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Specialpedagogisk kompetens i arbetet för en inkluderande skola : en intervjustudieWallström, Emma January 2011 (has links)
I en inkluderande skola krävs att läraren kan bemöta alla elever. Det medför att undervisningen anpassas så att eleverna kan ta del av den kunskap som förmedlas. I och med det får den specialpedagogiska kompetensen en betydelse. Uppsatsen syfte är att undersöka hur den specialpedagogiska kompetensen påverkar arbetet för en inkluderade skola. Studien genomfördes genom kvalitativa intervjuer. Informanterna bestod av två lärare med skilda förkunskaper, där den största skillnaden hos informanterna var den specialpedagogiska kompetensen. Resultatet av denna studie visade att i en inkluderande skola kan lärarna bemöta alla typer av elever. En viktig aspekt var att eleverna trivdes och att de hade en plats i gruppen bland alla andra. För att inkludera eleverna var den specialpedagogiska kompetensen betydelsefull. Även flertalet forskare jag använt mig av i uppsatsen ansåg att den specialpedagogisk kompetens var betydande för att kunna inkludera alla elever i undervisningen.
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An examination of middle school and high school special education students in inclusion classrooms employing co-teaching modelJones-Taylor, Antwaunette 10 May 2024 (has links) (PDF)
The Individuals with Disabilities Education Act mandates that all school districts provide a free appropriate public education to students with Individualized Education Plans in their least restrictive environment. Co-teaching in inclusion classrooms is a collaborative effort, with a general education teacher and a special education teacher, to provide academic and behavioral support to students with disabilities with their non-disabled peers. A review of the literature identified several studies conducted over the years that document the effects of employing co-teaching models in inclusion classrooms for middle school special education students and high school special education students. The purpose of this qualitative study was to examine the academic achievement of middle school special education students and high school special education students in inclusion classrooms using the co-teaching model. Data collection consisted of classroom observations of English Language Arts and Mathematics co-taught classrooms, teacher surveys, and teacher interviews from a Title I school located in Mississippi. The action research that was conducted in this study will provide the school district with information about the future of how to educate middle school students and high school students in co-taught classrooms. The research results revealed that co-teaching in inclusion classrooms for middle school students with disabilities and high school students with disabilities is pertinent to the academic success of these students. Moreover, the results showed that the majority of participants perceive co-teaching in inclusion classrooms as a benefit to students with Individualized Education Plans as noted by the students’ academic gains on universal screeners, during progress monitoring, in English Language Arts and Mathematics.
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Representações de docentes sobre a inclusão escolar de alunos com deficiências na rede municipal de ensinoMartins, Aline Elizabeth Moraes [UNESP] 06 December 2006 (has links) (PDF)
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martins_aem_me_assis.pdf: 583848 bytes, checksum: c9b078eb6e8c45799c16c724a1991419 (MD5) / Várias compreensões acerca da deficiência foram formuladas e atitudes sociais foram construídas. A atual proposta da Educação Brasileira em relação ao aluno com deficiência prioriza a inclusão deste aluno em rede regular de ensino. Essa proposta compreende a educação como um recurso que integra o indivíduo ao meio social e também lhe proporciona uma maior capacidade de autonomia, e assim de exercer sua cidadania. No entanto, a composição de uma escola que atenda as necessidades dos alunos com deficiências garantindo um ensino de qualidade e a sua participação neste ambiente, exige transformações no sistema educativo e na instituição escolar, constituindo-se num desafio. Considerando-se que a maior transformação a ser realizada na escola não está nas barreiras físicas e programáticas, mas em toda uma concepção negativa da deficiência que durante seu processo histórico foi sendo construída pelo imaginário social, o objetivo da presente pesquisa foi identificar as representações de professores a respeito da inclusão de alunos com deficiência no ensino regular e seus desdobramentos no ambiente escolar. Foram sujeitos 11 professores, sendo 8 professores lotados em salas próprias de 4 escolas municipais e 3 professores itinerantes. O referencial teórico adotado foi o da Teoria das Representações Sociais e o referencial metodológico o da abordagem quali – quantitativa. A coleta de dados se deu através de entrevistas semidirigidas e os dados coletados foram analisados segundo a análise de conteúdo categorial. Os dados sugeriram que, entre os sujeitos desta pesquisa... / Thus, several comprehensions on the disorder were formulated and social acts were built, based on beliefs and myths which face bases in prejudice, stereotypes and on stigmas, headed by a set of representations referral. The current Brazilian Education proposal related to the student with disorder gives emphasis in this student's inclusion in regular. This proposal understands education as a resource that integrates the individual to the social environment and also it provides a higher capacity of autonomy, and exerting its citizenship. However, a school's composition that takes care of the necessities of the students with disorders guaranteeing an education with quality and its participation in this environment, it requires transformations in the educative system and the institution. For considering the bigger transformations is not only in physical and programmatic barriers, but also in a negative conception that was built during its historical process, by the imaginary social one, the current proposal's objective is to identify teachers' representations regarding the inclusion of students with disorders in the regular education and its unfolding to school environment. Eleven teachers were subjected to this research, eight from four local schools with their own classrooms and three routine teachers. The theory reference which was adopted was Teoria das Representações Sociais and he method reference was the quality and quantity approach. The data collect was taken through directed interviews and the collected data were analyzed according to the category files. The information suggests that, among all the teachers which belong to this research... (Complete abstract, click electronic access below)
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It's better than catching frogs : exploring inclusion in relation to local context in Lao PDR and ThailandGrimes, Peter Julian January 2012 (has links)
This thesis examines the applicability of pre-dominantly Western theories of inclusive school development in countries of the Global South. Firstly, the findings of a review of research literature are used to develop a typology to describe the common features of inclusive schools, incorporating ways in which they might be supported. This typology was then used to explore the ways in which schools in the Lao People's Democratic Republic and Thailand developed inclusive practices. Engagement with school systems in these countries over a period of six years between 2003 and 2009 provided opportunities to work at several different levels with schools that in some way defined themselves as being 'inclusive'. Using data generated through field work with schools in an Inclusive Education Project in Laos and one school in Thailand, tensions were identified between the theoretical framework and my initial research findings. A revision of the typology was undertaken, drawing on a wider literature to take account of additional factors such as local and national culture and the impact of the policy context in these countries. The researcher often had the role of consultant, creating tensions in the way he constructed his position and also in the schools’ response. Reflecting on these tensions became a productive process in terms of understanding the factors which effectively promoted the development of inclusion in these different contexts. In particular, the process highlighted the relatively neglected significance of local context and knowledge and the way in which these factors impact on inclusive school development. In order to explore these issues in greater detail, further research was then undertaken in one school in Laos, creating a case study developed over four years. This detailed engagement revealed more clearly the limits of typologies in general and of Western theories in particular. Whilst they may offer a lens for examining inclusive school development they do not 'adequately' account for variable factors rooted in the local context. In conclusion, policy initiatives designed to support the development of more inclusive schools must allow for the creation of space at local levels for meanings to be constructed which will support teachers in developing their own sense of agency and making changes in their practice of which they have ownership.
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O programa um computador por aluno na visão dos jovens das escolas públicas de Goiânia / The one laptop per child program in view young people in public schools in GoiâniaSantos, Sebastião Pereira dos 11 July 2014 (has links)
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Previous issue date: 2014-07-11 / The One Laptop per Child Program - PROUCA brings in its name an emphasis on the
provision of equipment for the student. Unlike governmental initiatives prior to inclusion of
computer equipment in the public schools, which were configured with the delivery of
laboratories, this program has already stated in its name the intention to include the student
with the delivery of a laptop. Thus, this study aimed at general check the forms as students
of public schools covered in Goiânia with the PROUCA use the equipment received and the
understanding that they have regarding the possibilities and limits of this program in their
school reality. The PROUCA was established by Law no. 12,249, of June 14, 2010, with the
proposal to promote digital inclusion and pedagogical development of the teaching and
learning processes of students and teachers in the public schools in Brazil through the use of
portable computers called educational laptops. With the aim of contributing to the
development of systematic knowledge on this program, this research has focused on the
uses that the young have of the laptops received from the program mentioned and the
understanding of the limits and possibilities of them in their school reality. We attempted to
investigate how the PROUCA was conceived and implemented in public schools. So, a
literature review was made in order to verify the experiences already registered - in the
dissertations of graduate programs in Brazilian universities, in some books already
published and in the evaluation reports on the PROUCA, as well as an exploratory research
through visits to some schools in the state of Goiás covered with equipment for this
program. With the data obtained in this exploratory research, we defined the schools
that would be locus of such research, as well as the methodological tools to guide it. It is a
survey of qualitative nature, with a dialectical approach, checking the use that young people
have of the equipment received from the PROUCA and the degree of digital inclusion
provided by it. The theoretical framework adopted has mainly the theoretical contributions
of Castells (2001; 2006), Levy (1993; 1997; 1999), Lemos
(2002), Kellner and Share (2008), Buckingham (2007), Demo (1981; 2006;
2011), Belloni (2004; 2007; 2008), Franco (2007) and Gatti (2002; 2012). Using the focus
group technique it was possible to hear the subjects of the research, in the case young
students from two public schools in Goiânia, and analyze how they use the equipment
received and how they manifest in its use in classroom activities. Besides the focus group
technique, the research also relied on other methodological procedures, such as monitoring
and observation of classes with the use of the equipment by students; semi-structured
interviews with pedagogical coordinators, teachers and school managers and questionnaires.
Among the results achieved with the investigation, it was possible to verify that the digital
inclusion recommended by the program does not occur in the schools investigated, since it
lacks the most elementary conditions for its operation in school reality. / O Programa Um Computador por Aluno – PROUCA traz em sua denominação uma ênfase
na disponibilização do equipamento para o aluno. Diferentemente de iniciativas
governamentais anteriores de inclusão de equipamentos de informática nas escolas públicas,
que se configuraram com a entrega de laboratórios, este programa já declara em seu nome a
intenção de contemplar o aluno com a entrega de um computador portátil individual. Assim,
este estudo teve por objetivo geral verificar as formas como os alunos das escolas públicas
contempladas em Goiânia com o PROUCA utilizam os equipamentos recebidos e a
compreensão que possuem quanto às possibilidades e limites desse programa em sua
realidade escolar. O PROUCA foi instituído pela Lei nº 12.249, de 14 de junho de 2010,
com a proposta de promover a inclusão digital pedagógica e o desenvolvimento dos
processos de ensino e aprendizagem de alunos e professores das escolas públicas brasileiras,
mediante a utilização de computadores portáteis denominados laptops educacionais. Com o
intuito de contribuir na elaboração de conhecimentos sistematizados sobre este programa,
esta pesquisa teve como foco os usos que os jovens fazem dos laptops recebidos do
programa citado e a compreensão dos limites e possibilidades em sua realidade escolar.
Buscou-se também investigar como o PROUCA foi pensado e implantado nas escolas
públicas. Para tanto, foi feita uma revisão de literatura no sentido de verificar as
experiências já registradas – nas dissertações e teses dos programas de pós-graduação de
universidades brasileiras, em alguns livros já publicados e nos relatórios de avaliação sobre
o PROUCA, bem como uma pesquisa exploratória, por meio de visitas a algumas escolas
do estado de Goiás contempladas com equipamentos desse programa. Com os dados obtidos
nessa pesquisa exploratória, definiu-se as escolas que seriam lócus dessa investigação, bem
como os instrumentos metodológicos para orientá-la. É uma pesquisa de cunho qualitativa,
com uma abordagem dialética, verificando a utilização que os jovens fazem dos
equipamentos recebidos do programa em pauta e o grau de inclusão digital proporcionado
por ele. O referencial adotado conta, principalmente, com as contribuições teóricas de
Castells (2001; 2006), Lévy (1993; 1997; 1999), Lemos (2002), Kellner e Share (2008),
Buckingham (2007), Demo (1981; 2006; 2011), Belloni (2004; 2007; 2008), Franco (2007)
e Gatti (2002; 2012). Utilizando a técnica do grupo focal foi possível escutar os sujeitos da
pesquisa, no caso alunos jovens de duas escolas públicas de Goiânia, e analisar como eles
utilizam os equipamentos recebidos e como se manifestam no seu uso nas atividades em
sala de aula. Além da técnica do grupo focal, a pesquisa contou, ainda, com outros
procedimentos metodológicos, tais como: acompanhamento e observações de aulas com o
uso dos equipamentos pelos alunos; entrevistas semiestruturadas com coordenadoras
pedagógicas, professores e gestores escolares; e questionários. Entre os resultados
alcançados com a investigação, foi possível verificar que a inclusão digital preconizada pelo
programa não ocorre nas escolas investigadas, uma vez que faltam as condições mais
elementares para o seu funcionamento na realidade escolar. A imersão digital dos sujeitos
das escolas enfatizada pelo PROUCA fica só em nível de potência, uma vez que eles não
conseguem ir além da navegação na Internet, não se tornam autores e nem desenvolvem
outras ações além do consumo de informações no ciberespaço.
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Representações de docentes sobre a inclusão escolar de alunos com deficiências na rede municipal de ensino /Martins, Aline Elizabeth Moraes. January 2006 (has links)
Orientador: José Luiz Guimarães / Banca: Elizabeth Piemonte Constantino / Banca: Renata Rossi / Resumo: Várias compreensões acerca da deficiência foram formuladas e atitudes sociais foram construídas. A atual proposta da Educação Brasileira em relação ao aluno com deficiência prioriza a inclusão deste aluno em rede regular de ensino. Essa proposta compreende a educação como um recurso que integra o indivíduo ao meio social e também lhe proporciona uma maior capacidade de autonomia, e assim de exercer sua cidadania. No entanto, a composição de uma escola que atenda as necessidades dos alunos com deficiências garantindo um ensino de qualidade e a sua participação neste ambiente, exige transformações no sistema educativo e na instituição escolar, constituindo-se num desafio. Considerando-se que a maior transformação a ser realizada na escola não está nas barreiras físicas e programáticas, mas em toda uma concepção negativa da deficiência que durante seu processo histórico foi sendo construída pelo imaginário social, o objetivo da presente pesquisa foi identificar as representações de professores a respeito da inclusão de alunos com deficiência no ensino regular e seus desdobramentos no ambiente escolar. Foram sujeitos 11 professores, sendo 8 professores lotados em salas próprias de 4 escolas municipais e 3 professores itinerantes. O referencial teórico adotado foi o da Teoria das Representações Sociais e o referencial metodológico o da abordagem quali - quantitativa. A coleta de dados se deu através de entrevistas semidirigidas e os dados coletados foram analisados segundo a análise de conteúdo categorial. Os dados sugeriram que, entre os sujeitos desta pesquisa...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Thus, several comprehensions on the disorder were formulated and social acts were built, based on beliefs and myths which face bases in prejudice, stereotypes and on stigmas, headed by a set of representations referral. The current Brazilian Education proposal related to the student with disorder gives emphasis in this student's inclusion in regular. This proposal understands education as a resource that integrates the individual to the social environment and also it provides a higher capacity of autonomy, and exerting its citizenship. However, a school's composition that takes care of the necessities of the students with disorders guaranteeing an education with quality and its participation in this environment, it requires transformations in the educative system and the institution. For considering the bigger transformations is not only in physical and programmatic barriers, but also in a negative conception that was built during its historical process, by the imaginary social one, the current proposal's objective is to identify teachers' representations regarding the inclusion of students with disorders in the regular education and its unfolding to school environment. Eleven teachers were subjected to this research, eight from four local schools with their own classrooms and three routine teachers. The theory reference which was adopted was "Teoria das Representações Sociais" and he method reference was the quality and quantity approach. The data collect was taken through directed interviews and the collected data were analyzed according to the category files. The information suggests that, among all the teachers which belong to this research... (Complete abstract, click electronic access below) / Mestre
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Characteristics that determine appropriate placement of preschool children with disabilities in Orange County Public SchoolsGibson, Shanon T. 01 April 2003 (has links)
No description available.
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Bullying e inclus?o no Ensino Fundamental I: Concep??o de professores. / Bullying and inclusion in Elementary School: Conception of teachers.Borges, Anna Karolina Santoro 22 February 2018 (has links)
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Previous issue date: 2018-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Bullying is a type of violence that occurs between peers, especially within school
settings. Its main characteristics include repeated and intentional unpleasant
actions from one student towards another, which are cause of suffering to the victim
and damages to all involved. It is known that children with disabilities experience
more bullying than children without disabilities. Thus, considering that contemporary
school has a duty to provide a healthy learning environment to disabled students,
the present study aimed to investigate the conceptions of elementary school
teachers about bullying and the inclusion of students with disabilities in the regular
system of education. Participants included six teachers from a municipal education
network in the countryside of the state of S?o Paulo. Instruments used were: a semistructured
interview about bullying and school inclusion for teachers and a
questionnaire on bullying directed to teachers of disabled students. Data were
submitted to content analysis (Lavine & Dionne (1999) The results indicated that
teachers have good knowledge of bullying and that they are aware of their key role
regarding the education of their disabled students. They also showed that students
with disabilities experience more exclusion than others. However, it was not
possible to identify similarities among participants in relation to how bullying occurs
in children with disabilities. It was also observed that the fact of being a specialist or
generalist teacher can influence the conceptions of these educators on the
investigated themes and that the kind of disability of the students influences the
practice of these teachers and the way the class interacts with this student. / O bullying ? um tipo de viol?ncia que ocorre entre pares, principalmente na escola.
Suas caracter?sticas principais s?o a??es repetidas e intencionais de um aluno
contra outro, que causam sofrimento ? v?tima e danos a todos os envolvidos. Sabese
que crian?as com defici?ncia sofrem mais bullying do que crian?as sem
defici?ncia. Portanto, considerando-se que a escola contempor?nea tem o dever
de propiciar um espa?o saud?vel de aprendizagem para os alunos com defici?ncia,
este estudo teve como objetivo investigar as concep??es de professores do Ensino
Fundamental I sobre bullying e os alunos com defici?ncia inclu?dos no sistema
regular de ensino. Participaram seis professores da rede municipal de Educa??o
de uma cidade do interior de S?o Paulo. Os instrumentos utilizados foram:
entrevista semiestruturada sobre bullying e inclus?o escolar para professores, bem
como question?rio sobre bullying direcionado aos professores de alunos com
defici?ncia. Os dados foram submetidos ? an?lise de conte?do, de acordo com
Lavine & Dionne (1999). Os resultados indicaram que os professores t?m bons
conhecimentos sobre bullying e que entendem seu papel fundamental em rela??o
? educa??o de seus alunos com defici?ncia. Al?m disso, os alunos com defici?ncia
sofrem mais exclus?o do que os demais alunos. Entretanto, n?o foi poss?vel
identificar similaridades em rela??o ?s concep??es dos participantes quanto a
como ocorre o bullying em crian?as com defici?ncia. Observou-se ainda que ser
professor especialista ou generalista pode influenciar as concep??es desses
professores sobre as tem?ticas investigadas e que o tipo de defici?ncia do aluno
em inclus?o influ?ncia nas pr?ticas desses professores e na forma como a classe
interage com esse aluno.
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A inclusão de pessoas com deficiência segundo professores de Educação Física na Secretaria Municipal de Educação de GoiâniaNeves, Claudio Pereira 11 August 2006 (has links)
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Previous issue date: 2006-08-11 / Inclusive educational systems try to insert the handicapped into the regular school, what
demands changes in various aspects, especially the ones related to teachers. In this study we
tried to understand how some Physical Education teachers talk about their impressions and
first experiences regarding the process of Inclusion of handicapped students in their classes.
We tried to understand how these professionals assess the new policy and its application in
their classes. In this context, we did a qualified investigation, with descriptive and exploratory
features, in which twenty Physical Education teachers working for the Municipal Educational
Bureau of Goiânia SME-GO Secretaria Municipal de Educação de Goiânia who had
handicapped students in their classes. We studied Laws and proposals of implementation of
inclusive education, as well as the literature about the subject, among which the most
important references are Maria Teresa Eglér Mantoan, Marcos J.S. Mazzotta, Carlos Alberto
Marques, Susan Stainback, Peter Mittler, Reinaldo Soler, Collection of Authors, Jocimar
Daolio e Silvino Santin.. The teachers statement confirmed that the due structural adaptations
were not implemented in their schools, neither were they trained to work with the new
educational model. Still, the majority of teachers declared that handicapped students
contributed to their classes. Although they did not take part in the process of
discussion/implementation of the inclusive policy at SME-GO, which has been approved
since 2001, the Physical Education teachers declared open to the inclusive policy, as well as
many of them revealed personal will in collaborate on this proposal. Nevertheless, we have to
remember that an inclusive policy does not come true only with individual actions, since it
necessary to take actions aiming to train and collectively involve the teachers and all the ones
related to this process. / Sistemas educacionais inclusivos buscam a inserção das pessoas com deficiência no ensino
regular, o que exige mudanças em vários âmbitos, envolvendo em especial os professores.
Nesse estudo, buscou-se compreender como alguns professores de Educação Física relatam
suas impressões e experiências iniciais sobre o processo de inclusão de alunos com
deficiência em suas aulas. Pretendeu-se compreender como esses profissionais avaliam a nova
política e seus desdobramentos em suas aulas. Neste contexto, realizou-se uma investigação
qualitativa, de caráter descritivo e exploratório, em que foram entrevistados vinte professores
de Educação Física efetivos e atuantes do quadro da Secretaria Municipal de Educação de
Goiânia
SME-GO
que tiveram alunos com deficiência em suas turmas. Foram feitos
estudos de legislações e de propostas de implantação de educação inclusiva e da literatura
sobre o tema, sendo as principais referências Maria Teresa Eglér Mantoan, Marcos J.S.
Mazzotta, Carlos Alberto Marques, Susan Stainback, Peter Mittler, Reinaldo Soler, Coletivo
de Autores, Jocimar Daolio e Silvino Santin. Os relatos dos professores confirmaram que as
devidas adaptações estruturais não ocorreram em suas escolas, bem como não houve
capacitação dos professores para trabalharem com o novo modelo educacional. Ainda assim, a
maioria dos professores relatou que houve participação dos alunos com deficiência em suas
aulas. A despeito de não terem participado do processo de discussão/efetivação da política
inclusiva na SME-GO efetivada desde 2001, os professores de Educação Física declararam-se
abertos à política inclusiva, tendo muitos deles revelado empenho pessoal em colaborar com
essa proposta. Deve-se ressaltar, contudo, que uma política de inclusão não se realiza apenas a
partir de ações individuais, sendo necessária a adoção de medidas visando a capacitação e o
envolvimento coletivo dos professores e de todos os envolvidos nesse processo.
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O papel do psicólogo na óptica de professores de crianças incluídas no ensino regular: um estudo exploratório / O papel do psicólogo na óptica de professores de crianças incluídas no ensino regular: um estudo exploratórioCrippa, Rosana Behaker Garcia 15 August 2008 (has links)
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Previous issue date: 2008-08-15 / Fundo Mackenzie de Pesquisa / This present research had the objective of describing the attributions of the role of the psychologists, in relation to the teachers who give classes in regular schools, where there is the inclusion, located in a suburb of Sao Paulo. The theorical reference used involved bibliographics research and emerged the history of inclusion in schools, interdisciplinariety, the propose of dilems by the inclusive education, the teachers, psychologists and inclusion. The field research which was developed, followed the principles of qualitative research, having the data collection as the instrument, the semistructtured enterview, involving four teachers, who gave their opinions, related to clinics diagnosis and students with Special Educational Needs (SEN), the works involving students with Special Educational Needs, psychologists intervention with teachers, students and parents and the description about a situation who feel the necessity of specific psychologist support at school. The number of elements discussed refers to a meaningful way to the effective possibility the importance of the psychologist taking part of the school universe. The research reached the objective proposal and its subject points to the possible contributions and relating to the psychologist s acting forward to the inclusion in school. / A presente pesquisa teve por objetivo descrever as atribuições do papel do psicólogo por parte de professores que lecionam em salas regulares onde há inclusão escolar, de um município da grande São Paulo. O referencial teórico utilizado envolveu pesquisa bibliográfica e abrange um histórico sobre a inclusão escolar; inclusão e interdisciplinariedade; dilemas propostos pela educação inclusiva; os professores e a inclusão; e os psicólogos e a inclusão. A pesquisa de campo realizada seguiu os princípios da abordagem qualitativa, tendo como instrumento de coleta de dados a entrevista semi-estruturada, envolvendo quatro professores que opinaram quanto ao diagnóstico clínico da alunos com NEE (Necessidades Educacionais Especiais), o trabalho com alunos com NEE; intervenção do psicólogo com professores, alunos e pais; e descrição sobre uma volição de ajuda de um psicólogo na escola. O conjunto dos elementos discutidos remete, de maneira significativa, para efetiva constatação da necessidade do psicólogo fazendo parte do universo escolar. A pesquisa atingiu o objetivo proposto e seu conteúdo aponta para possíveis contribuições na atuação do psicólogo frente à inclusão escolar.
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