The diploma thesis deals with possibilities of improving the teaching of pupils with a different mother tongue at primary school level. The theoretical part analyzes the available literature on the subject. The thesis answers questions as: How is it possible to support pupils with a different mother tongue? Which approaches and methods can be used while teaching foreign pupils to improve and facilitate the education of pupils with different mother tongues? How to ensure that all the pupils in the class develop the same skills at the same time? The gained knowledge from the theoretical part of the thesis is used to create interventions and empirical part of the thesis. Empirical part of the thesis is based on a research to test methods and practices to improve and facilitate the teaching of the pupils with a different mother tongue. In the course of several months of intense collaboration with a particular pupil, the ways to improve the quality of teaching have been investigated. It turned out not all of the methods and practices are effective. Furthermore, it has been also confirmed that the achievement of some specific goals for improving and facilitating teaching is a long-term process. The efficiency and success are influenced by a number of internal and external factors, that are also covered...

The diploma thesis deals with the education of children with disorders of autistic spectrum in Kindergartens. The theoretical part describes autism from the historical point of view and also the classification of disorders of the autistic spektrum and diagnostics. Educating of children with special educational needs, preschool education, appropriate support for children with disorders of autistic spectrum in preschool age, games with children with disorders of autistic spectrum, examples of used interventions in preschool age, services for children and their parents are also described in the theoretical part. The analytical part deals with forms of support of children with autistic disorders in normal Kindergarten and which methods are used in their education. The aim of this part was to find out in what form did the pedagogues got the knowledge about methods of supporting education of children with autism disorders. We did an interviews with three pedagogues to complete the survey. From our survey we found out that the padagogues mostly use the structured learning method. This method is considered as the most appropirate in domestic literature. KEY WORDS Pre-shool child, disorder of autistic spectrum, Kindergarten, invasive methods, special educational needs

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2019-03-15T13:42:28Z No. of bitstreams: 1 Maria Margareth Rodrigues dos Santos_.pdf: 1814062 bytes, checksum: 707dd87436ae36a9907983deb66824b9 (MD5) / Made available in DSpace on 2019-03-15T13:42:28Z (GMT). No. of bitstreams: 1 Maria Margareth Rodrigues dos Santos_.pdf: 1814062 bytes, checksum: 707dd87436ae36a9907983deb66824b9 (MD5) Previous issue date: 2018-10-25 / Nenhuma / O presente estudo aborda a temática de educação inclusiva, concebida como direitos humanos e que tenha no seu horizonte a garantia de aprendizagem de todos estudantes. Temática considerada de elevada relevância, visto que esta é uma preocupação mundial e que tem impulsionado a busca da garantia de uma educação de qualidade, que favoreça o desenvolvimento de todos os estudantes. O estudo teve como objetivo geral: Analisar os desafios, as possibilidades existentes e os enfrentamentos necessários considerando a política de educação inclusiva e a prática de gestão escolar, com vistas à garantia do direito à aprendizagem. Os fundamentos que subsidiaram a pesquisa consideram acordos internacionais, legislação nacional, a política nacional de educação e a contribuição de diversos autores que estudam esta temática. Realçam a importância de uma educação pautada como direito de todos, evidenciando que a escola deve redimensionar sua organização e aperfeiçoar suas práticas, de modo a reconhecer as diferenças e acolher a diversidade. A pesquisa utilizou-se de uma abordagem qualitativa, foram utilizados os instrumentos de grupo focal e de diário narrativo. Optou-se, para realização da análise, da técnica de Análise de Conteúdo. A pesquisa foi realizada em três colégios da Rede Jesuíta de Educação. A análise permitiu constatar que as equipes gestoras dos colégios evidenciaram uma concepção sobre educação inclusiva que se aproxima do conceito na atualidade, quando explicita que educação inclusiva é a garantia de educação para todos os estudantes, independente de suas condições. Embora tenha relatado em suas práticas fatos relativos apenas aos alunos com necessidades educacionais especiais, o estudo também indica o desafio existente e as possibilidades para uma educação inclusiva, assim como os enfrentamentos necessários ao aperfeiçoamento das práticas de gestão, com vistas a essa educação inclusiva. Tendo maior prevalência a necessidade indispensável de investimento na formação continuada dos educadores, com ênfase nos professores e na equipe gestora, quanto aos pressupostos e práticas relativas à inclusão, com vistas a garantia das condições de aprendizagem dos estudantes, dando ênfase aos que têm necessidades educacionais especiais. / This study highlights the theme inclusive education, conceived like human rights and that has on its horizon the guarantee of all students’ learning. That theme is relevant once it’s a worldwide concern that has promoted the search for guarantee of an education of quality that favors all the students’ development. This study aimed, in a general way, to analyze the challenges, the existing possibilities and the confrontations needed regarding the inclusive education policy and the school management practice concerning the guarantee of the right to learn. The fundamentals that subsidized the research considers international agreements, national legislation, the national education policy and the contribution of several authors that study that theme. They highlight the education ruled as the right of all, pointing that the school must resize its organization and improve its practices to recognize the differences and welcome diversity. The research has a qualitative approach and focus group instrument and narrative diary. To analyze the data, the Content Analysis technique was chosen. The research was carried out in three schools of the Jesuit Education Network. The analysis made it possible to verify the management team of the schools pointed a conception on inclusive education that gets closer to the concept at present when it makes explicit that inclusive education is the guarantee of education for all students, irrespective of their conditions. Although they have mentioned in their practice facts related only to the students with special educational needs, the study also indicates the existing challenge and the possibilities for an inclusive education as well as the confrontations needed for the improvement of the management practices concerning the inclusive education. A higher prevalence can be noticed in the indispensable need of investment in the continuing education of educators emphasizing the teachers and the management team regarding the assumptions and practices related to inclusion aiming at the guarantee of the students’ learning conditions highlighting those with special educational needs.

Made available in DSpace on 2016-04-27T16:32:36Z (GMT). No. of bitstreams: 1 LUIS ALFREDO CHAMBAL.pdf: 5779257 bytes, checksum: 324149d88ea07f0334503c3bbb0d3253 (MD5) Previous issue date: 2012-02-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work aims on educational polices issues on teachers´ education formation, also focuses on the teacher´s education current institution centers, its curricular proposals and specific discipline available by taking into account the service enabled for disabled students or those with special intellectual needs. The main issue on this research is based on the investigation about the reconceptualization level on curricular proposals focused on disabled student s integration in regular school and, on teacher education institutions in Mozambique related to domestic polices and into this subject, take into account recommended worldwide organizations. Such research has also as a general objective to analyze how do the teachers education formation polices are being embodied by different institutions, based on the service provided to disabled students in the educational system in Mozambique. As a procedure on the collection and data treatment, it has been prioritized the document analyses on educational polices, academic organizations, curricular organizations from distinct courses taken in the six institutions in different educational teaching levels and finally, interviews taking place with the coordinators of teachers trainings. The data analysis is mainly based on four basic sources: 1) national documentation on educational polices; 2) documentation from teacher´s educational institutions; 3) documentation from curricular disciplines such as discipline programs and its forecasts; and 4) interviews with coordinators from the educational course having its content on services rendered to disabled students in each one of the six different levels of education, based on Bernstein (1985 e 1988) and Gimeno Sacristán (2000) contributions, when it comes to reconceptualization, organization and assessments introduced in distinct educational system levels, especially in teacher´s educational institutions located in Mozambique. The main findings demonstrate the centralized curricular proposal in Institutos de Formação de Professores (IFPs) and it didn´t guarantee action sameness, neither incorporation on the main national education polices for everybody, aiming in foreseeing an inclusive education that reflects through its reduction a subtype of general discipline. Regarding university degree, it has been verified the same process on reduction basis. Although, it is possible to certify that, next to the reduced perspective and traditional one, when it comes to disabled or intellectual students education it has been discovered some candidate initiatives still not yet completely formed but on the incorporation of principles and practices for inclusive education / Esta pesquisa versa sobre a problemática das políticas educacionais de formação docente, as instituições formadoras de professores, suas propostas curriculares e disciplinas específicas oferecidas, tendo em vista o atendimento ao alunado que apresenta algum tipo de deficiência ou necessidades educacionais especiais. A principal questão da pesquisa foi investigar o grau de recontextualização das propostas curriculares destinadas à inclusão de alunos com deficiência no ensino regular em instituições de formação docente em Moçambique, em relação às políticas nacionais e destas para as recomendações dos organismos internacionais. Teve como objetivo geral analisar como as políticas de formação docente estão sendo incorporadas pelas diferentes instituições de formação docente, tendo em vista o atendimento dos alunos com deficiência no sistema educacional moçambicano. Como procedimento para coleta e tratamento dos dados, privilegiou-se a análise documental das políticas educacionais, das organizações acadêmica e curricular dos diferentes cursos ministrados nas seis instituições de diferentes níveis de formação docente e, complementarmente, a aplicação de entrevistas aos coordenadores dos cursos de formação de professores. A análise dos dados está centrada em quatro fontes básicas: 1) documentos nacionais de políticas educacionais; 2) documentos das instituições formadoras de professores; 3) documentos das disciplinas curriculares, como os planos e programas de disciplinas; e 4) depoimentos dos coordenadores dos cursos educacionais sobre conteúdos referentes ao atendimento aos alunos com deficiência em cada uma das seis instituições de diferentes níveis de formação, com base nas contribuições de Bernstein (1985 e 1988) e Gimeno Sacristán (2000), no referente à recontextualização, organização e avaliação introduzidas nos diferentes níveis dos sistemas de ensino, particularmente nas instituições de formação de professores em Moçambique. Os principais achados mostram que a centralidade da proposição curricular dos Institutos de Formação de Professores (IFPs) não garantiu homogeneidade de ação, nem incorporação dos princípios das políticas nacionais de educação para todos, na perspectiva da educação inclusiva, refletido por sua redução a um subtópico de disciplina geral. No que se refere à formação universitária, verificou-se também o mesmo processo de redução. Entretanto, pôde-se constatar que, ao lado de uma perspectiva reducionista e tradicional, no que se refere à educação de alunos com necessidades educacionais ou deficiências, surgiram algumas iniciativas, ainda incipientes, de incorporação de princípios e práticas da educação inclusiva

L’examen de l'arrière-plan conceptuel et contextuel, en France et dans le monde, des enjeux de l'éducation inclusive, aux niveaux institutionnel, juridique, politique, psychanalytique et éthique, conduit à explorer les variations de cette notion qui n’est pas comprise partout de la même façon : elle peut être assimilée aux ressources compensatrices destinées à faciliter l’insertion en milieu ordinaire de jeunes en situation de handicap. Cette approche ‘réductionniste’, liée aux pratiques ‘intégratives’ dérogatoires, mérite d’être confrontée à l’objectif d’accessibilisation universelle des systèmes éducatifs, dans une logique de déconstruction de la norme. Une étude est menée sur la précarité du statut scolaire de l'élève handicapé accueilli en milieu ordinaire. Les pratiques professionnelles d’intégration le plaçaient sous la menaced'une reconduite en territoire spécialisé ; les pratiques d’inclusion modifient-elles cette situation ? Il s’agit de montrer comment les enseignants peuvent répondre au continuum de diversité des élèves par un continuum d'accessibilité pédagogique. Il y a là des enjeux de représentations professionnelles, de stratégies d'enseignement et d'outilspédagogiques dont l'analyse permet de démythifier ‘l'accueil de la différence’, souvent excessivement dramatisé. Sur ce plan, la scolarisation en milieu ordinaire des jeunes sourds dont la langue naturelle est la langue des signes est emblématique. Elle met en lumière la rémanence de comportements ‘clinico-correctifs’, centrés sur une approchedéficitaire, quand les enjeux sont de l’ordre de la privation de liberté et de l’appel des traces désirantes gestuelles que les sourds entendent avec leurs yeux. / The examination of the conceptual and contextual backdrop of inclusive education, in France and all over the world, at the institutional, legal, political, psychoanalytical and ethical levels, leads us to explore the variations of this notion. Indeed, the notion of inclusive education is not understood in the same way everywhere. It may be viewed as one of the compensatoryresources aimed at facilitating integration of young people in a situation of disability in a mainstream environment. This « reductionist » approach, linked to « integrative » practices involving dispensations, deserves to be confronted with the goal of universal accessibility of educational systems, with a view to deconstructing existing norms. A study is being conducted on the precariousness of the educational status of the disabled pupil in a mainstream environment. Professional « integrative » practices place the disabled pupil under the threat of being sent back to specialized territories. Do practices of « inclusion » change this situation? The point is to show how teachers can deal with the continuum of the variety of pupils through a continuum of pedagogical accessibility. There are a number of things at stake here: professional representations, teaching strategies and pedagogical tools. If we analyze these elements we can demystify the often over-dramatized « accommodation of difference ». At this level, the schooling of young deaf persons, whose natural language is sign language, in a mainstream environment, is emblematic. It sheds light upon the lingering « clinicalcorrective » approaches focused on deficiencies. What is at stake, however, is the deprivation of freedom and of signals communicating wishes, signals that deaf persons understand with their eyes.

The introduction of Education, Health and Care (EHC) plans proposed in the Children and Families Act 2014 has aimed to give parents and children who are going through the assessment process greater control and choice in decisions, and enhance the multi-professional collaboration between education, health services and social care. This research seeks to evaluate to what extent parents’, children and young people’s, and professionals' experiences correspond to these values at an early stage of implementation. The methodology of this thesis is based on a realistic evaluation framework informed by the work of Pawson and Tilley (1997). Realistic evaluation aims to construct a programme theory which links three distinct broad aspects of a programme: its context, mechanisms and outcomes (C-M-Os). This research employs a programme theory of how an EHC assessment is conducted and has been developed from the current literature on person-centred theory. Person-centred theory has been chosen because of its corresponding value base to the SEND reforms and the recommendation of its use in a number of government policy documents including the SEND Code of Practice (DfE, 2014). The programme theory has been used to devise questionnaires that have sought to gain professionals' experiences of the assessment process, particularly in relation to multi-agency working, and their perceptions of the person-centred nature of the assessment. In addition, five case studies have explored these issues in more depth to ascertain whether the EHC assessment process in this authority is meeting the core aims of the Children and Families Act 2014. Semi structured interviews and card sorting tasks were devised using the programme theory and conducted with a total of one child, five families and five professionals from five individual EHC assessments. This analysis goes beyond a description of the facilitating factors and barriers to person-centred support and examines how person-centred outcomes arise from specific contexts and mechanisms. Findings suggest that experiences of face-to-face multi-professional collaboration were positive within the EHC assessment group. Nevertheless, professionals expressed frustration that in some cases colleagues were not able to attend meetings due to time constraints, capacity within their services and the commissioning arrangements of their services. Parental and professional experiences of the process appear to be positive. The research demonstrates one case study where a person centred planning approach was utilised very successfully from the perspective of all involved. However, there are significant concerns raised in both phases of this study as to the way in which children and young people are provided with opportunities of contributing to their EHC assessment. The findings are relevant to the development of the EHC assessment process in the local authority (LA) in which I am employed, and will contribute to the debate about the role of educational psychologists (EPs) in evaluating this national policy.

Made available in DSpace on 2016-07-27T13:54:22Z (GMT). No. of bitstreams: 1 Edna Aparecida de Oliveira.pdf: 861467 bytes, checksum: 5bb2e1914451e139ac6e14fe855456cb (MD5) Previous issue date: 2007-12-10 / The object of this research was the education of students having special needs in regular schools in Anápolis-GO, and mainly in elementary education at public city schools. The objective is to obtain information and verify if the public policy for education gives conditions for inclusion or if the students who have special educational needs are enrolled and excluded inside their own schools or classrooms. This research was tied to political aspects, and also administrative, technical as well as pedagocical and to the formation of professionals. Having as its basis the dialectical historical materialism, we analysed the following themes: education, schools, State and capitalist societies, neoliberal public policy. The education for students with special needs in the regular school, certainly needs the support of the facts mentioned before. In order to analyse this sort of education it was chosen, besides the bibliographical research, also campus research, using obervation, questionnaires and interviews, observing a qualitative approach. This work is theoretically supported by the contribution of Poulantzas (2000), Enguita (1989-93), Rodrigues (2006), Mittler (2005), LDB 9394/96, Salamanca Declaration (1994), among others. It is considered, in this research, that public policy, when related to special education, follows the logic of foreseeing without providing. There is a lack of means, which prevents the accomplishment of special education from the principles of an education of quality. The education of students with special needs in the regular schools requires the socialization of these students. Teachers in general consider themselves not prepared to work with students having special needs. Mostly, there is a shared opinion, by teachers and fathers of those who have special educational needs, when conceptualizing and discussing the fundamental objectives in the special/inclusive education. / O objeto de pesquisa foi a educação dos alunos com necessidades educacionais especiais na rede regular de ensino em Anápolis-GO, especificamente nas escolas públicas municipais de 1ª fase do ensino fundamental. O objetivo é conhecer e verificar se as políticas públicas educacionais promovem condições de inclusão ou se os alunos com necessidades educacionais especiais são matriculados e excluídos dentro das próprias escolas/salas de aula. A opção foi pela pesquisa quantiqualitativa, bibliográfica e empírica. Também utilizamos a análise de conteúdo para formular as categorias que emergiram dos dados coletados nos questionários, entrevistas e da observação em sala de aula. Utilizando do materialismo histórico dialético interpretamos a realidade da educação recebida pelos alunos com necessidades educacionais em cinco instituições públicas municipais da cidade de Anápolis/Go. A inclusão em tempos de políticas neoliberais prevê na legislação, mas não provê os recursos necessários para a efetiva educação. Teoricamente este trabalho se sustenta nas contribuições de Poulantzas (2000), Enguita (1989-93), Rodrigues (2006), Mittler (2005), LDB 9394/96, Declaração de Salamanca (1994), dentre outros. As políticas públicas em particular para a educação especial, é de escassez de recursos, o que impossibilita a efetivação da educação especial em seus princípios de educação de qualidade. A educação dos alunos com necessidades educacionais especiais nas escolas regulares está pautada na sociabilização destes alunos, os professores em geral declaram-se despreparados para trabalharem com os alunos com necessidades educacionais especiais, há uma predominância do senso comum na conceituação e objetivo fundamental da educação especial/inclusiva tanto pelos professores quanto pelos pais dos alunos com necessidades educacionais especiais. A inclusão educacional só se faz mediante uma inclusão social e vice-versa num processo de mão dupla e que a luta social é necessária às mudanças e cabe à sociedade lutar para que se possa realmente chegar a uma escola inclusiva, o simples fato de se matricular os alunos com necessidades educacionais especiais não garante a eles uma verdadeira inclusão educacional.

The diploma thesis focuses on the theme of cooperation and communication that takes place in schools as part of the education of pupils with special educational needs. This thesis is divided into two main parts. In the first part, the author draws on theoretical knowledge and, based on the work with the available literature, she prepares three main areas related to the topic. This first area focusing on special educational needs with a more detailed description of the most common support measures - individual educational plan and teacher assistant. Another area deals with counseling outside and within the school, including counselors. The conclusion of the first part is devoted to general and pedagogical communication. The first theoretical part is gassing, the empirical part follows. At the beginning of the empirical part are described the used research methods and the choice of the research sample. The following is a description of the functioning of the education of pupils with specific educational needs at a selected elementary school in the Central Bohemian Region. The description of the function itself completes the interview with six selected school staff, especially with the staff of the school counseling center. The aim was to describe the working model and to see how individual workers...

The diploma thesis deals with the work of teaching assistant working with pupils with disabilities at the common primary school. Within the framework of the inclusive education the number of pupils with disabilities is increasing and in the result increase also the teaching assistent in the primary school. Work with teaching assistant is in the beginning for many schools but there are still various problems. This topic is relevant today and it is discussed in both academic field and general public. The aim of this diploma thesis is to define the work of the teaching assistants at the primary school and the partial aim is to find out how the teaching assistants perceive their profession or what they would change. To meet these goals, qualitative research methods were used, especially semi-structured interviews together with the information from the respondent's demographic survey. The interviews were processed using note- based coding and for obtained data analytical induction was used. The result of the research is an overview of the activities of the assistant teacher and teamwork of teachers and other professional staff. The obtained data show that teachers' assistants still work mainly with assigned pupils (pupils with SEN) and do not give the teacher enough space to work with these pupils...

Some of the major difficulties encountered in embracing an inclusive education system are, lack of commitment, lack of resources as well as a poor understanding of how to support successful inclusion. The Education White Paper 6 (here after referred to as EWP6) states that, all children can learn, should be supported to learn and assured of equal and equitable education. The implementation of inclusion has been initiated by the EWP 6 (Department of Education, 2001) and is still in the process of developing the necessary education support services. At the school level, an institution level support team (ILST) should serve as a means of supporting learners experiencing learning difficulties. This study examined the perceptions of foundation phase teachers regarding the support they are getting from the ILST as well as finding out whether collaboration between the above mentioned bodies can help in addressing the issue of learner diversity in an inclusive classroom. The investigation was conducted at a school in the Northern suburb of Johannesburg. The foundation phase teachers and some members of the ILST were purposively included as participants. A case study design was chosen since this would allow for in-depth examination of the perceptions of foundation phase teachers regarding the support they are getting from their (ILST). The data collection process included questionnaires, oral follow up interviews, document analysis and observation. The data collected from the above sources has been analyzed according to themes and subthemes that emerged. The findings of the study show that, there is little or no collaboration between the foundation phase teachers and the ILST. It was also evident that the foundation phase teachers collaborate immensely amongst themselves in sharing ideas on how to support learners in their classrooms. Lastly, it was apparent that the support given to the foundation phase teachers was done solely by the learning support educator and not as a team with the other members of the ILST. The ILST on their part did not take time to actually define their roles in terms of how they would be functioning in rendering support to the foundation phase teachers. Based on the findings in this study, recommendations are made as to how to effectively support teachers as well as improve collaboration among all stake holders involved in inclusive practices.