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The multi-case analysis utilized in this study describes how specially-designed instruction is being used to ensure that secondary students with disabilities have access to the general curriculum and are participating and progressing within it. Bronfenbrenner's (1976) systemic model that presents interacting sub-systems in a series of nested educational environments was used as a guide for exploration. Case study schools included two high schools that serve partially suburban and partially rural communities within one school district. Review of documents, observations, and interviews were used to triangulate the data. Evolving display matrices were used to analyze the data. The matrix displays evolved as authentic categories emerged from within each case and across the two cases, and from within each level and across the four levels of the educational environment. To note differences, the data from two case schools as well as from the four educational environments were compared and contrasted. The consistent patterns of practice found at all levels of the educational environment included: (a) identifying and implementing accommodations and modifications needed for students with disabilities, (b) initiating special education and regular education collaboration activities, (c) monitoring student learning, (d) examining placement, and (e) providing professional development training. The findings from this study also revealed that the origin of the patterns of practice began at the macro-system level, or at the state department of education. It was found that the state policy context addressing the federal mandate is built on the vision of enabling students with disabilities to access the general curriculum. In addition, it was determined that the strategies to meet this vision are designed around the provision and implementation of state regulations, state professional development training, and state accountability measures. The conclusions suggest that the patterns of practice throughout the total high school environment of District A are initiated through state regulations, state professional development training, and state accountability measures, and support the participation and progress within the general education curriculum of secondary students with disabilities. A pattern of concern related to cluster grouping of inclusion students in secondary classrooms and their opportunities for genuine access to the general curriculum was noted. / Ed. D.

The following study looks to examine the effect of an iPad application on the English Language Arts (ELA) skills of listening comprehension for students with significant disabilities. The procedure was evaluated using a multiple probe across participants single case design. Outcomes were measured for improved ELA skills after intervention and were also measured for student engagement. Building upon the research of recent studies that have sought to develop and adapt grade-level literature for students with moderate and severe disabilities, this study seeks to find the effectiveness of an adapted text version of To Kill a Mockingbird, by Harper Lee for high school students diagnosed with intellectual disability and/or autism. The implementation of this adapted text included evidenced-based supports such as time delay, the system of least prompts and picture supports taught in conjunction with the use of the iPad application. The need for future research and implications for practice will be discussed.

This study examined special education teachers' perspectives of the instructional impact of the Florida Alternate Assessment (FAA) for students with significant cognitive disabilities. Through purposeful sampling, six special education teachers who serve students with significant cognitive disabilities and had experience administering the FAA were identified. Interviews posed questions about how they used the FAA to impact their instructional decision-making, how the FAA has influenced how the development of Individualized Education Program (IEP) goals, and how the FAA impacted how they defined access to the general education curriculum. The interviews, along with IEP artifacts, and a research journal formed the research design. Results revealed 8 major themes and 18 sub-themes. Teachers reported that the FAA ignores the complex needs of their students, and highlighted the curricular tensions between academics and life skills. A third of the teachers indicated they have created and adopted curriculum to mirror the FAA, and five out of the six teachers integrated more daily assessments similar to the FAA. In addition, the study revealed varied results for utilizing FAA results on IEP development and writing goals. Finally, teachers had varied beliefs on the value of curriculum content standards called access points for students with significant cognitive disabilities. Most of the teachers stated that higher standards lead to higher expectations. The results also revealed teachers' perspectives of the instructional impact of the FAA were influenced by their teaching context: center setting versus general education setting. Implications for future research and practice are included.

This master thesis deals with leisure activities and their possibilites at work with cross-senctional themes at the first stage of primary school. This thesis is aimed to determine attitudes of teachers to integrate cross-sectional themes to education and creating a five-day program. Section defines theoretical basis of literature on the concept of leisure activities and is characterized by cross-senctional themes. It suggests procedures for integrating cross-senctional themes in education and outlines the possibility of of cross-senctional themes intersection with leisure activities. In the practical part is used the questionnaire method to investigated attitude of teachers to integrate cross-senctional themes into teaching in primary schools. The main point of this master thesis is a five day program focusing on environmental education.

Diploma thesis deals with cross-curricular themes at middle school level. In theoretical part the cross-curricular themes are described, as included in the general curriculum for basic education. Further attention is dedicated to {\clqq}Multicultural education``. Practical part includes the survey of teachers at elementary schools in reference to their work on the school curriculum for basic education and cross-curricular themes. Diploma thesis also includes suggestion of several lessons which can be used for multicultural education.

The thesis is written about the possibilities of leisure-time activities at work with cross-sectional themes at the first stage of a primary school. The thesis is aimed to capture the experience of teachers in integrating cross-sectional themes and making up a five-day program. Teoretical part is defined basic terms of the general educational program and cross-sectional themes and are characterized by leisure-time activities. Outlines the procedures how cross-sectional themes are adapated into the school educational programs. Joining between cross-sectional themes and leisure-time activities, pointing out possibilities of leasure-time activities offering goals for fulfilling the content cross-sectional themes issues in education. The practical part is find out the situation of the integration of cross-sectional themes helped by questionnaire methods at primary schools. The focus of this thesis is to prepare a five-day program of leisure activities with a focus on multicultural education.

Made available in DSpace on 2017-07-21T20:32:06Z (GMT). No. of bitstreams: 1 Juliano Marcelino Deitos.pdf: 1128526 bytes, checksum: 35129731e232b0d50b3bcfb791e99768 (MD5) Previous issue date: 2014-03-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to analyze the National General Curriculum Guidelines for Basic Education 2010 - DCNs/10, in order to understand the theoretical foundations, from the formulations and forwards the so call postmodern agenda. It seeks to dialectically apprehend the contradictions and antagonisms in that capital, labor and state relationship, as components of the social metabolism system of the capital, and its influences in relation to the debate called postmodern agenda in education. It seeks to highlight the limits and possibilities of education in historical and dialectical materialist perspective. The study's bibliographic and documentary and takes place from the theoretical contributions of Marx, Engels, Mészáros, Lukács, Lessa, Tonet,Moraes and others. In the first chapter, we seek to clarify the mediations, contradictions and antagonisms present between labor, capital and the state and its impact on education and human development. Seeks to demonstrate the changes in the economic, political, social and educational context, based on productions that discuss content covered in the chapter. From this, we use them for contributions, especially of: Marx, Engels, Mészáros, Lukács, Tonet, Lessa, Gounet, Kuenzer, and Pinto Antunes. The second chapter seeks to highlight pertinent to the debate called postmodern agenda and its relationship to the process of organizing and structuring of capital issues and their influences to the area of educational research in Brazil. To do so, we highlight relevant questions about a possible genesis of discussions about the postmodern elements of its ideological base schedule, and conceptualization. Authors from different theoretical perspectives were used in the study, such as:Anderson, Harvey, Lyotard, Eagleton, Kumar, Freitas, Moraes, Wood, Kaplan and others. In the third chapter, we seek to analyze what influences and foundations of postmodern schedule are present in the National Curriculum Guidelines General for Basic Education 2010 - DCNs/10, which corresponds to the CNE/CEB nº 7/2010e the CNE/CEB nº 4/2010. In this sense, some important points are evident from the proceedings on the formulation of such legislation and analysis of assumptions related to the postmodern present in the documents schedule categories. , Among others, the contributions of Shiroma, Moraes, Evangelista, Gomes, Tonet and others were used. From the analysis, it was possible to identify some influences of postmodern agenda in the National Curriculum Guidelines for General Basic Education - DCNs/10 such as: a) hybridity, volatility and uncertainty; b)multiculturalism and decentralization of the working class; c) the centrality of education in defense of citizenship and democracy. These categories showed that the postmodern schedule is constituted as an ideology closely linked to the need for expanding the capital, made possible through the educational policy constitutes the mediations as an extension of social reproduction. / A presente pesquisa tem como objetivo analisar as Diretrizes Curriculares Nacionais Gerais para a Educação Básica de 2010 – DCNs/10, na perspectiva de compreender os fundamentos teóricos, a partir das formulações e encaminhamentos da chamada agenda pós-moderna. Procura-se apreender dialeticamente as contradições e antagonismos presentes na relação capital, trabalho e Estado, entendidos como componentes do sistema de sociometabolismo do capital, e suas influências em relação ao debate da denominada agenda pós-moderna na educação. Busca-se evidenciar os limites e possibilidades da educação numa perspectiva materialista histórica e dialética. O estudo é bibliográfico e documental e realiza-se a partir das contribuições teóricas de Marx, Engels, Mészáros, Lukács, Lessa, Tonet, Moraes e outros. No primeiro capítulo, busca-se explicitar as mediações, contradições e antagonismos presentes entre trabalho, capital e Estado e seus desdobramentos para a educação e a formação humana. Busca-se evidenciar as mudanças ocorridas no contexto econômico, político, social e educacional, com base nas produções que discutem o conteúdo abordado no capítulo. A partir disso, utilizamo-nos das contribuições, sobretudo, de: Marx, Engels, Mészáros, Lukács, Tonet, Lessa, Gounet, Kuenzer, Antunes e Pinto. No segundo capítulo, procura-se evidenciar questões pertinentes ao debate da chamada agenda pós-moderna e sua relação com o processo de organização e estruturação do capital, bem como as suas influências para a área da pesquisa educacional no Brasil. Para tanto, destaca-se questões relevantes sobre uma possível gênese das discussões sobre a agenda pós-moderna, conceituação e elementos da sua base ideológica. Autores de diferentes correntes teóricas foram utilizados no estudo, tais como: Anderson, Harvey, Lyotard, Eagleton, Kumar, Freitas, Moraes, Wood, Kaplan e outros. No terceiro capítulo, busca-se analisar quais as influências e fundamentos da agenda pós-moderna estão presentes nas Diretrizes Curriculares Nacionais Gerais para a Educação Básica de 2010 – DCNs/10, as quais correspondem ao Parecer CNE/CEB nº 7/2010 e a Resolução CNE/CEB nº 4/2010. Nesse sentido, são evidenciados alguns pontos relevantes do processo referente à formulação de tal legislação e a análise das categorias relacionadas aos pressupostos da agenda pós-moderna presentes nos documentos. Foram utilizadas, entre outras, as contribuições de Shiroma, Moraes, Evangelista, Gomes, Tonet e outros. A partir da análise, foi possível identificar algumas influências da agenda pós-moderna nas Diretrizes Curriculares Nacionais Gerais para a Educação Básica – DCNs/10, tais como: a) o hibridismo, a volatilidade e a incerteza; b) o multiculturalismo e a descentralização da classe trabalhadora; c) a centralidade da educação na defesa da cidadania e da democracia. Tais categorias demonstraram que a agenda pós-moderna se constitui como uma ideologia estreitamente ligada à necessidade de ampliação do capital que, viabilizada por meio da política educacional, se constitui como uma extensão das mediações de reprodução social.

The What Works Clearinghouse guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed.

The thesis highlights the importance of the cross-cutting theme of ``Personal and social education.{\crqq} Various cross-cutting issues such as those included in the general curriculum of basic education are defined in the theoretical part of the work. However, closer attention is dedicated to the cross-cutting theme of "Personal and social education". Presented in the practical part of the thesis is the information from the survey conducted on the sample of schools. These schools have had a yearly experience in application of their School education programs, including Personal and social education, into their own education systems.