Studien belyste pedagogers upplevelser av ljudmiljön i förskolan samt hur de säger sig planera och organisera den pedagogiska verksamheten för att främja en god ljudmiljö. Studien var angelägen på det vis att det är viktigt att pedagoger inkluderar ljudmiljön i verksamheten och ser till att den inte utgör ett hinder för barns lärande och utveckling. En medvetenhet om det pedagogiska uppdraget är en viktig del, så att barn och pedagoger inte exponeras för skadligt ljud mer än nödvändigt. Förskolan ska erbjuda barnen en verksamhet där barn och pedagoger trivs och mår bra tillsammans. Därför är det betydelsefullt att arbetet kring ljudmiljön hålls levande. Utifrån studiens syfte valde vi att genomföra en empirisk undersökning, med hjälp av enkät och intervju. De två teoretiska utgångspunkterna för studien var det miljöpsykologiska perspektivet, som avser att beskriva hur individen påverkas av och påverkar miljön. Denna påverkan är individuell. Den andra teorin som valdes var den sociokulturella, som förklarar lärande som något som sker i ett socialt och kulturellt sammanhang. Resultatet visade att pedagoger upplever en hög ljudnivå i förskolan och att de påverkas negativt av den, såväl fysiskt som psykiskt. Resultatet visade även att pedagoger säger sig inkludera ljudnivån när de planerar och organiserar verksamheten. Utifrån vad pedagogerna säger har tre perspektiv urskilts såsom: pedagogens roll, barnet som medaktör och rummet som verktyg. I diskussionen behandlas konsekvenser av exponeringen av en hög ljudnivå och hur den kan påverka barns utveckling och lärande. Diskussionen belyser även det pedagogiska uppdraget utifrån den yttre och inre organisationen. / This study strives, firstly, to make the reader aware of how preschool teachers experience the noise level in preschools. Secondly, the study accounts for how the mentioned teachers express how they plan and organize the school activities in accordance to the sound environment. This subject is important because noise can interrupt the children’s development and learning. The teachers ought to be aware of their teaching assignment, so that neither children nor teachers are exposed to more noise than necessary. The preschool must provide a school environment where both children and teachers are comfortable and feeling well when being together. Therefore must there be a continuance in the work to keep the noise to a minimal level. In accordance with the aim of this study we have taken advantage of an empirical study, with the help of a survey and an interview. There were two theoretical starting points; the first was the perspective of environmental psychology which strives to describe how the individual is affected by and affects the environment. The second starting point was the social cultural perspective, which focuses on how individuals develop in social and cultural relationships. The result of the study clearly showed that the teachers experience a high noise level which affects them negatively, physically as well as psychologically, even though they express that they include the noise level as a factor when planning activities. Based on what the teachers express, three perspectives could be found such as; the teacher´s role, the co-operating child´s role and the organization of the environment. Finally, the consequences of exposing children for a high noise level are discussed. The discussion also highlights the educational mission by the external and internal organization.

This dissertation aims to identify the teacher's Social Representations about the assessment of students included in the public educational system in Santa Maria, trying to find the reflections of this representations in the pedagogical practice. The purpose is to think about the subject and try to find ways to relieve the anxiousness created by this process. The objectives of this work are to investigate how the assessment of the learning process is done and, in special, for students with special needs. A theoretical research was made, including the following topics: Social Representations, assessment, and assessment of the students with special needs, from the perspectives of researches realized with 9 teachers, in 3 different schools of the Santa Maria local educational system. To make this discussion we purpose a reflection about the marks, the practice, the ideal and the challenge of the assessment, specially about inclusion, with this specificities and the necessity of a carefull look of all the involved: school, family and community. As a methodological support, were made semi-structured interviews to teachers which have included students in their classes. The interviews revealed the difficulties and insecurities that the teachers feel about the assessment. Difficulty to suppress many of the obstacles relative of the changes like as the instruments, the family resistances, the overload of work and the how to overcome the proper desire by the attitude of change. The teachers have many doubts about the assessment practice and, nevertheless they reveal it to be a constant theme of study, they have yet the necessity of a deep theoretical ground, discussion and elaboration of a propose or the purpose itself to asses that concerns the real meaning the learning of all the students. / Esta dissertação visa identificar as Representações Sociais dos professores sobre a avaliação dos alunos incluídos na rede pública regular de ensino em Santa Maria, buscando os reflexos das mesmas na prática pedagógica para que possamos refletir sobre o tema e, juntos, buscar caminhos para amenizar as angústias que este processo engendra. Os objetivos que nortearam este estudo foram investigar como é realizada a avaliação da aprendizagem, bem como investigar como os alunos com necessidades educacionais especiais incluídos são avaliados. Neste sentido realizou-se uma pesquisa teórica em torno dos seguintes eixos: Representações Sociais; avaliação; e avaliação de alunos com necessidades educacionais especiais, partindo de pesquisas realizadas com nove professoras, em três escolas da rede municipal de Santa Maria. Para realizarmos esta discussão propõe-se uma reflexão sobre as marcas, a prática, o ideal e o desafio da avaliação, especialmente diante da inclusão, com suas especificidades e necessidade de um olhar atento de todos os envolvidos: escola, família e comunidade. Como suporte metodológico, realizaram-se entrevistas semi-estruturadas, junto a professoras que possuíam alunos incluídos nas suas turmas. As entrevistas revelaram as dificuldades e a insegurança que os professores sentem quanto à avaliação. Dificuldade para superar muitos dos obstáculos à mudança como os instrumentos, a resistência das famílias, a sobrecarga de trabalho e a própria superação do desejo pela atitude de mudar. As professoras têm muitas dúvidas quanto à prática avaliativa e, embora, revelem ser um tema constante de estudo ainda carecem de aprofundamento teórico, discussão e elaboração de uma proposta ou da própria proposta para avaliar que contemple o seu real significado a aprendizagem de todos os alunos.

Den här studien syftar till att undersöka på vilka sätt lärare arbetar med litteratursamtal där det både finns elever med svenska som förstaspråk och som andraspråk. Studiens fokus är på lärares planering av litteratursamtalet och tankar om vad som är mer eller mindre framgångsrikt för andraspråkselever. I studien deltog tre mellanstadielärare och det empiriska materialet samlades in genom semistrukturerade intervjuer som transkriberades och sedan analyserades genom en innehållsanalys. Den teoretiska utgångspunkten som studien vilar mot är den sociokulturella, då den precis som litteratursamtalet har som teori att kunskap uppnås genom social interaktion. Genom studien har vi kommit fram till att lärare lyfter fram olika typer av sätt att arbeta med litteratursamtal. Alla lärare inkluderar andraspråkselever med förstaspråkselever i grupper och betonar stöttning som en viktig del. Resultatet visar att förutom stöttning är val av böcker, förförståelse och val av böcker som viktiga delar för andraspråkselever vid ett litteratursamtal. Hur läraren agerar och ställer frågor under samtalet spelar också en stor roll för lärandet. Svårigheterna som kan uppstå med litteratursamtalet är att den språkliga nivån kan bli för svår för andraspråkselever vid tillfällen, att valet av bok spelar roll för läsförståelsen och när eleverna får arbeta för självständigt utan stöttning.

This paper analyzes the immigrant´s probability to participate in social assistance programs compared to natives in Finland and if there are any cohort and assimilation effects. For estimation, we used the linear probability model to find out the result. The results show that in general there is no assimilation effect on immigrants but there is a sign of assimilation when variables such as regions, education level and refugee are added to the model. The result shows that immigrants have a higher possibility of the participation rate in social assistance compared to natives and the probability differs between refugees and non-refugees and country of origin. The result shows a higher probability for immigrants from the Middle east. In this paper language skill (Finnish variable) is included and it shows that the possibility reduces if the immigrants have a higher capacity of Finnish language.

The present thesis examines questionnaire responses regarding optimal environmental attributes of public outdoor spaces for Chinese grandparents who are taking care of their grandchildren within selected urban residential communities in Shanghai, China. This thesis also assesses the needs of these grandparents providing childcare against the environmental attributes of urban public spaces. It uses the results to formulate design recommendations that will facilitate increased social interaction between grandparents with grandchildren and other persons in open public spaces of residential communities. Public spaces are often excellent locations for social interaction between grandparents with other persons within communities. Recently, there has been an increase in the number of Chinese grandparents providing childcare for their grandchildren, and many choose to spend time with grandchildren in these public open spaces. However, the needs and preferences of this demographic do not necessarily align with those of the general population. The current literature has identified five primary environmental attributes (access, comfort, opportunities of meeting, potential sensory elements, visibility) related to social interaction, each composed of a variety of landscape elements and characteristics. A framework was constructed based on these five environmental attributes and a variety of landscape elements and characteristics, and used to formulate a questionnaire for 46 grandparents, who take care of their grandchildren and live in high-rise buildings were surveyed. The selected participants were witnessed watching over their grandchildren in open spaces or the accompanying facilities and were asked to express a level of preference for a series of landscape elements presented in a questionnaire. The survey also included questions regarding demographic information. Descriptive and inferential analysis were then carried out through the survey data. The intended result of the study involved establishing a set of landscape architectural design recommendations that could be used in order to meet the preferences of this portion of society. Ideally, the findings will assist those involved in designing and managing outdoor environments in identifying the most salient environmental attributes for this growing sector of the Chinese community. The study could also help to prioritize interventions aimed at improving the use of open spaces and promoting social interaction among grandparents or grandparents with other neighbors. The approach also identified which landscape elements were most likely to attract grandparents to visit and stay in neighborhoods' open spaces longer with their grandchildren. Ideally, an outdoor public space designed following this set of design recommendations would contain the preferred environmental attributes and landscape elements of grandparents and their grandchildren and would provide more opportunities for social interaction. / Master of Landscape Architecture

<p>The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are:</p><p>- How can teachers facilitate the learning process for students with dyslexia?</p><p>- Are pupils with dyslexia included in the teachers’ education in the classroom?</p><p>- How do the other pupils integrate with the dyslexia pupils in the classroom?</p><p>- How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia?</p><p>- How do you practice when to assess and rate the students with dyslexia?</p><p>The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working.</p><p>The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.</p>

The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are: - How can teachers facilitate the learning process for students with dyslexia? - Are pupils with dyslexia included in the teachers’ education in the classroom? - How do the other pupils integrate with the dyslexia pupils in the classroom? - How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia? - How do you practice when to assess and rate the students with dyslexia? The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working. The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.

This study aims at covering the perpetrators, victims and Sweden's society. The main issue is to examine how these categorization portrayed in the biggest newspaper in Sweden, Aftonbladet. To conduct the survey we have used a critical discourse analysis. The empirical material consists of 55 strategically selected news articles and 127 images related to the analyzed articles. In order to identify discourses we chose to use the following analytical concepts: We, they, include, exclude, ideal offender, ideal victim, the victims who survived and the ideal society to apply the investigation. With these concepts, we were able to identify five discourses and analyse how the perpetrators, victims, survivors and society were represented in the articles. In our conclousion, we found out that Sweden's society gets the largest space in the news texts. The representation of the perpetrator is depicted on the basis of different time aspects. In the first insight, the suspected perpetrator is presented as a father of four children who lived in Sweden to support his family, who remained in their homeland. In the second insight he is conceived as a stranger and a insane human. As far as the victims are concerned, they are usually reflected as saints and they are rewarded by loveful words.

This study aims at covering the perpetrators, victims and Sweden's society. The main issue is to examine how these categorization portrayed in the biggest newspaper in Sweden, Aftonbladet. To conduct the survey we have used a critical discourse analysis. The empirical material consists of 55 strategically selected news articles and 127 images related to the analyzed articles. In order to identify discourses we chose to use the following analytical concepts: We, they, include, exclude, ideal offender, ideal victim, the victims who survived and the ideal society to apply the investigation. With these concepts, we were able to identify five discourses and analyse how the perpetrators, victims, survivors and society were represented in the articles. In our conclousion, we found out that Sweden's society gets the largest space in the news texts. The representation of the perpetrator is depicted on the basis of different time aspects. In the first insight, the suspected perpetrator is presented as a father of four children who lived in Sweden to support his family, who remained in their homeland. In the second insight he is conceived as a stranger and a insane human.  As far as the victims are concerned, they are usually reflected as saints and they are rewarded by loveful words.

Made available in DSpace on 2016-04-28T18:23:27Z (GMT). No. of bitstreams: 1 Sueli Salles Fidalgo.pdf: 1631454 bytes, checksum: acbb56e7cdb30b20c31a50b49277b291 (MD5) Previous issue date: 2006-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis dissertation was carried out in the intersection of the Critical Applied Linguistics (Rajagopalan, 2003), Critical Theory (Habermas, 1985, Heller, 1970) and Critical Pedagogy (Freire, 1970) areas of knowledge production. It aims at investigating the language employed either to include or exclude the members of educational contexts in Brazil. This is seen in the school organization, historically speaking, through the analysis of laws and public policies that have, traditionally been prescribing the work developed within the public school environment. In other words, this dissertation aims at discussing school inclusion as it has been practiced throughout history, and, more precisely, in the last few years, when the term has been defined and implemented, so as to verify if, by what means and in which instances the project of school inclusion has led to social inclusion especially of educators and students. Theoretically speaking the text is base don the dialogical understanding of language (Bakhtin/Volochinov, 1929), the theory of communicative action (Habermas, 1985), the historical constructs of social and school organization (Schwarcz, 1993; Patto, 1999; Hobsbawn, 1995), developmental constructs (Vygotsky, 1930, 1934; Leontiev, 1959), a collaborative perspective of teacher education (Magalhães, 2005) so as to strengthen the understanding of what might be an inclusive practice. In order to discuss a possible inclusive practice, one would evidently have to discuss issues that historically have been the chore of exclusion, since inclusion would never have become an issue for laws and discourses if not for the predominance of exclusion in our society. In methodological terms, this dissertation is based on a critical perspective as well, i.e., it is a piece of work that aims at contributing to the transformation of the status quo. Its methodology is then partially defined by the Critical Hermeneutic concepts (Ricouer, 1986) and, partially, by a Critical-Collaborative perspective (Magalhães, 2002a, 2002b, 2005) the former as a means to understanding data generation and treatment and the latter relating to the means by which the project was re-designed several times by the joint action of participants. The data reveals that school inclusion, in Sao Paulo, is not leading to the social inclusion of children. Besides it has been leading to the exclusion of teachers who are not being educated to work within the current school diversity / Inserido na intersecção da Lingüística Aplicada Crítica (Rajagopalan, 2003), da Teoria Crítica da produção do conhecimento (Habermas, 1985, Heller, 1970) e da Pedagogia Crítica (Freire, 1970), este trabalho tem por objetivo investigar a linguagem inclusiva ou excludente que permeia a formação de nossa escola, as leis e políticas públicas que prescrevem o trabalho educacional e as práticas escolares propriamente ditas. Em outras palavras, busca discutir a inclusão escolar ao longo da história da formação da escola brasileira e, nos últimos tempos, o percurso da educação inclusiva, suas definições e implementações, para verificar como e em que instâncias a proposta possibilitaria a inclusão social dos agentes envolvidos principalmente alunos e educadores. Teoricamente, o texto discute a compreensão dialógica da linguagem (Bakhtin/Volochinov, 1929), a teoria da ação comunicativa (Habermas, 1985), concepções históricas de formação social e escolar (Schwarcz, 1993; Patto, 1999; Hobsbawn, 1995), concepções acerca do desenvolvimento (Vygotsky, 1930, 1934; Leontiev, 1959), a formação do educador por uma perspectiva colaborativa (Magalhães, 2005) para fortalecer a compreensão do que seria uma prática inclusiva. É evidente que para chegar a uma prática inclusiva, o trabalho aborda questões excludentes historicamente marcadas já que a inclusão não seria necessariamente assinalada em leis e em discursos se a exclusão não estivesse tão presente em nossa sociedade. Em termos metodológicos, este trabalho se pauta em uma perspectiva crítica o fazer pesquisa, ou seja, é um trabalho que visa contribuir para a transformação do estado da arte. No entanto, sua metodologia se define, parcialmente, pela hermenêutica crítica (Ricouer, 1986) e, parcialmente, por uma perspectiva colaborativo-crítica (Magalhães, 2002a, 2002b, 2005) a primeira dizendo respeito à forma como as entrevistas foram conduzidas e analisadas (ao tratamento dos dados, propriamente) e a segunda, à forma como o projeto foi re-elaborado pela ação conjunta dos participantes. Os dados revelam que a inclusão escolar (1) não tem levado a uma inclusão social e (2) tem causado a exclusão de muitos educadores por não estarem sendo formados para trabalhar com a diversidade que ora têm em suas salas de aula