional corrective feedback type emerged from the data, coded as feedback request. The most frequent corrective feedback type provided was explicit corrections. Frequency data revealed that corrective feedback tended to decrease as the grade level increased. Data with SN learners indicated distinctive discourse techniques.Overall, low incidences of corrective feedback and error types might have been affected by the learner's developmental levels, social readiness, and/or psychological readiness (Oliver, 1998), as well as the learner's individual conversational styles and socio-cultural factors. Consequently, further research is warranted in examining these factors. In addition, longitudinal studies are warranted in examining whether online negotiated work lead towards L2 acquisition. Finally, the role of phantom corrective moves when coding qualitative online text data also need to be examined further.

Inkliuziniam ugdymui didelę įtaką turi tai kokias nuostatas į mokinį turi mokytojai ir mokykloje dirbantys specialistai, kaip jie pasirengę ugdyti specialiųjų ugdymosi poreikių turinčius mokinius, ir kaip aktyviai mokinių tėvai įsijungia į savo vaikų ugdymo procesą bei kaip dalyvauja vertinant jų specialiuosius ugdymosiporeikius. / The influence upon the education of inclusion depends on the following facts: what attitudes teachers or specialists at school have towards a student, whether and how they are ready to train students with special education needs as well as how actively parents join in their children’s education process and take part in assessing their special education needs.

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

This diploma thesis deals with problematics of inclusive education in kindergarten. This study aimed to determine kindergarden teachers's attitudes to inclusive education. The other objectives of this project are to analyze proposals and recommendations of addressed teachers concerning increasing efficiency of inclusive education. Apart from that, the present work also describes how teachers perceive the role of teacher assistant in inclusive education. This research is divided into a theoretical and practical part. First part describes theoretical resources of inclusive education in kindergarten. It defines key notions of inclusive education, charakterizes preschool child, kindergarten itself and education of children with special educational needs in kindergartens. The practical part analyzes information, which was gained during dialogues with teachers in kindergarten. The objective of this part was to determine kindergarten teacher's oppinions and attitudes to inclusive education. In a conclusion of the research achieved konwledge is compared with conformable research, which where done in described problematics.

This diploma theses is focused on problems of educational support tools for pupils of 1 st grade of The Elementary Special School. A theoretical part deals with problems of the mental handicap, mainly factors that significantly influence ability of education, and with a contemporary legislation of education of children with spetial educational needs. Furthermore it describes teaching programmes and didactic tools which are used at The Elementary Special Schools. Research target of the study is to find out a teacher's opinion about current teaching supports for given type of school and a survey of teacher's experience with use of new methods especially in relation to pupils who are usually integrated to their classes. Innovated teaching supports created on the basis of previous experience are subsequently verified in praxis and results of verification are partially documented by examples. According to research, current educational supports are convenient for pupils who cope with stipulated schoolwork easily. The other pupils have considerable difficulties to manage schoolwork therefore they need adapted teaching materials for their educational abilities. There are some examples of these materials in the attachment. KEYWORDS: mental disability, special education needs, elementary special school,...

Bullying, in its many different face-to-face and cyber manifestations, profoundly impacts involved youth, particularly those with special education needs. Schools have typically focused on policing the bullies, while teaching victims of bullying effective reactive responses. The objective of this study was to identify those students at greatest risk, the factors placing them at risk, and to understand the source of their consequently aggressive social behaviours and communication. Understanding root causes thereby enables schools to shift toward proactively preventing bullying behaviours. Evidence suggests that adolescents with Emotional and Behavioural Disorders (EBD) are overrepresented in the face-to-face bullying dynamic. Through a social-ecological lens, the current study compares bullying involvement among typically developing adolescents (n = 134) with EBD adolescents (n = 30), and considers how within-person characteristics of adolescents with EBD are influenced by and interact with bi-directional microsystem (i.e. family, friends, teachers, school) and macrosystem (i.e. social and educational patterns of programming) factors to increase or decrease face-to-face- and cyber-bullying involvement. As hypothesized, adolescents with EBD were significantly more involved in both face-to-face- and cyber-bullying and –victimization. Predictive factors were uniquely identified for on- and off-line bullying and victimization. The current findings demonstrate a need to approach bullying prevention proactively by aiming resources at the source of social aggression. / Graduate