O objetivo desta pesquisa é avaliar os efeitos de um programa de desenvolvimento de competências para o ensino, em profissionais de Educação Física que atuam na educação de crianças com deficiência intelectual. Trata-se de competências essenciais que esses profissionais devem demonstrar no processo de inclusão e de garantia de permanência dessas crianças no contexto escolar. Esta pesquisa teve como participantes 40 (quarenta) professores de Educação Física, lotados na Superintendência Regional de Educação Estadual SRE, localizada em um município da região sul do Estado de Minas Gerais, e que atuam nas escolas públicas estaduais. Os 40 (quarenta) professores de Educação Física referidos foram escolhidos aleatoriamente pelo pesquisador principal, constituindo o denominado grupo experimental, ou seja, aqueles profissionais que freqüentaram, efetivamente, as sessões do programa de desenvolvimento de competências. Estes participantes da pesquisa foram acompanhados e avaliados durante o programa instrucional. Foi empregado um delineamento de pesquisa estatística do tipo pré-teste e pós-teste, aplicados no início e ao final do programa para se verificar o nível de entrada ou de competências (conhecimento, habilidades e atitudes). Esta metodologia agrega técnicas de ações planejadas e orientadas de intervenção em situações educacionais e tem sido aproveitada como instrumento para a aplicação, implantação e implementação de programas e projetos de políticas públicas em educação continuada. Níveis de eficácia foram obtidos por sistemas de avaliação instrucional individualizada. Os resultados da pesquisa apontam que a mediana das notas no pré-teste foi de (7,5) pontos no pós-teste de (8,8) pontos, sendo detectada diferença significativa (Z= 4,641, p = 0,00) entre elas. A nota no pós-teste foi estatisticamente maior quando comparada à nota do pré-teste e, portanto houve ganho de competências pelos participantes, em função do treinamento docente realizado. Na análise dos resultados foi observado somente um outlier no pós-teste, o que evidência a existência de um único individuo destoante do grupo. Os resultados sugerem também a necessidade de implementação de um plano diretor de Mapeamento de Competências na proposição de ações de políticas públicas em educação continuada para os profissionais de Educação Física e de outros que atuam na educação de crianças com necessidades educacionais especiais. / This study aimed to evaluate the effects of a program to develop skills for teaching in Physical Education professionals working in education for children with Intellectual Disabilities. Besides the essential skills, these professionals must demonstrate the process of inclusion and ensure the continuation of these children in the school context. This research had as participants 40 (forty) physical education teachers, put at the Regional Superintendent of Education State - SRE, located in a município in southern Minas Gerais state, and working in public schools. The forty (40) physical education teachers were randomly referred to by the principal, and is called the experimental group, ie, those professionals who attended, in fact, the sessions of the development skills program. These participants were monitored and evaluated during the instructional program. A research design statistics of the type pre-test and post-test was used applied at the beginning and the end of the program at the same time to verify the entry level or competence (knowledge, skills and attitudes). This methodology combines planned techniques, targeted intervention in educational situations and has been exploited as a tool for application deployment and implementation of programs and projects of public policy on continuing education. Levels of effectiveness were obtained by systems of individualized instructional evaluation. The survey results indicate that the median of the notes in the pretest was (7.5) points in the post-test (8.8) points, and detected a significant difference (Z = 4.641, p = 0,00) between them. The grade in the post-test was statistically higher when compared to the grade in the pre-test, and therefore the participants obtained skills, due to the conducted teacher training. In the analysis of results only one "outlier" in the post-test was observed, which demonstrates the existence of a single individual discordant group. The results also suggest the need to implement a master plan for mapping skills in proposing public policy actions in continuing education for professionals in physical education and others working in the education of children with special educational needs.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-09-13T18:09:44Z No. of bitstreams: 2 Dissertação - Rosiney Vaz de Melo Almeida - 2016.pdf: 3458655 bytes, checksum: 1208fa950ee02ba0ca01e6d62f385beb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-09-13T18:09:56Z (GMT) No. of bitstreams: 2 Dissertação - Rosiney Vaz de Melo Almeida - 2016.pdf: 3458655 bytes, checksum: 1208fa950ee02ba0ca01e6d62f385beb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-13T18:09:56Z (GMT). No. of bitstreams: 2 Dissertação - Rosiney Vaz de Melo Almeida - 2016.pdf: 3458655 bytes, checksum: 1208fa950ee02ba0ca01e6d62f385beb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-02-05 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / In Goiás State, since the decade of 1990, the regular education school that compose its education network development teaching practices considering a special education in inclusive perspective. The access and permanence of intellectual disable students are effected through of matriculation in common classrooms and of offering support services to school inclusion. In this way, we ascertain the following issues: how does it happen the construction of knowledge and the literacy of the students with intellectual disabilities registered in common classroom and specialized educational assistance room? According to this problem this research aims to analyze the construction of knowledge and the literacy of the students with intellectual disabilities, matriculation in common classroom of the elementary school in the regular education. The discussions were based theoretically and methodologically from the cultural-historical epistemology of Vygotsky, emphasizing Defectology Essentials collection entitled to understand the person's development process with disabilities. The universe of this research was two state schools in the town of Ipameri-Goiás, where the fourteen students with intellectual disabilities live and are registered in common classroom and specialized educational assistance room and twelve teachers who worked with these students in these spaces. The data collected through of participating observation, focal interview and documental analyze. It was interpreted from as meaningful units senses that link with resulted that the practices experienced in everyday of the inclusive school are traverse by the dichotomy between common and special education and by discourses that show: the segregation of students with intellectual disabilities; the learning aspects centered in process of socialization; an assessment unlink of the everyday teaching practices; disregard about the evidence pointing to the learning content of school students and a vagueness about who has the responsibility to teach students with disabilities. These considerations were grouped into three general categories: the Pedagogical Work Organization: Common and Special Education School; Teaching Practices: Building knowledge and participation in literacy events; Reviewed monitoring tool of the learning process or legitimacy of the automatic approval of disabled students. As result showed the need to reflection on inclusive teaching practices pervaded by bidocencia to construct the real way that leading to learning; be required training for teachers that enable the construction of a new awareness of student learning opportunities with intellectual disabilities and construction and a procedural evaluation process and still able to foster decisions about educational processes from the common classroom context , in a dialogue between special education and common education. / No Estado de Goiás, desde década de 1990, as escolas do ensino regular, que compõem a sua rede estadual de ensino, desenvolvem práticas pedagógicas contemplando a educação especial em uma perspectiva inclusiva. O acesso e a permanência do aluno com deficiência intelectual são efetivados por meio da matrícula em salas de aula comum e da oferta de serviços de apoio à inclusão escolar. Neste sentido, levantou-se a seguinte problemática: como ocorre a construção de conhecimentos e o letramento de alunos com deficiência intelectual, matriculados em salas de aulas comuns e em salas de atendimento educacional especializado? Mediante este problema teve-se como o objetivo desta pesquisa analisar a construção de conhecimento e o letramento de estudantes com deficiência intelectual matriculados em salas comuns de escolas regulares do Ensino Fundamental I. As discussões foram fundamentadas teórica e metodologicamente na epistemologia histórico-cultural de Vygotski, com ênfase na coletânea intitulada Fundamentos da Defectologia para compreender o processo de desenvolvimento da pessoa com deficiência. O universo pesquisado foram duas escolas estaduais, no município de Ipameri - Goiás. Participaram 14 alunos com deficiência intelectual matriculados em salas de aula comum que frequentavam também a sala de recursos multifuncional e 12 professores que atuavam com esses alunos nesses espaços. Os dados foram coletados por meio de observação participativa, entrevista com grupo focal e análise documental. Interpretados a partir de unidades significativas de sentidos que apontaram que as práticas vivenciadas no cotidiano da dessas escolas são perpassadas pela dicotomia entre a educação comum e a educação especial e por discursos que evidenciaram: a segregação do aluno com deficiência intelectual; os aspectos de aprendizagem centrados em processos de socialização; uma avaliação desvinculada da prática pedagógica cotidiana; desconsideração acerca dos indícios que apontam para a aprendizagem de conteúdo escolares destes alunos e uma indefinição sobre a quem cabe a responsabilidade de ensinar os estudantes com deficiência. Estas considerações foram agrupadas em três categorias gerais: Organização do Trabalho Pedagógico: Ensino Comum e Educação Especial; Práticas de Ensino: construção de conhecimento e participação em eventos de letramento; Avaliação: instrumento de acompanhamento do processo de aprendizagem ou de legitimação da aprovação automática do aluno com deficiência. Os resultados mostraram a necessidade de reflexão sobre: as práticas pedagógicas inclusivas baseadas na bidocência para a construção de caminhos reais que leve à escolarização; uma ampliação na formação dos professores que possibilite a construção de uma nova consciência sobre as possibilidades de aprendizagem do aluno com deficiência intelectual e a construção e de um processo avaliativo processual e continuo capaz de fomentar as decisões acerca de processos educativos a partir do contexto da sala de aula comum, em um diálogo entre educação especial e educação comum.

Estudos sobre o papel do responder por exclusão na aquisição de vocabulário têm se concentrado nas relações nome-objeto ou nome-figura, mas não está claro se esse processo está envolvido, e de que maneira na aprendizagem de diferentes categorias lexicais, adjetivos (propriedades do objeto), por exemplo. Este estudo teve por objetivo comparar a aprendizagem de relações nome-textura por participantes com diferentes perfis de desenvolvimento (crianças com desenvolvimento típico e indivíduos com deficiência intelectual) em dois procedimentos de ensino por exclusão. Participaram deste estudo 24 indivíduos, 12 com desenvolvimento típico (Grupo DT) e idade entre 5 e 6 anos e, 12 com deficiência intelectual com idade entre 8 a 13 anos (Grupo DI), todos com nível de desenvolvimento linguístico entre 5 e 6 anos. Os estímulos utilizados foram palavras ditadas (nomes de diferentes texturas) e estímulos táteis (objetos confeccionados com diferentes texturas, referentes aos nomes ditados). O procedimento tinha quatro fases. A primeira investigou se os participantes conheciam os nomes de texturas familiares (áspero e liso) linha de base. Na segunda fase, foram ensinadas quatro palavras desconhecidas (referentes a nomes de texturas), em duas condições. Na primeira, duas texturas (rugoso e aveludado) eram ensinadas com o uso de contraste linguístico referencial (CAC). Na segunda condição, outras duas texturas (listado e flocado) foram ensinadas em um procedimento de ensino por exclusão padrão (SAC). O critério de aprendizagem era 100% de acertos no bloco de sondas; blocos de ensino eram conduzidos até se atingir esse critério. Uma semana após cada condição, eram conduzidas sondas de manutenção dos nomes de adjetivos ensinados. Na terceira e quarta fase, sondas de manutenção geral (SMG) e sondas de generalização - SG (objetos diferentes com as mesmas texturas ensinadas) eram realizadas, bem como sondas de nomeação, apresentando-se os seis objetos com as diferentes texturas ensinadas. Ambos os grupos apresentaram desempenho similar: na Condição CAC, os participantes precisaram, em média, de um bloco de ensino para atingir o critério de aprendizagem; na Condição SAC precisaram de, em média, dois blocos. A Condição CAC favoreceu a aprendizagem das palavras novas, a partir de um número menor de blocos de ensino, porém, a exposição mínima, nas duas condições dificultou a manutenção e generalização dessa aprendizagem. Discute-se o papel do contraste linguístico referencial como dica contextual na aprendizagem de adjetivos em um procedimento de ensino por exclusão. / Studies about the role of responding by exclusion in vocabulary acquisition have focused on relations object name or name-figure, but it is unclear whether this process is involved, and how the learning of different lexical categories, adjectives (properties object), for example. This study aimed to compare the learning of name-texture relations by participants with different development profiles (children with typical development and individuals with intellectual disability) in two teaching procedures for exclusion. The study included 24 subjects, 12 typically developing (DT Group) and aged between 5 and 6 years, and 12 with intellectual disabilities 8-13 years aged (DI Group), all with level of language development between 5 and 6 years. The stimuli used were dictated words (names of different textures) and tactile stimuli (objects made with different textures, referring to the dictates names). The procedure had four phases. The first investigated whether the participants knew the names of familiar textures (rough and smooth) - baseline. In the first two textures (rough and smooth) were taught using referential linguistic contrast (CAC). In the second condition, another two textures (wrinkled and velvety) were taught in procedure teaching by exclusion (SAC). The criterion for learning was 100% correct in probes block; teaching blocks were conducted to achieve this criterion. One week after each condition, maintenance probes were conducted of the names of adjectives taught. In the third and fourth phase, general maintenance probes (SMG) and generalization probes - SG (different objects with the same taught textures) were held, as well as appointment of probes, presenting the six objects with different textures taught. Both groups had similar performance: the CAC condition, participants had to, on average, a teaching block to reach the criterion of learning; SAC on condition needed on average two blocks. The Condition CAC favored the learning of new words from a smaller number of teaching blocks, however, the minimal exposure, in both conditions difficult to maintenance and generalization of this learning. It discusses the role of the reference linguistic contrast to contextual clue in learning adjectives in a teaching procedure for exclusion.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-09T16:57:15Z No. of bitstreams: 2 Suzi _nascimento2015.pdf: 2538822 bytes, checksum: 67d1e4466574916d70388d0339e8b1eb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-09T16:57:15Z (GMT). No. of bitstreams: 2 Suzi _nascimento2015.pdf: 2538822 bytes, checksum: 67d1e4466574916d70388d0339e8b1eb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Estado do Paraná (FA) / This work is the result of field research conducted in two schools of the state, the city of Cascavel, PR and aimed to investigate the development of the student with Intellectual Disability, as reading and writing, in the final years of elementary school, especially , launching this investigation a look at this subject, considering it not as the product of a biological causality, but in its entirety, as is, in the design of Vygotsky (1896-1934) from the perspective of Historical-Cultural Psychology. This perspective confirms that the educational practice to develop in a way that people with or without disabilities, to appropriate cultural legacy, namely the systematized knowledge offered in the school. The education that breaks the restrictions to be offered, appears in this work the theoretical contributions of authors such as Karl Marx, Dermeval Saviani and Newton Duarte. At the unveiling of the reflections, other authors have been invited to the debate, helping to establish the possibility of education for all, without restrictions or additions to this or that social group. Through documents issued by the Regional Education Center, there was 60 students with intellectual disabilities enrolled in the final years of primary education in the state schools of Cascavel-PR. For the field research, we selected the two schools with the most students in these conditions, totaling 22 participants in this study. This study aimed to answer the following questions: Students with Intellectual Disabilities would be appropriating the Portuguese Language in Elementary Education Cascavel? Or only: being in school would be a "formal conquest" of "equality" for these guys? What is the concept of Intellectual Disability of Portuguese Language teachers who serves as the basis for work in the classroom regular education? What are the possibilities and limits of learning, punctuated by teachers of Portuguese, in working with students with Intellectual Disability? In order to come to the data related to these issues, the following procedures were used: questionnaire and interview for the Portuguese-speaking teachers of the two schools and an assessment tool of appropriation of teaching this discipline, for 22 participants, composed of four texts informative and theme endangered animals proposed for the answers were given individually and in writing. It was found through research that while there are limits, students with Intellectual Disabilities, are appropriating the Portuguese language teaching and these appropriations appear when expressed through reading and writing. / Este trabalho é resultado de pesquisa de campo, realizada em duas escolas da rede estadual, no município de Cascavel–PR e teve como objetivo investigar o desenvolvimento do aluno com Deficiência Intelectual, quanto à leitura e escrita, nos anos finais do Ensino Fundamental, sobretudo, lançando nessa investigação um olhar para esse sujeito, contemplando-o não como produto de uma causalidade biológica, mas em sua totalidade, tal como o é, na concepção de Vygotski (1896-1934) na perspectiva da Psicologia Histórico-Cultural. Essa perspectiva corrobora para que a prática educativa se desenvolva de forma que as pessoas, com ou sem deficiências, se apropriem do legado cultural, a saber, do conhecimento sistematizado ofertado na escola. A educação que rompe com as restrições, ao ser ofertada, aparece neste trabalho nas contribuições teóricas de autores como Karl Marx, Dermeval Saviani e Newton Duarte. No desvelar das reflexões, outros autores foram sendo convidados ao debate, contribuindo para constatar a possibilidade de um ensino para todos, sem restrições ou acréscimos para este ou aquele grupo social. Por meio de documentos concedidos pelo Núcleo Regional de Ensino, constatou-se 60 alunos com Deficiência Intelectual matriculados, nos anos finais do Ensino Fundamental, nas escolas estaduais de Cascavel-PR. Para a pesquisa de campo, selecionaram-se as duas escolas com maior número de alunos nessas condições, totalizando 22 participantes desta pesquisa. Objetivou-se responder as seguintes questões: Os alunos com Deficiência Intelectual estariam se apropriando da Língua Portuguesa no Ensino Fundamental de Cascavel? Ou apenas: estar na escola seria uma “conquista formal” de “igualdade” por esses sujeitos? Qual é a concepção de Deficiência Intelectual dos professores de Língua Portuguesa que serve de base para o trabalho em sala de aula do ensino regular? Quais as possibilidades e os limites de aprendizagem, pontuados por professores de Língua Portuguesa, no trabalho com alunos com Deficiência Intelectual? Para que se chegasse aos dados referentes a essas questões, foram utilizados os seguintes procedimentos: questionário e entrevista para as professoras de Língua Portuguesa das duas escolas e um instrumento de avaliação da apropriação do ensino dessa disciplina, para os 22 participantes, composto por quatro textos informativos e com a temática Animais em extinção, propostos para que as respostas fossem dadas individualmente e por escrito. Constatou-se com a pesquisa que, embora haja limites, os alunos com Deficiência Intelectual, estão se apropriando do ensino de Língua Portuguesa e essas apropriações aparecem, quando se expressam por meio da leitura e da escrita.

Made available in DSpace on 2016-08-17T13:54:35Z (GMT). No. of bitstreams: 1 DISSERTACAO ELVIRA.pdf: 1057359 bytes, checksum: 02d31c84d23607e348325bc23fe2090f (MD5) Previous issue date: 2013-03-07 / This study had as its object of investigation the relationship (affective) between teachers and students with intellectual disabilities from the perspective of Inclusive Education. The aim was to understand how the affective manifestations that emerge from the interactions between the teacher and his students with intellectual disabilities could contribute or not to include school of the student. On the assumption that the cognitive development of students with intellectual disabilities and those without disabilities are driven by the same factors, that is, depends on the maturation of his body and his participation in social group, we sought theoretical mainly the contributions of Vygotsky and Wallon, which share this interactionist position of human development, and also studied on the disabled, in addition to other authors who have helped build this work. The affective relationship between the teacher and student was the starting point of the construction process of this research, since it is produced by real subjects, assets, which transform the reality and by it are processed. The objectives proposed for this research were operationalized from a study that focused on the qualitative approach. From this approach, build up concepts, ideas and understandings about the data collected in the discourse of the subjects. For completion of the survey data, was used as an instrument to semistructured interview. The empirical research has developed in the framework of three Public Municipal Schools of São Luís-Maranhão. The analysis of empirical material was from the discourse of teachers and students with intellectual disabilities (DI), collected by recorded and transcribed interviews, using the technique of interviews with the three teachers, and (the) three students (as) with DI (subject). The research examined the relationship (affective) between students and teachers with DI, identifying through the discourse of the subjects involved, the affective interactions present in that relationship and that are sharers in the process of inclusion of student with DI. The results pointed out similarities between the first two cases. Through the speeches, the first and the second teacher, it was found that the forms of relationship between these and their students with DI, indicate the inclusion, only in some situations. And, in the case of the third teacher, the manifestations of the affectivity indicate that are effectively contributing to the inclusion of his student. / O presente estudo teve como objeto de investigação a relação (afetiva) entre professores e alunos com deficiência intelectual sob a perspectiva da Educação Inclusiva. O que se pretendeu foi compreender como as manifestações afetivas que emergem das interações entre o professor e seu aluno com deficiência intelectual poderiam contribuir ou não para a inclusão escolar deste aluno. Partindo do pressuposto de que o desenvolvimento cognitivo do aluno com deficiência intelectual e daquele sem deficiência são impulsionados pelos mesmos fatores, ou seja, depende da maturação do seu organismo e de sua participação no grupo social, buscou-se como referencial teórico principalmente as contribuições de Vygotsky e de Wallon, que comungam esta posição interacionista do desenvolvimento humano e, estudaram também sobre os deficientes, além de outros autores que ajudaram a construir esse trabalho. A relação afetiva entre o professor e aluno foi o ponto de partida do processo de construção desta pesquisa, visto que é produzida por sujeitos reais, ativos, que transformam a realidade e por ela são transformados. Os objetivos propostos para esta pesquisa foram operacionalizados a partir de um estudo que privilegiou a abordagem qualitativa. A partir desta abordagem, construiu-se conceitos, ideias e entendimentos sobre os dados coletados através dos discursos dos sujeitos. Para realização do levantamento dos dados, utilizou-se como instrumento a entrevista semiestruturada. A pesquisa empírica desenvolveu-se no âmbito de três Escolas Públicas Municipais de São Luís-Maranhão. A análise do material empírico deu-se a partir do discurso dos professores e alunos com deficiência intelectual (DI), colhidos através de entrevistas gravadas e transcritas, utilizando-se a técnica de entrevistas com as três professoras, e os (as) três alunos (as) com DI (sujeitos). A investigação analisou a relação (afetiva) entre professores e alunos com DI, identificando através do discurso dos sujeitos envolvidos, as interações afetivas presentes nessa relação e que são partícipes do processo de inclusão do aluno com DI. Os resultados apontaram semelhanças entre os dois primeiros casos. Através dos discursos, da primeira e da segunda professora, constatou-se que as formas de relacionamento entre estas e seus alunos com DI, apontam para a inclusão, apenas em algumas situações. E, no caso da terceira professora, as manifestações da afetividade assinalam que estão contribuindo efetivamente para a inclusão de sua aluna.

Le premier objectif de ce travail de thèse a été de proposer une analyse des modèles théoriques relatifs à l’étiologie du syndrome autistique, avec un focus spécifique sur la place des particularités sensorielles dans la pathologie autistique. Partant de cette étude théorique, nous avons posé l’hypothèse de l’existence d’un lien de causalité entre les dysfonctionnements sensoriels des sujets autistes, et les troubles de la relation et de la communication. Dans ce contexte, nous avons élaboré une approche de psychothérapie à médiation sensorielle, destinée à la prise en charge des troubles de la relation et de la communication chez des enfants autistes sévèrement déficitaires. Nous avons élaboré le cadre et la démarche de cette approche en conjuguant les fondements théoriques et pratiques de différents dispositifs de thérapie à médiation sensorielle existant à l’heure actuelle. Nous avons testé l’intérêt de notre approche dans le cadre d’une recherche appliquée, réalisée en collaboration avec l’IME Le Rosier Blanc (Saverne, 67, France). Nous vous présentons notre dispositif ainsi que les résultats obtenus, selon une double approche, quantitative et qualitative. / The first objective was to offer a definite analysis of the theoretical models relating to the etiology of the autistic syndrom, with a very particular focus on the place of sensory features in the autistic pathology. On the basis of this theoretical study, we’ve made the hypothesis that a link could exist between sensory disorders and relation and communication disabilities in the autistic syndrome.Thus, we’ve conceptualized an approach of psychotherapy with sensory mediation, intended for the taking care of relation and communication disturbances from autistic children showing intellectual disabilities. We’ve developed the framework of this approach by combining the theoretical and practical foundations of several sensory mediated therapies. We’ve evaluated the interest of psychotherapy with sensory mediation, within the framework of an applied research program with the Medico-Educational Institute named “Le Rosier Blanc” (Saverne, 67, France). We present the devices of psychotherapy with sensory mediation, as well as the results (qualitative and quantitative).

Syftet med den här studien är att undersöka hur några lärare kan arbeta med att utveckla undervisningen i grundsärskolan för att ge eleverna möjligheter att utvecklas i läsning. För att ta reda på det har jag genomfört en Learning study. Jag har sedan analyserat resultatet med hjälp av Variationsteori. Det sammantagna resultatet visar att det gynnar eleverna om undervisningen varieras utifrån elevernas sätt att förstå och uppfatta det som eleven ska lära sig. I studien framkommer att visuellt stöd och digitala verktyg kan öka elevernas möjligheter att utvecklas i läsning. Studien samt tidigare forskning visar att undervisningen bör utgå från att eleven ska lära sig både ordbilder och enskilda bokstavsljud. Lärare som deltagit i studien efterlyser ytterligare kompetens för att kunna använda digitala verktyg i undervisningen samt hur undervisningen kan utformas för att träna den fonologiska medvetenheten. / The aim of this study is to investigate how some teachers can work to elaborate teaching to provide student with intellectual disabilities and autism spectrum disorder opportunities to develop reading skills. To find out, I have completed a Learning Study. I have then analyzed the result using Variation Theory. The overall result shows that it benefits the students if the teaching is varied based on the students' ways of understanding and perceiving what the student will learn. The study found that visual support and digital tools can increase students' ability to develop in reading. The study and previous research show that the teaching should include that the student should learn both word images and individual letter sounds. The teachers who participated in the study require further skills in order to be able to use digital tools in teaching as well as how teaching can be designed to practice phonological awareness.

Abstract The purpose with this study is to illustrate how six teachers precieves learning environment for pupils with intellectual disabilities who are placed in elementary school. The study take stand from four questions; What are these six teachers opinions about learning environment for pupils with intellectual disabilities? What methods are used to respond to the needs of the pupils with intellectual disabilities? What are the teachers opinions about inclusion? On what basis are inclusion possible for pupils with intellectual disabilities? The study is a qualitative study, based on six interviews with semi structure; Five interviews with teachers, who have experiences of pupils with intellectual disabilities, who are placed in elementary school. One interview with a special need teacher, working with one pupil who are placed in elementary school. The analysis of this study is made with the perspective from the salutogenic theory of Aaron Antonovsky (SOC- Sence of Coherence). The main concepts in this perspective are manageability, comprehensibility and meaningfulness. All the data has been transcribed, and analysis is made from the salutogenic perspective. The result of this study shows that teachers are trying to respond to the needs from pupils with intellectual disabilities. They try to structure the learning environment in their classrooms. Each interview tells that learning environment is a complex concept. The learning environment doesn’t end in the classroom. Corridors, the school restaurant and the schoolyard is also important areas to adjust for all pupils in school, and especially for pupils with intellectual disabilities. Participation is made from adjusted learning environment, but also from social contact, which is an important part of learning. The teachers underlines the fact that the school is supposed to be adjusted for all the pupils who are in it. The school should be experienced with comprehensibility and meaningfulness. This study shows that teachers has got high ambitions when it comes to adjust the learning environment for pupils with learning disabilities. The study also shows that the teachers, quite often, doesn’t get the basis to implement an adjusted learning environment. This study can make a clearer picture of how we can adjust our learning environment for all the pupils who are in it. The learning environment should take stand from manageability, comprehensibility and meaningfulness. That increases the feeling of participation for every pupil, even pupils with intellectual disabilities. / Sammanfattning Syftet med studien är att synliggöra sex pedagogers uppfattningar kring om, och i så fall hur, lärmiljön anpassas och tillgängliggörs för grundsärskoleelever som är placerade i grundskolan. Utifrån syftet har fyra frågeställningar formulerats: Vad framkommer i de sex pedagogernas utsagor om vad de anser är en tillgänglig lärmiljö? Genom vilka olika arbetssätt anpassar pedagogerna sin undervisning för att möjliggöra tillgänglighet för grundsärskolans elever? Vad framkommer hos pedagogerna i deras uppfattningar om inkludering? Vilka förutsättningar för att möjliggöra tillgängliga lärmiljöer upplever pedagogerna att det finns? Studien har en kvalitativ ansats och bygger på sex semistrukturerade intervjuer, varav fem intervjuer med pedagoger som arbetar eller har arbetat med placerade elever i grundskoleklass samt en resurspedagog som arbetar med en placerad grundsärskoleelev. Analys- och tolkningsarbetet utgår från Aaron Antonovskys salutogena perspektiv, KASAM – Känsla Av SAMmanhang. De begrepp som valts ut från detta perspektiv är, hanterbarhet, begriplighet och meningsfullhet. Datamaterialet har transkriberats och sedan analyserats utifrån det salutogena perspektivet.   Studiens resultat visar att pedagoger försöker att anpassa undervisningen och skapa tillgänglig lärmiljö i klassrummet. De upplever att begreppet tillgänglig lärmiljö är ett stort begrepp som innehåller många olika delar. Förutom arbetet med tillgänglighet i klassrummet anses också att arbetet på hela skolan, inklusive skolgårdsmiljö och korridorer ingår i begreppet tillgänglig lärmiljö. Även den sociala samvaron anses vara en viktig del för att eleverna ska känna delaktighet. Pedagogerna trycker på att den tillgängliga lärmiljön innebär att skolan ska vara anpassad för alla elever, så att alla elever ska få möjlighet att kunna nå så långt som möjligt utifrån sina förutsättningar. Pedagogerna i studien anser att tillgänglighet är att känna delaktighet, och att vara en del av ett socialt sammanhang. Lärmiljön ska utgöra en begriplig och meningsfull kontext. Denna studie kan medverka till att skapa en tydligare bild av möjligheter men också hinder för att nå till målet om en skola för alla. Genom att skapa begriplighet, hanterbarhet och meningsfullhet för elever i grundsärskolan skapas en tillgänglighet som innebär ökad delaktighet.

Det är som lärare i grundsärskolan och som blivande speciallärare en utmaning att få alla elever att känna sig delaktiga i sitt lärande och sin lärprocess samt att ge eleverna inflytande över sin utbildning. Att synliggöra kunskapsmålen i undervisningen så det blir betydelsefullt och begripligt är en aktuell fråga i arbetet med grundsärskoleelever.  Syftet med studien är att bidra med kunskap om undervisning i grundsärskolan genom att studera några speciallärares upplevelser av elevernas lärprocess och måluppfyllelse. Studien utgår då från en fenomenologisk ansats. Våra frågeställningar är vilka faktorer som påverkar elevers måluppfyllelse? Hur synliggör lärare elevers kunskapsmål för eleven? Hur gör lärare för att elever ska bli delaktiga i sin lärprocess?  För insamling av empirin användes kvalitativa metoder genom observationer och intervjuer. Studien är analyserad utifrån ett salutogent perspektiv och som teori har KASAM, Känsla Av SAMmanhang använts (Antonovsky, 2005). KASAM handlar i undervisningssammanhang om att eleven ska känna begriplighet, hanterbarhet och meningsfullhet i sin lärprocess och sitt lärande. Studiens resultat visar att när elevernas mål ska synliggöras och de ska bli delaktiga i sina lärprocesser är tydlighet en framgångsfaktor. Även att som lärare vara bekräftande, uppmuntrande och att få eleverna aktiva är faktorer som påverkar positivt. Lärarna visualiserar målen på olika sätt men det har inte framkommit att de genomgående använder någon specifik modell eller metod samt om de visualiserade målen är begripliga och hanterbara. I intervjuerna påtalar flera av lärarna att de vill ha ett system eller en modell för att kunna få eleverna mer delaktiga i sina lärprocesser och i sina kunskapsmål samt som stöd för bedömning. / As a teacher in Compulsory school for children with intellectual disabilities and as a future special teacher, it is a challenge to make all students involved in their learning and their learning process and to give the students influence over their education. Making the knowledge goals visible so it becomes meaningful and understandable is a current issue in the work with special school students. The purpose of the study is to contribute with knowledge about teaching in Compulsory school for children with intellectual disabilities by studying some special teachers' experiences of the students' learning process and goal fulfillment. Our question statements are what factors affect students' goal fulfillment? How do teachers make knowledge goals visible to students? How do teachers get students involved in their learning process? The study has a phenomenological approach, qualitative methods were used through observations and interviews. The study is analyzed from a salutogenic perspective and as a theory, SOC, Sense of Coherence has been used (Antonovsky, 2005). In a teaching context, SOC is about the student feeling comprehensibility, manageability and meaningfulness in their learning process and learning. The results of the study show that clarity when it comes to making goals visible and making students involved in their learning processes is a success factor. As a teacher, being affirmative, encouraging and getting students active are also factors that have a positive effect. The teachers visualize the goals in different ways, but it has not emerged that they consistently use any specific model or method and whether the visualized goals are comprehensible and manageable. Several of the teachers says in the interviews that they want a system or a model to use to get the students more involved in their learning process and in their knowledge goals.

I denna studie har jag administrerat ett ordinlärningstest och ett vokabulärtest för barn som har en intellektuell funktionsnedsättning. Ordinlärningstestet är baserat på en svensk anpassning av Storkel, Armbrüster & Hogan (2006) engelska ordinlärningsparadigm. Syftet var att undersöka effekterna av fonotaktisk sannolikhet och grannordstäthet på ordinlärning. Storkel et al. (2006) genomförde paradigmet ursprungligen på en grupp med vuxna och i tidigare studier då paradigmet använts på barn har det anpassats på olika sätt. Anpassningarna i denna studie har varit ökade upprepningar av orden under testningen samt att barnen har fått peka på bilder istället för att säga orden som svarsalternativ då många av deltagarna har begränsade möjligheter att utrycka sig med ord.   Resultaten av vokabulärtestet och ordinlärningstestet har jämförts med typiskt utvecklade barn. Utifrån vokabulärtestets resultat så har testgruppen för barn med intellektuell funktionsnedsättning presterat lägre än barn med typisk utveckling. För framtida studier skulle ett vokabulärtest kunna utformas med mer anpassade och tydliga bilder för barn med intellektuell funktionsnedsättning.   Resultaten för ordinlärningstestet med pekningar som svarsalternativ har inte kunnat ge ett fullständigt resultat utan det har endast kunnat ske visuella inspektioner av den insamlade datan. Utifrån den visuella inspektionen kunde man inte antyda något tecken på ökat lärande eller effekter av fonotaktisk sannolikhet eller grannordstäthet. Vid jämförandet med typiskt utvecklade barn antyder det att dessa barn når ett högre resultat än testgruppen med intellektuell funktionsnedsättning. Däremot har det skett intressanta beteendeobservationer under ordinlärningstestet. Det skedde spontana verbala repetitioner av orden under testningen. Antal gånger orden repeterades ökade för varje testomgång och det fanns också trender för kombinationerna hög fonotaktisk sannolikhet & hög grannordstäthet och låg fonotaktisk sannolikhet & låg grannordstäthet. För framtida forskning kan dessa resultat och hur testen administreras vara intressant för hur nya studier skulle kunna designas. / In this study, I have administered a word-learning test and a vocabulary test for children with intellectual disabilities. The word-learning test in this study is based on a swedish adaptation of Storkel, Armbrüster & Hogan (2006) english word-learning paradigm. The purpose was to investigate the effects of phonological probability and neighborhood density on word-learning. Storkel et al. (2006) originally implemented the paradigm on a group of adults and in previous studies when the paradigm was used on children it has been adapted in different ways. The adaptations in this study have been increased repetitions of the words during the testing and that the children have been allowed to point at pictures instead of saying the words as a response alternative, because many of the participants have limited opportunities to express themselves with words.   The results of the vocabulary test and the word-learning test have been compared with typically developed children. Based on the results of the vocabulary test, the test group for children with intellectual disabilities performed lower than children with typical development. For future studies, a vocabulary test could be designed with more customized images for children with intellectual disabilities.   The results for the word-learning test with pointing as a response alternative have not been able to give a complete result, only visual inspections of the collected data have been possible. Based on the visual inspections, there was no indication of increased learning or effects of phonological probability or neighborhood density. However, interesting behavioural observations has been observed during the word-learning test. Spontaneous verbal repetitions of the words were observed during testing. The number of times the words were repeated increased for each test session and there were also trends for an effect for the combinations high phonological probability & high neighborhood density and low phonological probability & low neighborhood density. For future research, these results and how the tests were administered may be interesting and helpful in how new studies could be designed.