with the emergence of multiculturalism and the opening up of schools to all races in South Africa, the education system is undergoing enormous changes. Educators and pupils are faced with unfamiliar cultures, languages and backgrounds. This diversity has resulted in a need for schools to evolve I with the changing circumstances. The complexities associated with racial integration necessitates an educational programme suitable to meet the I needs of our culturally diverse society. A change strategy is necessary to provide teachers with a multicultural approach to education which is ultimately aimed at providing pupils o e cultures with equal opportunities to learn and succeed in a multicultural society. It is the concern of this dissertation to examine the role and function of the school guidance counsellor in attempting to meet the needs of educators, and pupils coming from different cultural, ethnic, racial and socio-economic backgrounds. / Psychology of Education / M. Ed. (Psychology of Education)

Inclusive education within the United Arab Emirates has started to gain momentum and the roles of teachers have become more challenging. This study investigated teacher views surrounding the inclusion of SEN students into mainstream schools. A qualitative exploratory research design was employed and the social constructivist theory was used as a framework for the research. Purposive sampling was employed, and a total of seven teachers and four parents participated in the study. Thematic analysis was used and findings suggested that UAE teachers experienced various challenges due to the inclusion of SEN students into their schools. Some of the challenges included: lack of professional development, lack of managerial support, parental demands, cultural barriers and the lack of collaborative opportunities. The study recommended varied professional development workshops aimed at developing an understanding of SEN and inclusion within the UAE context. / Psychology / M.A. (Psychology)

This thesis is to analyse and balance the contemporary educational system of selected medium-sized enterprise and its effort of finding new possibilities and ways leading to improval of corporate educational concept which leads to the growth of knowledge potential of individual workers and the business as a whole. The goal of this thesis is the evaluation of contemporary educational system of employees in selected medium-sized enterprise, its comparison with educational system of another enterprise with similar business orientation and finally draft of possibilities how to improve the educational system of given enterprise.

Esta tese de doutorado trata de um estudo das políticas públicas de inclusão escolar no Rio Grande do Sul, de acordo com o atual cenário nacional de implantação de políticas de educação inclusiva a partir, principalmente, do ano de 2001. Este objetivo primeiro foi complementado pela construção de “mapas de sentidos” sobre este processo no Estado, apontando o “lugar” da modalidade de educação especial na construção de sistemas de ensino inclusivos, revelando aspectos sócio-histórico-políticos e educacionais constitutivos desta área. Esta conjugação de questões de pesquisa exigiu a construção de instrumentos e estratégias de investigação específicas que foram sistematizados através de coleta de dados em dez localidades (municípios), os quais foram considerados amostra dos comportamentos regionais a respeito do processo de inclusão escolar de alunos com deficiência e demais necessidades educacionais especiais no Estado. A sistematização dos dados coletados nas diferentes localidades proporcionou, de forma integrada à teoria, uma análise da atual configuração destas políticas, revelando um fenômeno de características multifacetadas, com diferentes “mapas de sentidos” sobre o assunto; a variação verificada fica por conta das diferenças regionais, sobretudo, das características culturais, das características educacionais e do “modelo” de educação especial vigente. A partir desta constatação, a pesquisa apontou que a viabilidade de construção de um adequado acompanhamento de implementação de políticas públicas de inclusão escolar, por tratar de um fenômeno complexo, exige uma matriz de interpretação que extrapole a simples questão técnica das avaliações. Neste sentido, um acompanhamento que favoreça um processo genuíno de compreensão das configurações locais indica a necessidade de se partir de uma perspectiva cultural e do entendimento da política como um processo de aprendizagem, adotando uma abordagem cognitiva das políticas públicas, perspectiva que se esforça por apreendê-las como matrizes cognitivo-normativas que constituem sistemas de interpretação do real, valorizando os valores, as idéias e as representações locais. O estudo aponta, por fim, um Estado que, apesar das diferentes interpretações verificadas, reúne-se em torno da modalidade de educação especial como “elemento” fundamental ao processo de inclusão escolar, ainda que a sua “localização” e o seu “sentido” na organização dos sistemas de ensino não seja unânime entre os municípios pesquisados. / This doctoral thesis deals with the study of the public policies of school inclusion in Rio Grande do Sul, in accordance with the current national scene of implementation of policies of inclusive education starting, mainly, from the year 2001. This first objective was complemented by the construction of “sense maps” on this process in the State, pointing the “place” of the modality of special education in the construction of inclusive systems of education, disclosing socialhistorical- political and educational aspects constituent of this area. This conjugation of research questions demanded the construction of instruments and specific strategies of investigation that had been systemized through collection of data in ten localities (counties), which had been considered sample of the regional behaviors regarding the process of school inclusion of students with deficiency and others special educational necessities in the State. The systematization of the data collected in the different localities provided, in an integrated way to the theory, an analysis of the current configuration of these policies, disclosing a multifaceted characteristics’ phenomenon, with different “sense maps” about the subject; the verified variation is at the expense of the regional differences, above all, of the cultural characteristics, the educational characteristics, and the valid “model” of special education. From this verification, the research showed that the construction viability of an adequate accompaniment of public policies implementation of school inclusion, by dealing with a complex phenomenon, demands a matrix interpretation that surpasses the simple technical evaluation questions. In this manner, an accompaniment that favors a genuine process of understanding of the local configurations indicates the necessity of starting it from a cultural perspective and from an understanding of the policies as a learning process, adopting a cognitive approach of the public policies, perspective that struggles to apprehend them as first cognitive-normative matrixes that constitute systems of interpretation of what is real, valuing the local values, ideas and representations. The study finally shows, a State that, despite the different verified interpretations, is congregated around the modality of special education as fundamental “element” to the process of school inclusion, despite its “localization” and its “orientation” in the organization of the education systems is not unanimous among the searched counties.

Diese Forschung hat das Ziel die Praxis der Inklusion im Alltag des Unterrichts und der Schule zu erkennen, begründet mit den deutschen pädagogischen Prinzipien der Inklusion, und die Unterrichtspraxis der Lehrer, die mit Schülern besonderen Lernbedüfnisse im Unterricht eines regelmässigen Lernprozesses umgehen, zu analysieren. Der theoretische Bezugspunkt beruht auf den “Pädagogischen Prinzipien der Inklusion” von Hans Wocken (2003), Andréas Hinz und Inês Boban (2005), die einen geschichtlichen Rückblick auf die Bewegung der schulischen Integration und Einschluss und einige individuelle Experimente in der Schulpraxis in Europa gestalten, und auch eine Analyse der Praxis der Inklusion im schulischen Alltag und im Unterricht, ausgegangen von dem individuellen Lehr- Lernprozess und im Bi- Dozenten-System. Die empirische Untersuchung wendet sich an neun Lehrer der fünften bis zur achten Klasse einer regelmässigen Schule. Durch Interwiews, pädagogische Sitzungen und Erfahrungsaustausch versucht sie eine Inhaltsanalyse zu gestalten in einer Perspektive drei gestellte Ziele: (1) Schüler mit besonderen Lernbedürfnissen: man erfährt wie umfangreich dieser Ausdruck ist; (2) Das Entgegenkommen der Schüler im Unterricht: man untersucht die konkrete Auswirkung in der Didaktik, in der Evaluation, im Bi-Dozenten- System und in der Reduzierung der Schülerzahl im Klassenraum. Davon ausgehend, adaptiert man den Lehrplan, gestaltet den Unterricht verschieden und setzt einen zweiten Dozenten als Hilfskraft ein; (3) Die Überlegung über die tägliche Alltagspraxis: die Arbeitsverhältnisse, Vorteile, Schwierigkeiten und Bildungserwartungen, indem man die Erlebnisse und die Gefühle der Lehrer in ihrer Arbeitserwartungen gegenüber der Schüler und der Schule schildert. Unser Vorschlag ist, die Praxis der Inklusion sollte ein Prinzip jeder Schule und nicht nur Initiative einiger Menschen sein; damit man allen Schülern entgegenkommt und nicht nur ein Teil, ist die Gruppenarbeit sehr wichtig; die räumliche und die materielle Anpassung und Ausstattung der Schule, sowie einen geeigneten Lehrplan sind nötig, damit die Entwicklung aller Schüler in den verschiedenen Bereichen der Kenntnis geboten und ermöglicht wird. / A pesquisa tem como objetivos reconhecer práticas inclusivas no dia-a-dia da sala de aula e da escola, baseadas nos princípios pedagógicos inclusivos alemães, e analisar as práticas educativas dos professores que atuam junto a alunos com necessidades educacionais especiais na sala de aula do ensino regular. O referencial teórico assenta-se nos princípios pedagógicos inclusivos dos educadores alemães Hans Wocken (2003), Andréas Hinz e Inês Boban (2005), incluindo uma retrospectiva histórica do movimento de integração/inclusão escolar e algumas práticas individualizadas de ensino no cenário europeu, além de uma análise de práticas inclusivas no cotidiano da sala de aula e da escola a partir da individualização do ensino e do sistema de bidocência. A investigação empírica volta-se para o trabalho desenvolvido por nove professores do Ensino Fundamental, nas séries de 5ª a 8ª, de uma escola regular. Através de entrevistas, reuniões de estudo, observações de aula, entrevistas semi-estruturadas e testemunhos, procura fazer uma análise de conteúdo, na perspectiva de três eixos norteadores: (1) alunos com necessidades educacionais especiais, em que se analisa a dimensão da nomenclatura, ou seja, o que é para o professor um aluno com necessidade educacional especial e qual a importância do diagnóstico no seu trabalho em sala de aula; (2) atendimento aos alunos em sala de aula, em que se examinam as dimensões de individualização dos alvos, da didática, da avaliação, o sistema de bidocência e a redução numérica, evidenciando um currículo com possibilidade de adaptações, práticas diferenciadas em sala de aula e trabalho do professor de apoio; e (3) reflexão sobre a prática cotidiana, relativamente a condições de trabalho, benefícios, dificuldades e expectativas educacionais, em que se buscam retratar as vivências e os sentimentos dos professores no trabalho e suas expectativas em relação aos alunos e à escola. Conclui-se propondo algumas considerações, como, por exemplo, a práxis da inclusão como um princípio de toda escola e não somente de algumas pessoas; a importância do trabalho em equipe, a fim de que se possam atender todos os alunos e não somente uma parcela; a adaptação da escola tanto em recursos físicos e materiais, como em atendimento curricular, oferecendo um conjunto de situações que favoreçam o desenvolvimento de todos os alunos nas diferentes áreas do conhecimento. / This study aims at spotting daily inclusive practices in the school and in the classroom, based on German inclusive pedagogical principles, as well as analyzing educative practices of teachers who work with students with special educational needs in the classroom of regular schools. Concerning its theoretical reference, it is based on the inclusive pedagogical principles of the German educators Hans Wocken (2003), Andréas Hinz and Inês Boban (2005), including a historical review of the school integration/inclusion movement and some individualized teaching practices in the European setting, as well as an analysis of inclusive practices in the classroom and school routines from the perspective of teaching individualization and bi-instruction system. The empiric investigation approached the work developed by nine teachers of Primary School, from 5th to 8th grade in a regular school. Through interviews, study meetings, classroom observation, semi-structured interviews and testimonials, it attempts to analyze content from the perspective of three guiding axes: (1) students with special educational needs, in which it is analyzed the dimension of nomenclature, i.e., what it means for a teacher a student with special educational needs and how important is the diagnosis in his/her classroom work; (2) assistance to students in the classroom, in which it is examined the dimensions of individualization of targets, didactic, assessment, bi-instruction system and numeric reduction, focusing on a syllabus with possibilities for adaptations, differentiated practices in classroom and supporting teacher’s work; and (3) reflections on daily practice, concerning educational working conditions, benefits, difficulties and expectations, in which it was attempted to portrait the experiences and the feelings of teachers in their work and their expectations regarding students and school. As a conclusion, some considerations are proposed, such as the inclusion praxis as a principle of every school, and not only of some people; the importance of team work, in order to assist all students, and not only a part of them; adaptation of the school both in material and physical resources and syllabus assistance, offering a setting that favors the development of all students in the various areas of knowledge.

Made available in DSpace on 2016-06-02T19:44:09Z (GMT). No. of bitstreams: 1 3780.pdf: 1214270 bytes, checksum: 4336ee658818b83885395fa0b6be4b67 (MD5) Previous issue date: 2011-03-28 / Universidade Federal de Minas Gerais / Evaluation studies about social skills of children have shown that in general there is an impairment of social skills in learning disabilities, sensory disabilities and other conditions of special educational needs. However, there is a gap in the literature as to a broader comparison of social skills of a greater diversity of populations of children, including sensory disabilities, mental retardation, children with attention deficit hyperactivity disorder, autism, behavior problems, learning disabilities, among others. The paucity of comparative studies to evaluate children with different special needs has hindered the production of empirical knowledge about specific issues to each population. Moreover, the lack of comparative evaluation studies has been an obstacle to the identification of needs that might guide the goals of educational and therapeutic interventions in social skills among children with different developmental characteristics. This study aimed to fill part of this gap and its goals was: (a) to compare, based on teacher evaluation, the repertoire of social skills of children from 12 different groups of special educational needs among themselves and with the normative sample of the Social Skills Rating System- SSRS-BR (Autism, Hearing Impairment, Mild Mental Retard, Moderate Mental Retard, Visual Impairment, Phonological Disorder, Learning Disabilities, Giftedness and Talent, Externalizing Behavior Problems, Internalizing Behavior Problems, Internalizing and Externalizing Behavior Problems and Attention Deficit Hyperactivity Disorder), (b) identify resources and deficits in social skills from each of the 12 groups and (c) assess the degree of prediction of different special educational needs on the repertoire of social skills of the children. Teachers of 120 students in regular and special schools, aged between six and 14 years, from four states, responded to the SSRS-BR to assess the social skills of their students. The results showed that the special needs that had a lower frequency of social skills compared to the other were also the best predictor of deficits in this area, according to the regression analysis performed: ADHD, Autism, Internalizing and Externalizing Behavior Problems and Externalizing Behavior Problems. Furthermore, the groups that most often presented these skills were Gifted and Talented, Children with Visual Impairment and Mild Mental Retard. The comparative analysis identified resources and deficits in specific social skills to each of the 12 participating groups. The results were discussed in relation to the intervention needs of each population, providing possible educational and therapeutic implications. / Os estudos de avaliação de habilidades sociais de crianças tem mostrado que, em geral, existe um comprometimento de habilidades sociais na deficiência intelectual, deficiências sensoriais e outras categorias de necessidades educacionais especiais. Ha, entretanto, uma lacuna existente na literatura quanto a uma comparação mais ampla do repertorio social de uma diversidade maior de populações de crianças, que inclua, simultaneamente, deficiências sensoriais, deficiência intelectual, crianças com deficit de atenção e hiperatividade, autismo, problemas de comportamento, dificuldades de aprendizagem, dentre outros. A escassez de estudos comparativos de avaliação de crianças com diferentes condições que decorrem em necessidades especiais tem dificultado a produção de conhecimentos sobre questões empíricas próprias, especificas de cada população. Alem disso, a carência de estudos de avaliação comparativos tem sido um obstaculo para a identificação de necessidades que poderiam nortear os objetivos de intervenções educacionais e terapêuticas em habilidades sociais junto a crianças com diferentes características desenvolvimentais. O presente estudo visou suprir parte dessa lacuna, tendo como objetivos: (a) comparar, com base na avaliação do professor, o repertorio de habilidades sociais de crianças de 12 diferentes categorias de necessidades educacionais especiais, entre si e com a amostra normativa do Sistema de Avaliação de Habilidades Sociais SSRS-BR (Autismo, Deficiência Auditiva, Deficiência Intelectual Leve, Deficiência Intelectual Moderada, Deficiência Visual, Desvio Fonológico, Dificuldades de Aprendizagem, Dotação e Talento, Problemas de Comportamento Externalizantes, Problemas de Comportamento Internalizantes, Problemas de Comportamento Internalizantes e Externalizantes e Transtorno de Deficit de Atenção e Hiperatividade); (b) identificar recursos e déficits em habilidades sociais de cada um dos 12 grupos e (c) verificar o grau de predição das diferentes categorias de necessidades educacionais especiais sobre o repertorio de habilidades sociais das crianças. Participaram da pesquisa os professores de 120 estudantes de escolas regulares e especiais, com idades entre seis e 14 anos, de quatro estados brasileiros, que responderam ao SSRS-BR, avaliando as habilidades sociais de seus alunos. Os resultados apontaram que as categorias de necessidades especiais que apresentaram menor frequência de habilidades sociais em comparação as outras foram também as melhores preditoras de déficits nessa área, de acordo com as analises de regressão realizadas: TDAH, Autismo, Problemas de Comportamento Internalizantes e Externalizantes e Problemas de Comportamento Externalizantes. Por outro lado, os grupos com maior frequência dessas habilidades foram os de crianças Dotadas e Talentosas, com Deficiência Visual e Deficiência Intelectual Leve. As analises comparativas permitiram ainda identificar recursos e déficits em habilidades sociais especificas para cada um dos 12 grupos participantes. Os resultados foram discutidos tendo em vista as necessidades de intervenção de cada população, com possíveis implicações educacionais e terapêuticas.

Made available in DSpace on 2016-06-02T19:46:13Z (GMT). No. of bitstreams: 1 3373.pdf: 3039078 bytes, checksum: 59337a0af791dccfbb2978c212d1bea2 (MD5) Previous issue date: 2010-09-27 / Universidade Federal de Sao Carlos / Few people with High Abilities/Giftedness are identified in Brazil, and fewer are those that receive satisfactory service to develop their full potential. The field needs more production of knowledge, mainly focusing on local realities, and a greater dialogue between the different theoretical lines. This research represents a small step in that direction. The overall objective of the study was to identify, register and analyze quantitatively the number of students with indicators of High Abilities/Giftedness identified by their teachers on a representative sample of the population of Jaboticabal city, São Paulo State, Brasil. Teachers of second, third and fourth grades from elementary education were invited to participate in the research. The study had characteristics of an exploratory study, in terms of a quantitative survey study, to provide an overview of a specific event or phenomenon. Data analysis aimed to identify variables in the natural environment. Seventy six teachers of public schools participated in the survey and this number represented 81% of the participants. Three instruments were used to collect data: an identification form, a characterization form and an indicator form for High Abilities/Giftedness indentification. The results indicated the presence of children with indicators of High Abilities/Giftedness in the surveyed classrooms, 38% of the children had one or more indicators. The number of children with indicators of High Abilities/Giftedness was 809 children among 2148 observed by teachers. The number of indicators observed (2760) were consistent with the reviewed literature about the topic and the teachers proved to be able to identify it. / Poucas pessoas com Altas Habilidades/Superdotação no Brasil são identificadas, menos ainda são aquelas atendidas de forma satisfatória para atingir seu pleno desenvolvimento. A área necessita maior produção de conhecimento, principalmente com foco na realidade local, e maior diálogo entre as diferentes linhas de pensamento. O presente trabalho representou um pequeno passo nesse sentido. O objetivo geral foi levantar, registrar e analisar quantitativamente o número de alunos com indicadores de Altas Habilidades/Superdotação identificados por seus professores em uma amostra representativa da população do município de Jaboticabal, estado de São Paulo. Foram convidados a participar os professores de segunda, terceira e quarta séries das escolas que ofereciam o Ensino Fundamental de Ciclo I. O estudo caracterizou-se como exploratório, uma pesquisa quantitativa do tipo survey , para proporcionar uma visão geral sobre um fato ou fenômeno específico. A análise de dados teve como objetivo a identificação de variáveis em ambiente natural. Participaram do trabalho de pesquisa setenta e seis professores da rede regular de ensino, número que representou 81% dos convidados. Para a coleta de dados foram utilizados três instrumentos: uma ficha de identificação, uma ficha de caracterização e um formulário de identificação de indicadores de Altas Habilidades/Superdotação. Os resultados indicaram a presença de crianças com indicadores de Altas Habilidades/Superdotação nas salas de aula pesquisadas, 38% das crianças apresentaram um ou mais indicadores. A quantidade de crianças com indicadores (809 crianças entre 2148 observadas pelos professores) e a quantidade de indicadores observados (2760) foram compatíveis com a literatura consultada sobre o tema e os professores se mostraram capazes de identificá-los.

The aim of this diploma work is to make a research procedure adequate to the topic "What does the nowadays teacher working with the children with the specific learning disabilities look like?" The main issue of the project, based on the survey questionares directly relevant to the research, is to find similarities in the structure of the teachers´ personalities. The research procedure of interviewing the teachers tries to achieve an idea of an idol teacher working with the children with the specific learning disabilities.

This graduation thesis deals with the analysis of an educational system and the development of employees in a chosen company. I have analysed the education and development programme in the company E.ON Česká republika, s.r.o. in České Budějovice. The company E.ON Česká republika, s.r.o. realizes that the education of its employees is one of the most important activities within the firm. The main role in education of employees is the department of Development and Recruitment. The current educational system in the company has four phases. The first phase is an identification of educational needs. The second phase is planning the education of employees. Finally the third phase is a realization of education and the last phase is a classification of education. In a discussion part of this graduation thesis are some suggestions for improvement.

The diploma work deals with the school integration of handicapped children into basic schools and with the grades of this integration. It provides the legislative backround, defines special pedagogy and outlines the theoretical essentials of the educational needs of pupils with visual and hearing impairments, pupils with communication disorder, with physical handicap and combined impairments. The diploma work also defines its objectives, characterizes the studied sample of respondents and describes the research methods and methodology. The research results are shown in tables and diagrams. The work is concluded with an analysis of the stated hypotheses.