The study was aimed at discovering the extent to which the education system of Venda satisfies the human resource needs of that area. Chapter one not only outlines the aim of the study but also defines certain terminology used in the text. It also gives an outline of the research methodology. Chapter two identifies the theoretical guidelines with regard to how the education system is related to human resource needs. In defining the education system the chapter indicates that education cannot be divorced from the society in which it exists and therefore must be seen as a social, cultural and economic phenomenon. Chapter three examines the manner in which human resources function as a determinant of the education system. In examining the meaning of human resources it indicates the importance of developing the skills of the people as well as indicating the importance of attitudes towards work of the people, thus showing that skills and attitudes together help create good human resources for the growth and development of society. Chapter four indicates general educational needs as well as the criteria to be used for the purposes of this research. It indicates that basic skills should be developed in all people so that they can be able to adjust properly to the workplace. It emphasises the importance of reading, writing, computation and speaking abilities as the basis for education which intends to develop good human resources. Chapter five is the empirical study. It therefore indicates how the postal questionnaire was used. It also contains the results of the empirical study, and explains them. Chapter six gives the conclusions as well as the recommendations that are a result of this research. It concludes that the education system and society are bound together and should not be separated, that human resource development is an important aim of education systems and therefore development should not be one-sided but should be complete, that is, it should include social and cultural skills and economic development. Thus education in Venda should not ignore this, and should be of a good quality as from the lowest standards, so that whether a person has an education of up to Standard 5, 8 or 10 it should not be an insurmountable handicap to adjustment to the work situation. / Thesis (MEd (Vergelykende Opvoedkunde))--PU vir CHO, 1996

The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools. The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners. The study concludes with a summary and recommendations. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012

The problem statement for this study is, "an investigation towards the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools". Firstly a literature review was perfomed on the implementation of inclusive education in South Africa and overseas, which revealed a diversity of opinions about the implementation of inclusive education, and that the various countries experience varying demands and successes in the implementation thereof. The empirical research performed thereafter was qualitative in nature, to explore the experience of intermediate phase educators in the George district of the implementation of inclusive education in their schools. The results of the empirical research indicate that the educators experience various barriers themselves regarding the implementation of inclusive education in their schools, inter alia a great diversity of learners in their classes which puts demands on their time and attention to those learners, a number of factors that hamper the learning process, lack of parental involvement, insufficient learning support materials to fulfil the needs of learners, and most of all the experience of a lack knowledge and skills in themselves to identify and support barriers to learning in learners. The study concludes with a summary and recommendations. / Thesis (MEd (Learner Support))--North-West University, Potchefstroom Campus, 2012

Η παρούσα εργασία διερευνά τις επιμορφωτικές ανάγκες των διευθυντών Δημοτικής Εκπαίδευσης των σχολικών μονάδων της περιοχής Πατρών, όπως τις αντιλαμβάνονται και τις περιγράφουν οι ίδιοι. Η εργασία ξεκίνησε από το Φεβρουάριο του 2010 και ολοκληρώθηκε τον Ιούλιο του ίδιου έτους. Στην έρευνα πήραν μέρος 13 διευθυντές σχολικών μονάδων της Πρωτοβάθμιας Εκπαίδευσης της περιοχής της Πάτρας. Για τη θεωρητική προσέγγιση του θέματος της έρευνας, χρησιμοποιήθηκε η θεωρία των κοινωνικών συστημάτων και ως ερευνητικό εργαλείο η ημιδομημένη συνέντευξη, την οποία ακολούθησε ποιοτική ανάλυση περιεχομένου. Μετά τον προσδιορισμό και την καταγραφή των προβλημάτων που αντιμετωπίζουν οι διευθυντές στο καθημερινό τους έργο, την καταγραφή των τρόπων αντιμετώπισής τους και των παραγόντων που επηρεάζουν την επίλυσή τους, προσπάθησα να προσδιορίσω τις προσωπικές τους ανάγκες για επιμόρφωση. Σύμφωνα με τα αποτελέσματα της έρευνας, διαπιστώθηκε ότι οι συμμετέχοντες διευθυντές σχολικών μονάδων αντιμετωπίζουν πολλά προβλήματα στην καθημερινότητά τους, τα οποία επιλύουν κυρίως με την εμπειρία ή την άτυπη εκπαίδευση. Επιπλέον, παρά τα αυξημένα τυπικά προσόντα που διαθέτουν, εξέφρασαν μεγάλη ανάγκη επιμόρφωσης για τις εξής, κυρίως, θεματικές περιοχές, τις οποίες θεωρούν σύγχρονες, ενδιαφέρουσες και κρίσιμες ως προς την επίλυση των προβλημάτων τους και την καλύτερη άσκηση των καθημερινών καθηκόντων τους: Η διαχείριση συγκρούσεων, η παρακίνηση-παρώθηση των εκπαιδευτικών, η ηγεσία στη σχολική μονάδα και ο συνδυασμός της με την επαγγελματική εξέλιξη του διευθυντή και των εκπαιδευτικών, η εισαγωγή και εφαρμογή καινοτομιών και καινοτόμων προγραμμάτων, η εκπαιδευτική νομοθεσία, ο προγραμματισμός της σχολικής χρονιάς, η αξιολόγηση της προόδου της σχολικής μονάδας. Οι περισσότεροι διευθυντές προτιμούν η επιμόρφωση να ξεκινά πριν από την ανάληψη των καθηκόντων τους και να συνεχίζεται περιοδικά με απαλλαγή από τα καθήκοντά τους, ενώ επιθυμούν η επιμόρφωση να γίνεται σε ομάδες, με βιωματικές μεθόδους, από επιμορφωτές που εκτός από πιστοποιημένες επιστημονικές γνώσεις διαθέτουν και πείρα στην άσκηση του καθημερινού διοικητικού έργου. / This study investigates the educational needs of Primary School Principals in the city of Patras, as they are perceived and defined by the Principals themselves. The study was carried out from February to July 2010 and it involved a total of 13 Primary School Principals of the city of Patras. In order to investigate the above-mentioned subject, we applied the theory of social systems. As a research tool, I used the semi-structured interview. Qualitative content analysis has been used to analyse the data. After defining and recording the daily problems that Principals face in their work, the recording of the methods used to solve these problems and the detection of factors which affect the way these difficulties are dealt with, I tried to determine the Principals’ personal educational requirements. According to the results arising from the research, the Principles faced many problems which were solved using mainly their experience or informal education. In addition, despite the higher qualifications they have acquired, they indicated that it was essential that they attained further training and education in the following thematic areas which they considered modern, interesting and critical where decisions concerning problem solving and the efficient handling of their everyday tasks are concerned: management of conflicts, incentive-promotion of staff, leadership within the school and its connection to the professional advancement of the Principle and the staff, the introduction and application of ground-breaking methods and innovative projects, Educational Law, planning of the school year and the evaluation of the progress of the school. Most of the Principals prefer that their training and education should start before they begin their work as headmasters and that it should continue in a periodical way. Also they believe that while they are being trained, they should be relieved of their duties at the schools. They expect that their training will be based on empirical methods and that the personnel whose task will be to provide further education should have scientific knowledge on the subjects to be dealt with and be experienced in the practice of management.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T20:06:26Z No. of bitstreams: 1 Kenia Araujo.pdf: 822301 bytes, checksum: c26418627a75b1ade0e603ebbb2ad169 (MD5) / Made available in DSpace on 2016-08-25T20:06:26Z (GMT). No. of bitstreams: 1 Kenia Araujo.pdf: 822301 bytes, checksum: c26418627a75b1ade0e603ebbb2ad169 (MD5) Previous issue date: 2015-03-19 / The school environment is very rich in stories, moments, learning and experiences. Every teacher always has a lot to tell. The diversity of people in this universe makes us have a school daily life without routines, without limits for creativity. When faces with something new or unexpected, the teacher seems to transform himself in an innovative agent, conquer space, the situation, in order to dominate it and in varied opportunities, amaze us with enriching strategies. In this research, we have the opportunity of sharing unique and singular experiences that allowed us to contribute to the existing ones in the pedagogical field with students with special educational needs. Frustrating experiences also occur in the school environment; however, in the seeking to give voice to the teacher who develops the specialized educational service, we report here successful experiences. Then, with this, we report the contribution of a private school that has as one of its goals, education for all. / O ambiente escolar é muito rico de histórias, de momentos, de aprendizados e de experiências. Todo professor sempre tem muito a contar. A diversidade de pessoas nesse universo faz com que tenhamos um cotidiano escolar sem rotinas, sem limites para a criatividade. Quando se depara com algo novo ou inesperado, o professor parece se transformar num agente inovador; conquistar o espaço, a situação de maneira a dominá-la e, nas mais variadas oportunidades, surpreender com estratégias enriquecedoras. Nesta pesquisa temos a oportunidade de compartilhar vivências únicas e singulares que possibilitaram contribuir para as já existentes no campo do fazer pedagógico com alunos com necessidade educacionais especiais. Experiências frustrantes também ocorrem no espaço escolar, porém na busca por dar a voz ao professor que desempenha o atendimento educacional especializado, relatamos aqui as experiências de sucesso. Com isso registramos a contribuição de um colégio da rede particular de ensino que tem como uma de suas metas a educação para todos.

To gain knowledge about how students in upper secondary school`s national program describe participation and influence as well as how they describe how they can impact on those important things is a very important knowledge. This study has a student perspective where six students were interviewed each. In addition, observations of pupils scholl days were conducted, where the students were observed together in different classroom settings in different classes. Even so, when moving between breaks and lessons. The purpose of the study is to explore students participation an influence in upper secondary special schools national program. In the study, qualitative interviewing methods have been used with semistructured questions. The result of the study shows several important factors that are important for pupils particiaption, influence anad the ability to influence their schooling. The importance of the group appears to be imprtyant for the participation. Having friends in class, someone to join group work when different school tasks are to be done, and having friends to hang out with breaks. Another result is that you have the ability to self-determination and influence by influencing teaching, the content of the teaching and the different ways. The results of the study also show that students are involved in democaratic processes, and excercise self-determination and influence both for themselves and other students through classcouncils and schoolcouncils. Together theese results form an important part of how the school can meet students with intellectual impairment.

Esta dissertação analisa a inclusão na educação profissional do Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro a partir da visão dos gestores. Realizamos uma pesquisa qualitativa, utilizando como instrumentos de coleta de dados a entrevista semiestruturada. Para a análise dos dados, empregamos o método conhecido como análise de conteúdo de Bardin. A dissertação apresenta cinco capítulos: o primeiro focaliza a educação profissional a partir de uma breve descrição histórica sobre o desenvolvimento dessa modalidade de ensino no nosso país, o segundo apresenta uma reflexão sobre as políticas em torno da educação especial e inclusiva, o terceiro descreve a trajetória da educação profissional de pessoas com deficiência e a legislação nessa área, no quarto capítulo, é feita uma apresentação da metodologia da pesquisa qualitativa, bem como os procedimentos utilizados, o cenário da pesquisa e os participantes, o quinto capítulo apresenta o percurso do estudo através de uma reflexão sobre as categorias de análise. O estudo revelou não só as contradições, mas a complexidade do processo de inclusão vivido na educação profissional, particularmente nos aspectos que se referem a concepção e expectativas dos gestores em relação ao processo de ensino-aprendizagem dos alunos com necessidades educacionais específicas. A análise dos dados revelou que os gestores do IFRJ percebem que a Instituição é responsável por incluir pessoas com deficiência ou outras necessidades educacionais específicas, e que precisa construir novas práticas para atendimento a essa demanda. No entanto, na visão dos participantes da pesquisa, a falta de capacitação dos professores para atuar neste novo paradigma é uma dificuldade para a efetivação de uma formação profissional inclusiva. Os dados revelaram que esta percepção influencia na definição sobre o papel do NAPNE, para os gestores, a função do núcleo está mais diretamente relacionada a ações de complementação da formação docente. O atendimento aos alunos não foi apontado como objetivo principal, justificado pelo baixo número de estudantes com necessidades educacionais específicas matriculados no IFRJ. A análise mostrou que a função do NAPNE ainda não está consolidada, institucionalmente. Os gestores apontam alguns papéis que consideram importantes, mas em sua maioria entendem que o núcleo tem como principal atribuição preparar a comunidade IFRJ para inclusão. No entanto, a questão da preparação apresentou-se mais no campo das idéias do que em ações efetivas. Em síntese, o trabalho mostra que, apesar dos gestores se mostrarem favoráveis a política de inclusão, as práticas relatadas muitas vezes são descontextualizadas das questões institucionais, o que dificulta a implementação da proposta inclusiva em todas as esferas que constituem o corpo da formação oferecida pelo IFRJ. Em outros termos, apesar do discurso revelar um grau de engajamento significativo dos gestores com a inclusão de alunos com NEE, ainda assim esses sujeitos continuam, em sua maioria, excluídos dessa modalidade de educação. Desse ponto de vista, o panorama da escolarização de pessoas com necessidades educacionais específicas vêm se repetindo ao longo do tempo. Além disso, a pesquisa mostrou que essas pessoas, em grande medida, também não têm acesso aos níveis mais elevados de ensino, o que confirma as estatísticas oficiais sobre o percurso formativo desses indivíduos e sua inserção no mercado de trabalho

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-07-04Bitstream added on 2014-06-13T19:42:07Z : No. of bitstreams: 1 carvalho_lrps_dr_mar.pdf: 768162 bytes, checksum: 0f5f1eeffde9cb201f9da38df1b18b4c (MD5) / Esta pesquisa teve por objetivo geral avaliar como a política de educação inclusiva instituída pelo Governo do Estado, na Res. SE nº 95/00 se manifesta em um sistema educacional, através da comparação de como era antes e como foi o período posterior à implantação desta política. E ainda, descrever o desempenho acadêmico e o espaço social ocupado por alunos que freqüentavam classes do ensino comum concomitante às salas de recurso, a atitude social dos professores em relação à inclusão e a percepção desses profissionais sobre seus alunos nos aspectos acadêmicos e interpessoais. A metodologia utilizada foi o Estudo de Caso sobre um sistema educacional do ensino fundamental ciclo I. Tivemos como objeto de estudo as escolas públicas estaduais do ciclo I do Ensino Fundamental de uma cidade do interior do Estado de São Paulo, no ano de 2005. Os dados foram coletados, por meio de entrevista, questionários sobre a posição social dos alunos, provas do Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo – SARESP-, Escala Lickert de Atitudes Sociais em relação à Inclusão – ELASI e ficha avaliativa do professor sobre o desempenho acadêmico e as relações interpessoais de seus alunos. Os dados foram analisados quantitativamente e qualitativamente. Os resultados apontam para o aumento tanto do número de alunos encaminhados para a escola especial quanto para o número de alunos com atendimento concomitante em sala de ensino comum e sala de recurso que dobram nos cinco anos posteriores à Res. SE/SP nº 95/00. Quanto ao desempenho dos alunos no SARESP encontramos diferença significante no desempenho em Leitura e Escrita entre alunos com e sem NEE, em todas as séries de todas as escolas pesquisadas, exceto nos resultados da Redação, quando analisadas as 3ªs e 4ªs séries juntas. Um terço dos alunos pesquisados (27%) apresentaram baixa... / The general goal of this study is aimed at evaluating how the policy of inclusive education established by the State Government through resolution SE No 95/00 manifests itself in an educational system, by comparison, as it was before and how it was during the period after the implementation of this policy. And also, describe the academic performance and social space occupied by students who attended common classrooms and special educational needs classrooms, the teacher’s social attitudes regarding the inclusion and the perception of these professionals on their students in academic and interpersonal aspects. The methodology used was the case study. WE had as object of study the 1st cycle of the elementary public schools in the countryside of São Paulo state, in 2005.The data was gathered through interviews, questionnaires on the social position of pupils, tests of “SARESP” an evaluation system that evaluates the students academic performance of São Paulo state, Lickert scale of Social Attitudes regarding the inclusion –ELASI and the reports of the teachers about the academic performance of their students and interpersonal relationship of the students. The data was analyzed quantitatively and qualitatively. The results show an increase both in the number of students sent to special schools as to the number of students with concomitant care in the common classrooms and special needs classrooms that double in the 5 years subsequent to Resolution. SE / SP No 95/00 .The results from SARESP´s students point to significant difference in the performance of Reading and Writing skills among students with and without SEN, in all grades of all schools surveyed, except in the results of Writing, when analyzed the 3rd and 4 th grade together. One third of students surveyed (27%) presented low acceptance of their peers. Comparing the beginning and the end of the academic year of 2005,...(Complete abstract, click electronic access below)

Made available in DSpace on 2014-06-11T19:24:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-03Bitstream added on 2014-06-13T19:31:17Z : No. of bitstreams: 1 moreira_mhb_me_arafcl.pdf: 1340242 bytes, checksum: e3e21218a481a813b933b1f2aa30976d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesta pesquisa, procurou-se investigar o processo de inclusão nos espaços da escola comum, acompanhando a atuação de uma professora do ensino itinerante, especializada em Educação Especial no processo de apoiar, complementar e, por vezes, suplementar a proposta pedagógica da escola comum, por meio de recursos educacionais especiais percorrendo as escolas onde há alunos com necessidades educacionais especiais inseridos no ensino comum. Cabe ressaltar que o ensino itinerante é um serviço de apoio pedagógico especializado do Programa de Educação Especial, implantado pela Secretaria de Educação do município de Araraquara. Este trabalho de pesquisa tem por objetivo geral identificar, descrever e analisar a atuação de uma professora do ensino itinerante em uma escola do ensino comum, com alunos incluídos e seus professores. / In this research, we investigated the inclusion process in the common school spaces, following a teacher's performance of the itinerant teaching, specialized in Special Education who acted in the process of supporting, complementing and, sometimes, supplementing the pedagogical proposal of the common school, through special education resources, passing by the schools where there are students with special educational needs inserted in the common teaching. We have to emphasize that the itinerant teaching is a service of specialized pedagogical support of the Education Program, implanted by the Department of Education of the city of Araraquara, São Paulo State, under the responsibility of the Technical Coordinator of Special Education. This Department authorized the analysis of an itinerant service teacher in 2004, in her daily work with students with special educational needs inserted in the common teaching, as well as their respective teachers.

Orientador: Maria Júlia Canazza Dall’Acqua / Banca: Enicéia Gonçalves Mendes / Banca: Silvia Regina Ricco Lucato Sigolo / Resumo: Nesta pesquisa, procurou-se investigar o processo de inclusão nos espaços da escola comum, acompanhando a atuação de uma professora do ensino itinerante, especializada em Educação Especial no processo de apoiar, complementar e, por vezes, suplementar a proposta pedagógica da escola comum, por meio de recursos educacionais especiais percorrendo as escolas onde há alunos com necessidades educacionais especiais inseridos no ensino comum. Cabe ressaltar que o ensino itinerante é um serviço de apoio pedagógico especializado do Programa de Educação Especial, implantado pela Secretaria de Educação do município de Araraquara. Este trabalho de pesquisa tem por objetivo geral identificar, descrever e analisar a atuação de uma professora do ensino itinerante em uma escola do ensino comum, com alunos incluídos e seus professores. / Abstract: In this research, we investigated the inclusion process in the common school spaces, following a teacher's performance of the itinerant teaching, specialized in Special Education who acted in the process of supporting, complementing and, sometimes, supplementing the pedagogical proposal of the common school, through special education resources, passing by the schools where there are students with special educational needs inserted in the common teaching. We have to emphasize that the itinerant teaching is a service of specialized pedagogical support of the Education Program, implanted by the Department of Education of the city of Araraquara, São Paulo State, under the responsibility of the Technical Coordinator of Special Education. This Department authorized the analysis of an itinerant service teacher in 2004, in her daily work with students with special educational needs inserted in the common teaching, as well as their respective teachers. / Mestre