he thesis proposes a teaching programme for general botany in the school garden. On the basis of a literary analysis of framework educational programmes, school educational plans, secondary-school textbooks of biology, assessment and evaluation of the school garden of The Secondary school of Agriculture and Food processing in Klatovy, a set of more than 85 questions and tasks has been made. The additional worksheets for pupils have been prepared just for the educational activity in the school garden. The method of direct study of nature is the most frequent one. The authentication of the teaching programme was carried out in the years 2010 to 2012 with the pupils of the aforementioned secondary school.

Made available in DSpace on 2016-06-02T19:44:17Z (GMT). No. of bitstreams: 1 6402.pdf: 3236704 bytes, checksum: 7942cc4ad3c6b5a6ffc4167af3ab661f (MD5) Previous issue date: 2013-12-02 / Universidade Federal de Minas Gerais / In several countries that adopt education inclusion policy, there is a device, usually provided by the legislation, called Individual Educational Plan (IEP). Its purpose is to monitor the course of the students with disabilities throughout their schooling process. In the Brazilian federal legislation, there is no policy device to ensure that these students have an IEP based on their needs. The present study raised the question of how to qualify teachers for this task. The aim was to develop, to implement and to evaluate a continuing training program for special education teachers, focusing on IEP for disability students, in a public school system. The study was conducted with 34 Special Education teachers in 2012 based on collaborative action-research and involved five steps: 1) conduction of ethical procedures; 2) diagnosis of the initial stage of assessment procedures and educational plan of the selected municipality; 3) development of the training program; 4) implementation; and 5) evaluation of the program s social validity. Interviews were conducted and 200 planning documents were analyzed, named as individual development plan (IDP), existing before the program. The interviews aimed to describe how educators planned to target public education Special Education before program. There were realized observation and recording in field s diaries, based on theoretical content and application to real cases of students, besides filming to record plan making during the course. Recourse was had collective interview and closed questionnaire to evaluate the program with the participants. The data analysis, based on content analysis was carried out to present as results: a) a description of assessment process and educational planning for target students of Special Education (TSSE) before the program; b) a description of the assessment process and collaborative planning performed during the program, with the presentation of 12 case studied; and c) analysis of appreciation measures by the participants about the training program. Results indicated that, existing IDP before the program referred only to special instruction in multifunctional resources class (MRC), with few indications for teaching in regular class,. Planning was often incomplete and/or repetitive. The participants studied various models based on the literature of the area, and built collaboratively 12 IEP documents for their students with disability. At the end, they indicated that they appreciated the training program. The results indicated that the quality of IEP affected by lack of articulation and collaboration across professionals of Education, Special Education and Health. This kind of initiative is generally dependent on the will of professionals since there is no requirement to have this practice. The lack of training and working conditions enabling multidisciplinary meetings with were factors that difficulted the implementation of the IEP. In regard to the program, this type of training requires more time for participants to review and improve its practices. The implementation of the IEP development of practice is complex, as it requires the involvement of all the people involved in the situation to think how to systematically plan the short, medium and long term throughout the school career of each TSSE. Future studies could be to increase the knowledge about how the IEP can be implemented, the impact of the adoption of this practice in the schooling process of TSSE. Legal dispositions to ensure the IEP should be adopted in our country, to improve and monitor the quality of TSSE education, both in inclusive settings as in those specialized. / Em vários países que adotam políticas de inclusão escolar, existe um dispositivo, geralmente assegurado pela legislação, denominado Planejamento Educacional Individualizado (PEI). Sua finalidade é garantir o acompanhamento do percurso dos estudantes em situação de deficiência ao longo do seu processo de escolarização. No Brasil, ainda não há dispositivo na legislação federal que garanta que esses estudantes tenham um PEI com base em suas necessidades. O presente estudo partiu do problema de como qualificar educadores para essa tarefa. O objetivo consistiu em desenvolver, implementar e avaliar um programa de formação continuada para educadores de Educação Especial, com foco no PEI para estudantes em situação de deficiência, em uma rede municipal de ensino. O estudo foi realizado com 34 educadores de Educação Especial em 2012 e baseou-se na metodologia da pesquisa-ação colaborativa, envolvendo cinco etapas: 1) condução dos procedimentos éticos; 2) diagnóstico da situação inicial dos procedimentos de avaliação e planejamento educacional dos educadores do município selecionado; 3) desenvolvimento do programa de formação; 4) implementação; e 5) avaliação. Foram feitas entrevistas e analisados os conteúdos de 200 documentos dos denominados plano de desenvolvimento individual (PDI) que os educadores faziam antes do programa. As entrevistas visavam caracterizar como os educadores planejavam a educação do público alvo da Educação Especial antes do programa. Foram feitas observações e registro em diários de campo, a partir de conteúdo teórico e aplicação em casos reais de alunos, além de filmagens para registrar os planejamentos feitos durante o curso. Recorreu-se a entrevista coletiva e questionário fechado para avaliar o programa com os participantes. A análise dos dados, pautada na análise de conteúdo, foi realizada de forma apresentar como resultados: a) uma descrição do processo de avaliação e planejamento educacional feito para alunos públicos-alvo da Educação Especial (PAEE) antes do programa; b) uma descrição do processo de avaliação e planejamento colaborativo feito durante o programa, com a apresentação de 12 casos estudados; e c) a análise das medidas de apreciação pelos participantes acerca do programa de formação. Os resultados indicaram que os PDI existentes antes do programa referiam-se apenas ao ensino especial na sala de recursos multifuncional, com poucas indicações para o ensino na classe comum. Os planejamentos eram muitas vezes incompletos e/ou repetitivos. Os participantes estudaram vários modelos pautados na literatura da área, e construíram, colaborativamente, 12 documentos de PEI para seus alunos com deficiência. Ao final, indicaram ter apreciado o programa de formação. Os resultados indicaram que a qualidade do PEI é afetada pela falta de articulação e colaboração entre profissionais da Educação, Educação Especial e Saúde. Esse tipo de iniciativa, em geral, depende da vontade de profissionais uma vez que não há exigência para se ter essa prática. A falta de formação e a falta de condições de trabalho que permitam reuniões multiprofissionais juntamente com as famílias foram fatores que dificultavam a implementação do PEI. Em relação ao programa, esse tipo de formação requer mais tempo para que os participantes possam rever e melhorar suas práticas. A implementação da prática de elaboração do PEI é complexa, pois requer o envolvimento de todas as pessoas envolvidas na situação para pensar como planejar sistematicamente a curto, médio e longo prazo todo o percurso escolar de cada aluno do PAEE. Futuros estudos poderão ser conduzidos para de ampliar o conhecimento sobre como o PEI pode ser implementado, qual o impacto da adoção desse tipo de prática no processo de escolarização de estudantes do PAEE. Dispositivos legais que garantam o PEI devem ser adotados em nosso país, para melhorar e monitorar a qualidade da educação dos estudantes do PAEE, tanto em contextos inclusivos quanto naqueles especializados.

Abstract - Which abilities are the students training in the subject of physics? The purpose of this study was to examine teachers' plans, LPPs (Local Educational Planning) to see which abilities are trained and how. I have created a content analysis of the teachers' plans, LPPs and how the teachers practice the abilities of the students in the subject of physics. I analysed two LPPs in the grade 5 and two LPPs in the grade 6. The LPPs are from two different schools and two teachers' one in each grade. My first purpose was to examine which abilities, prescribed in Lgr 11 students are training and if the abilities create a common thread between grade 5 and grade 6 in the subject of physics. My second purpose was to examine what kind of teaching the students are training the abilities which can be found in Lgr 11. The study addresses three different kinds of teaching which are more open, more guided or in a combined way of teaching. My study answered the following questions: Which abilities in Lgr 11 are the students training in the subject of physics in grade 5 and 6? What kind of teaching are the students training the abilities in Lgr 11? The study was based on a content analysis of the LPPs and the theory I used to analyse was The Big 5. I also used interview by email with the teachers who gave me the LPPs. Based on the results and the analysis of the study, I came to the conclusion that all four LPPs in the two different schools were practicing the abilities prescribed in Lgr 11 and that they used The Big 5 to clarify the abilities that the topic addresses. All four LPPs have a common thread between grade 5 and 6 where some abilities are recorded again others are excluded and supplemented with new ones. Based on the results and the analysis, I came to the conclusion that both teachers teach the skills prescribed in Lgr 11 in the subject of physics in an open way of teaching, i.e. when students are active participants in the teaching. Combined teaching was used several times when the students e.g. had to try out for a given topic. Guided teaching was used only once in all four LPPs e.g. when the teachers prepare a list of concepts.

The purpose of this theses is to determine a rate of real fulfillment of educational goals in the art education. As a research method there will be used a case study of four pupils in the secondary school with an individual educational plan. The study will focus on real application of the educational content of the art educaion for these children. The author will find out to what extent and if it is even possible to achieve educational goals for children with individual education plan in real art education classes at a standard elementary school. Using several art activities, she will diagnose the achieved level of individual educational objectives in the art education. For a better idea, there will be also offered a comparison of the secondary school children without individual education plan, selected by random selection, with children from an art secondary school, who will be selected by random selection as well, and who are expected to be more talented and passionate about art activities.

Syftet med denna studie var att undersöka stödinsatsen i form av elevassistent och hur insatsen kopplas till elevens behov av särskilt stöd. Studien bygger på tidigare forskning kring elevassistentens roll och funktion i arbetet med elever i behov av särskilt stöd och har en kvalitativ ansats där åtgärdsprogram har samlats in och bearbetats med hjälp av dokumentanalys som metod. Även djupintervjuer av semi-strukturerad karaktär genomfördes med en rektor, en speciallärare och tre elevassistenter. Resultatet från dokumentanalysen analyserades och sammanställdes i en tabell och de inspelade intervjuerna transkriberades och sammanställdes utifrån teman. Resultatet analyserades, sammanfattades och sattes sedan i relation till tidigare forskning samt studiens teoretiska ramverk. Sammanfattningsvis påvisar resultatet att stödbehov kopplat till elevassistent som insats ofta är av social karaktär. Elevassistentens roll handlar med andra ord främst om att fungera som en stödstruktur, speciellt i sociala sammanhang. I elevassistentens roll ingår också ofta någon form av undervisning, antingen enskilt eller i mindre grupper. Elevassisternas behov av stöd hamnar inom områden som planeringstid, handledning och kompetensutveckling. I vilket omfattning detta stöd ges beror utifrån detta resultat lite på vilken enhet samt inom vilka årskullar elevassistenten är verksam. För att säkerställa att insatsen resulterar i en akademisk progression hos eleven, påvisar resultatet att detta sker genom dialoger mellan lärare och elevassistent samt genom olika typer av test. / The purpose of this study was to investigate what kind of support being conducted by the profession student assistant, and how their role is linked to students with special educational needs. The study is based on previous research how the role student assistant is functioning in relation to students with special educational needs. The study has a qualitative approach and the theoretical framework is based on the ecological system theory. Individualized educational plans have been collected and processed using document analysis as a method. In-depth interviews of semi-structured nature was also conducted with a principal, a special teacher and three student assistants. The results of the document analysis were analyzed and complied in a table and the recorded interviews were transcribed and complied based on themes. The result of the document analysis was analyzed, summarized and then compared in relation to previous research as well as the theoretical framework of the study. The results in terms of what is required from the student assistant are pointing towards needs of social character. In other words, the role of the student assistant is primarily to function as a support structure, especially in social contexts. A part within the role also includes teaching, either individually or in smaller groups. The student’s assistants need for support can be categorized into planning time, supervision and adequate education. Whether, and in what extent various support is given, varies from the result. The result demonstrates that the pupil’s academic progression is being ensured via dialogues between teachers and student assistants as well as various types of tests.

Dissertation is focused on the issue of institutional care in the Czech Republic. The main focus of this work are children's homes, education and socialization of children placed in this type of residential care. The aim of the theoretical part is to describe the characteristics of subjects of institutional care in the Czech Republic. Furthermore, to compare institutional care with selected countries and describe the child's socialization in the family and at school. A historical overview of institutional care in the Czech Republic is also described, and in conclusion the author deals with a specific description of the social inclusion of pupils with special educational needs in the teaching process at primary school. The empirical part reports on the research and its results obtained by qualitative methodology using case study design. The main goal of the research was to find out how children from a children's home are integrated into the teaching process at primary school. Furthermore, the author set several partial goals. The first partial goal was to find out how children from a children's home are integrated by children growing up in biological families into the class group at primary school. The second partial goal was to find out how children from a children's home are involved in the...