Esta pesquisa teve por objetivo investigar como a música está presente nas séries finais do ensino fundamental e no ensino médio das escolas estaduais vinculadas à 5ª Coordenadoria Regional de Educação (CRE), na região sul do estado do Rio Grande do Sul. Os objetivos específicos buscaram identificar as atividades que constituem as práticas musicais nas escolas, identificar os profissionais que trabalham com música nas escolas, bem como analisar as necessidades de formação dos profissionais que trabalham com música nas escolas. O método escolhido foi o survey de desenho interseccional, e os dados foram coletados através de questionário auto-administrado. Participaram deste trabalho 139 professores de arte/música das 104 escolas de educação básica que atendem às séries finais do ensino fundamental e ao ensino médio dos 18 municípios que fazem parte da 5ª CRE. Os resultados mostraram que a música está presente nas práticas da maioria dos professores investigados. No entanto, as atividades musicais são realizadas, principalmente, no âmbito das atividades extracurriculares e da disciplina ou componente educação artística, conferindo características polivalentes ao ensino de arte. Além disso, na sua maioria, são atividades realizadas apenas esporadicamente. Poucos são os professores que trabalham somente a modalidade música nas escolas, indicando que a música parece não estar inserida nos projetos pedagógicos das escolas vinculadas à 5ª CRE como área de conhecimento específico, mas como parte integrante da educação artística. A maioria dos professores possui formação superior na área de arte, mas são muito poucos os professores licenciados em música ou licenciados em educação artística com habilitação em música atuando nas escolas. A ausência de formação musical consistente, juntamente com a escassez de recursos materiais e financeiros e de espaço físico adequado, foi apontada como uma das principais dificuldades sentidas pelos professores para desenvolver atividades musicais nas escolas. Os dados obtidos nesta pesquisa poderão fornecer subsídios para o estabelecimento de parcerias entre a Universidade Federal de Pelotas e as escolas vinculadas à 5ª CRE, no sentido de atender às necessidades de formação de seus professores. / This research aimed at investigating the way music is present in basic education schools connected with the 5th Regional Education Coordination (CRE) in the southern region of the state of Rio Grande do Sul, Brazil. The specific objectives were to identify the activities that constitute the musical practices in the schools and identify the professional people who work with music in the schools, as well as to analyze the educational needs of such professionals. The method chosen was the cross-sectional survey, and the data was colleted through a self-administered questionnaire. The people who took part in this work were 139 art/music teachers from the 104 basic education schools that work with the final years of fundamental teaching (ages 11 to 14) and middle teaching (ages 15 to 17) in the 18 cities connected to the 5th CRE. The results showed that music is present in the practices of most of investigated teachers. However, the musical activities are mainly developed in the scope of extracurricular activities and within the subject of arts education, where only one teacher works with all the arts. Moreover, most of these activities are only occasionally developed. Few are the teachers who work only with music in schools, which indicates that music does not seem to be included in the pedagogical projects of the schools as a specific knowledge field, but as part of arts education. Most of the teachers are graduated in arts, but very few are graduated in music or in arts education with emphasis in music. The lack of a consistent music education, along with the scarcity of material and financial resources and of adequate physical space, was pointed as one of the main hindrances felt by the teachers to the development of musical activities in the schools. The data obtained with this research can provide information to base partnerships between the Federal University of Pelotas and the schools connected to the 5th CRE, in order to meet their teachers’ education needs.

This diploma thesis deals with the topic of education of pupils with autism spectrum disorders at an elementary school for pupils with physical disabilities. It focuses on the methodological conditions for education that the school offers to pupils with autism spectrum disorders. The thesis is divided into the theoretical and practical part. The first chapter of the theoretical part describes autism spectrum disorders - from terminology and classification to typical manifestations of this diagnosis. The second chapter is dedicated to education of pupils with autism spectrum disorders, it presents options for their education and support measures. The third chapter of the theoretical part presents teaching methods and interventions for people with autism spectrum disorders. The practical part of the thesis includes a qualitative research survey which was carried out through semi-structured interviews with class teachers of pupils with autism spectrum disorders at the elementary school for pupils with physical disabilities. Using analysis of interviews and school documentation, I came to the conclusion that the environment of this school offers pupils with autism spectrum disorders education provided by special education teachers, and also comprehensive care, the benefit of small group, and individual...

Inclusion has been adopted by the South African Department of Education as the policy for special needs· learners. This study explores the role of education managers in independent Christian schools in implementing this policy. A literature review and data gathered from interviews with principals of Christian schools which practise inclusion reveal that education managers have a vital role to play by offering leadership and vision to the inclusive school. They control the human and material resources required to bring about change towards greater inclusivity. Their accepting attitudes communicate to the community that all learners can belong in a school willing to accommodate them. The Biblical values that give the Christian school its reason for existence makes reaching out to those with special needs an imperative. Practical strategies for implementing inclusion are discussed in the context of organisational development and the management of change. / Educational Leadership and Management / M. Ed. (Education Management)

An American study used the High School Personality Questionnaire (HSPQ) as a predictive tool when placing learners in special classes. The personality characteristics of these learners were found to have a pervasive influence on learning. As the policy regarding the provision of education in South Africa has changed, with the emphasis on the accommodation of all learners in one inclusive education system,· further study of the personality traits of South African learners with special education needs was deemed necessary, before devising classroom management strategies that could be employed within an inclusive education system. This study provides the results of a literature and an empirical investigation into the personality traits of learners with special education needs. The educational implications are addressed, with specific reference to the education of learners with special education needs in an inclusive education system, and practical strategies for educators, parents and the Educational Psychologist are presented. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Esta pesquisa teve por objetivo investigar como a música está presente nas séries finais do ensino fundamental e no ensino médio das escolas estaduais vinculadas à 5ª Coordenadoria Regional de Educação (CRE), na região sul do estado do Rio Grande do Sul. Os objetivos específicos buscaram identificar as atividades que constituem as práticas musicais nas escolas, identificar os profissionais que trabalham com música nas escolas, bem como analisar as necessidades de formação dos profissionais que trabalham com música nas escolas. O método escolhido foi o survey de desenho interseccional, e os dados foram coletados através de questionário auto-administrado. Participaram deste trabalho 139 professores de arte/música das 104 escolas de educação básica que atendem às séries finais do ensino fundamental e ao ensino médio dos 18 municípios que fazem parte da 5ª CRE. Os resultados mostraram que a música está presente nas práticas da maioria dos professores investigados. No entanto, as atividades musicais são realizadas, principalmente, no âmbito das atividades extracurriculares e da disciplina ou componente educação artística, conferindo características polivalentes ao ensino de arte. Além disso, na sua maioria, são atividades realizadas apenas esporadicamente. Poucos são os professores que trabalham somente a modalidade música nas escolas, indicando que a música parece não estar inserida nos projetos pedagógicos das escolas vinculadas à 5ª CRE como área de conhecimento específico, mas como parte integrante da educação artística. A maioria dos professores possui formação superior na área de arte, mas são muito poucos os professores licenciados em música ou licenciados em educação artística com habilitação em música atuando nas escolas. A ausência de formação musical consistente, juntamente com a escassez de recursos materiais e financeiros e de espaço físico adequado, foi apontada como uma das principais dificuldades sentidas pelos professores para desenvolver atividades musicais nas escolas. Os dados obtidos nesta pesquisa poderão fornecer subsídios para o estabelecimento de parcerias entre a Universidade Federal de Pelotas e as escolas vinculadas à 5ª CRE, no sentido de atender às necessidades de formação de seus professores. / This research aimed at investigating the way music is present in basic education schools connected with the 5th Regional Education Coordination (CRE) in the southern region of the state of Rio Grande do Sul, Brazil. The specific objectives were to identify the activities that constitute the musical practices in the schools and identify the professional people who work with music in the schools, as well as to analyze the educational needs of such professionals. The method chosen was the cross-sectional survey, and the data was colleted through a self-administered questionnaire. The people who took part in this work were 139 art/music teachers from the 104 basic education schools that work with the final years of fundamental teaching (ages 11 to 14) and middle teaching (ages 15 to 17) in the 18 cities connected to the 5th CRE. The results showed that music is present in the practices of most of investigated teachers. However, the musical activities are mainly developed in the scope of extracurricular activities and within the subject of arts education, where only one teacher works with all the arts. Moreover, most of these activities are only occasionally developed. Few are the teachers who work only with music in schools, which indicates that music does not seem to be included in the pedagogical projects of the schools as a specific knowledge field, but as part of arts education. Most of the teachers are graduated in arts, but very few are graduated in music or in arts education with emphasis in music. The lack of a consistent music education, along with the scarcity of material and financial resources and of adequate physical space, was pointed as one of the main hindrances felt by the teachers to the development of musical activities in the schools. The data obtained with this research can provide information to base partnerships between the Federal University of Pelotas and the schools connected to the 5th CRE, in order to meet their teachers’ education needs.

Made available in DSpace on 2016-08-17T13:54:40Z (GMT). No. of bitstreams: 1 THELMA HELENA COSTA CHAHINI.pdf: 660837 bytes, checksum: ae399448617cad04227eead39e70c8eb (MD5) Previous issue date: 2006-02-07 / In the present study the main challenges are analyzed to be surpassed so that pupils with visual deficiency, auditory and physical they have access, permanence and attendance specialized in the Institutions of Higher Education of São Luis-Ma (IES-MA), in accordance with the effective federal legislation. Exactly having its rights assured for the Brazilian Federal Constitution (1988), the people with educational necessities special (NEE) do not have the guarantee of the same ones. Of a poor fraction of the related pupils who come receiving some form educational attendance "especial", the majority does not obtain to arrive at the Higher Education. / No presente estudo são analisados os principais desafios a serem superados para que alunos com deficiência visual, auditiva e física tenham acesso, permanência e atendimento especializado nas Instituições de Educação Superior de São Luis-Ma (IES-MA), de acordo com a legislação federal vigente. Mesmo tendo seus direitos assegurados pela Constituição Federal Brasileira (1988), as pessoas com necessidades educacionais especiais (NEE) não tem a garantia dos mesmos. Da reduzidissima fração dos referidos alunos que vêm recebendo alguma forma atendimento educacional "especial", a maioria não consegue chegar à Educação Superior.

The aim of this master thesis is to analyse, design and implement a multi-platform mobile application for alternative and augmentative communication of people with special education needs and disabilities. This application based on iOS and Android platform allows making sentences composed of pictograms with voice output. The application is implemented in Java & HTML5 based multi-platform framework Oracle ADF Mobile. Application has been verified by case study in native environment of people with intellectual disability. The main contribution of this thesis is to include and verify the requirements of computer therapy (in sense computer as therapy), which aim to provide solution for proper design a usability of implementation for described target group of people.

The thesis deals with the topic of education of pupils with hearing impairment and a different mother tongue. The first part of the thesis contains basic theoretical background. It describes the issue of hearing impairment, the comprehensive rehabilitation of people with hearing impairment including its individual components, schools educating pupils with hearing impairment and the individual communication approaches used in the education of these pupils. The possibilities of educating and supporting pupils with a different mother tongue and pupils who have a different mother tongue and a hearing impairment are outlined. The theoretical part focuses on the support that is provided to the families of such pupils and to the educational staff working in this area. The practical part aims to describe and analyse the education and other support that is provided to pupils with a hearing impairment and a different mother tongue educated in a primary school for pupils with a hearing impairment. A qualitative research design is chosen to achieve the main research aim. Based on this aim, the sub-objectives and the research questions arising from them are set out. Furthermore, the research methodology, research sample and research site are characterized, followed by a description of the research process....

Inclusive education is an international philosophy that places emphasis on the provision of special education services to students with special learning needs within regular classrooms. Teachers, regardless of where in the world they are, require positive attitudes to engage in discussions, adapt curricula, develop strategies and acquire the necessary knowledge and skills for the implementation of inclusionary practices. The aim and rationale for this study was to explore the attitudes of South Africans as expatriates in a foreign country (Oman) at schools where inclusion was recently implemented but where little research was conducted in the area. In addition, the purpose was also to gain more knowledge about the elements that may influence teacher attitudes towards inclusion. A quantitative approach was employed and an online questionnaire was used to obtain data. The small sample (N=35) limited findings to descriptive statistics only. The study revealed that most teachers held positive attitudes towards the fundamental principles of inclusive education but teachers held negative attitudes towards the practical implementation of inclusion within classrooms. Teachers who received training were more positive to supporting inclusion. Male teachers expressed greater negativity than female teachers towards inclusionary practices in schools but then male teachers were more supportive and willing to undertake training, engage in teacher support and work collaboratively. Teachers teaching older groups of students appear to be less knowledgeable and less prepared or equipped to deal with inclusion. Teachers with less teaching experience held more positive attitudes towards inclusive education. Recommendations were made to provide suggestions of ways to eliminate and discourage negative attitudes and research based recommendations for future research were listed. / Inclusive Education / M. Ed. (Inclusive Education)

The implementation of inclusive education is a challenge to most educators. The real challenge lies in the management of inclusive education. The researcher, therefore, adopted a qualitative approach to understand the participants ’understanding of inclusive education and to answer the research questions that sought to explore the phenomenon of inclusive education as presented in chapters one and five. Chapters two and three presented the latest developments, policies and practices related to inclusive education, as well as management of inclusive education. A sample of five primary school principals and fifteen educators was chosen. Data was collected through in-depth individual semi-structured interviews and focus group interviews. It emerged from the literature study that inclusive education has become a reality in Botswana, Lesotho, Namibia, South Africa and abroad. Most schools in these countries have been changed into full service schools. For example, in South Africa Tshiluvhi primary School became Tshiluvhi Full Service primary School. This shows that the government of South Africa accepts that learners with disabilities are part of the community and, therefore, have a right to receive equal and quality education.Although inclusive education is a reality in the above-mentioned countries, there are many obstacles that are still to be overcome. For instance, the issue of fiscal constraints, negative attitudes to disability, lack of support services, rigid teaching methods, teacher expertise, teacher training, time management and large class sizes are major impediments to the realisation of effective inclusive education. The same constraints were also raised during the interviews by most of the participants. Most educators and principals complained that management of inclusive education is compromised by lack of resources. Recommendations based on the findings of this study revolve mainly around the introduction of internal workshops, provision of resources and building enough classrooms to reduce the learner-teacher ratio. It was revealed during the interviews that members of the institutional level support teams and the principals of the selected primary schools were aware of their roles in managing inclusive education. For example, they manage finances to ensure the successful implementation of inclusive education and support and monitor teachers in the implementation of inclusive education.The study hopes to contribute to the existing body of knowledge and to be useful to teachers and various stakeholders by enabling them to find more constructive ways of building a successful inclusive education system. / Educational Studies / M. Ed. (Education management)