Orientador(a): Sonia Maria Duarte Grego / Banca: Ana Paula Oliveira Rescia / Banca: Márcia Cristina Argenti Perez / Banca: João Augusto Gentilini / Banca: Soraya Maria Romano Pacífico / Resumo: O propósito central desta tese de doutorado foi investigar como vem sendo realizada a avaliação da aprendizagem, dentro de um contexto de "escola para todos", fazendo uma análise dos processos avaliativos que permeiam a educação dos alunos público alvo da educação especial (P.A.E.E), mais especificamente aqueles com Deficiência Intelectual. O principal objetivo foi desvelar a percepção que as professoras das salas comuns e das salas de recurso da rede municipal do interior paulista têm a respeito da avaliação como instrumento norteador de seu trabalho pedagógico, bem como as práticas de avaliação que vem desenvolvendo e as condições efetivas para uma prática mais formativa no cotidiano escolar. O estudo concentrou-se nas disciplinas de Língua Portuguesa e Matemática, nas classes do fundamental I, em duas escolas do Município do interior paulista, selecionadas como inclusivas por ter em seu quadro professores habilitados. O referencial teórico utilizado partiu de um levantamento em banco de teses e dissertações sobre o tema em questão, artigos científicos e também pesquisa bibliográfica. A opção metodológica foi pela abordagem qualitativa, envolvendo análise documental, observação dos processos avaliativos nas salas de recurso e questionários, utilizados para obter registros escritos dos professores das salas regulares e dos especialistas das salas de recurso. A análise documental incluiu análise dos documentos emanados dos órgãos superiores e dos documentos produzidos no inte... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The main intention of this thesis was to investigate how the evaluation of learning has been performed in the context of education for all, intended analyzing the evaluation process of students‟ target group of special education, particularly those with intellectual deficiency. The central objective was to unveil the of teacher‟s regular classes and specialist teachers of the resource classes perceptions about assessment as a guiding instrument in their teaching work, as well the assessment practices they used and the effective institutional conditions that allow a more formative assessment in the school routine. The subjects studied were Portuguese Language and Mathematic, in classes of two elementary schools in a small city of the State of São Paulo, selected as inclusive schools for having qualified teachers. The theory framework was drawn from relevant revision of the literature the area of evaluation and assessment of disadvantage students. The option was for a qualitative study involving documental analysis, observation of assessment process at the resource classes and questionnaires, applied to teacher‟s regular classes and specialist teachers of the resource classes. The documental analysis included analysis of the official‟s documents from government and schools documents as the political pedagogic project and the portfolios. The results indicated that the learning assessment of the students‟ target group of special education, particularly students with intellectual deficiency, need to be reconstructed with more flexible patterns, providing subject matter and assessment instruments adaptation to diversity students. The results indicate that the use of "intervene assessment" improve student‟s comprehension and reflection; the portfolio provide relevant information about student‟s development and stimulate teacher‟s continuing reflections, allowing them... (Complete abstract, click eletronic access below) / Doutor

Thesis (Master of Education( Education))-- Cape Peninsula University of Technology, 2009 / Multigrade classrooms face a lot of challenges because of their unique circumstances where more than one grade is combined in one classroom with one teacher. One of the problems is the lack of suited teaching and learning materials (TLM) for these classrooms. It includes the lack of computer-based TLM. Existing TLM that is developed for the use in monograde classroom cannot be used effectively in multigrade classrooms. TLM can provide a valuable contribution in these unique teaching and learning processes. An investigation was needed to determine the condition of die development, selection and use of TLM in these kind of schools. Only then can the solutions for the problems be investigated. During the investigation quantitative and qualitative research methods were used. During the first phase data was collected by a structured questionnaire where after and where of data were collected through standardized structured open-ended interviews and classroom observations in phase two and three. One of the main reasons for the problem is multigrade teacher‟s lack of knowledge and skills in die development, selection and use of TLM in the teaching and learning process. There is no criteria and requirements for the development and selection of TLM. Multigrade teachers do no realize the contribution TLM can provide in the process. The teaching strategies used in the multigrade classroom are very teacher-centered and it contributes to learners‟ lack of development in die teaching and learning process. It also contributes to the multigrade teacher‟s raise in work load and lack of time to do what they must do to ensure quality teaching and learning. There is big need for teacher training as well as in-service training of multigrade teachers that prepare teachers for the different aspects multigrade education. This training must not just include the development, selection and use of TLM, but also the five areas of multigrade teaching. Complete criteria and requirements for TLM in multigrade classroom must be composed by all the role players where after and where of TLM can be developed and selected effectively

A presente dissertação constitui-se em um estudo qualitativo exploratório de caráter documental, composto de obras em Língua Portuguesa, com autoria de Mães de filhos com Transtorno do Espectro Autista (TEA). O objetivo foi compreender os movimentos de escolarização e inclusão nas narrativas de mães de filhos com Transtorno do Espectro Autista (TEA). Foram selecionadas sete obras de leitura corrente. A construção e a análise dos dados desta pesquisa foram baseados na Teoria Fundamentada nos Dados, com auxílio do software QSR Nvivo. Foram delimitados dois territórios de análise, a saber: Além dos Muros da Escola e Entre os Muros da Escola. Os dados encontrados em cada território de análise possibilitaram a criação de cinco categorias analíticas nomeadas de: Família, Sociedade, Escola, Professores e Legislação. Os resultados da análise indicaram uma forte correlação entre a Maternidade e as relações familiares no cotidiano, tendo em vista o impacto do diagnóstico e os sentimentos de culpa e aceitação da mãe. A relação entre família e escola ainda aparece distante, nas narrativas das mães. As relações da família, em especial a mãe, com os profissionais da saúde, merecem atenção, pois podem influenciar diretamente os encaminhamentos necessários às crianças com TEA, iniciando pelo convívio em sociedade. No ambiente escolar, a falta de informação e o medo do desconhecido configuram-se em barreiras atitudinais, que interferem no fazer docente, mesmo com os recursos didáticos e pedagógicos disponíveis. O estudo demonstrou também a importância do trabalho integrado nas escolas, envolvendo professores, profissionais da saúde e as famílias, articulando os saberes de diversas áreas. A legislação configura-se como um suporte para que as ações iniciadas na escola se estendam para a sociedade. O estudo sugere possibilidades de continuidade, explorando em profundidade cada categoria analítica desta pesquisa, correlacionando com os contextos sociais, acadêmicos, políticos e escolares. / This dissertation is a qualitative exploratory study of documentary nature, composed of works in Portuguese Language, with authorship of Mothers of children with Autism Spectrum Disorder (ASD). Its objective was to understand the movements of schooling and inclusion in the narratives of mothers of children with Autism Spectrum Disorder (ASD). Seven works of current reading were selected. The construction and analysis of the data of this research were based on the Theory Grounded in the Data, with the aid of the software QSR Nvivo. Two areas of analysis were delimited, namely: Beyond the School Walls and Between the School Walls. The data found in each territory of analysis allowed the creation of five analytical categories named: Family, Society, School, Teachers and Legislation. The results of the analysis indicated a strong correlation between Maternity and family relationships in the daily life, considering the impact of the diagnosis and feelings of guilt and mother acceptance. The relation between family and school still appears distant, in the narratives of the mothers. Family relations, especially the mother‟s with health professionals deserve attention, as they can directly influence the referrals needed for children with ASD, starting with socializing. In the school environment, the lack of information and the fear of the unknown are attitudinal barriers, which interfere in teaching, even with the didactic and pedagogical resources available. The study also demonstrated the importance of integrated work in schools, involving teachers, health professionals and families, articulating the knowledge of different areas. The legislation is configured as a support for the actions initiated in the school to extend to society. The study suggests possibilities for continuity, exploring in depth each analytical category of this research, correlating with social, academic, political and school contexts.

Learners affected and infected by HIV/AIDS have been given priority status in the development of inclusive education. The Department of Education should develop and support the personal and professional self of educators as torch bearers of its educational policy. This inquiry attempted to understand educators’ teaching experiences to establish what educational and psychological support was needed to better include such learners. The information obtained may enable District Based Support Team’s (DBST’s) and School Based Support Team’s (SBST’s), as well as educational psychologists to develop educators, as limited research has been done in this regard. In this inquiry the data collection methods included 16 questionnaires completed by educators, an individual interview with a principal as well as two focus group interviews (with educators, and then with SBST and School Management Teams (SMT’s) members combined). Collages were visual representations of educators’ experiences and aided group discussions. Data obtained was analysed using the constant comparative method to determine the common themes and sub themes describing educators’ experiences over and above the identified educational and psychological support they needed to better include child-headed family learners within their classrooms. The findings presented suggest orphan status awareness at schools cannot be taken for granted. In coping with the effects of orphan-hood, learners presented with characteristic barriers such as: learning difficulties, incomplete school work and homework, failure to participate, school absenteeism, hunger, concentration difficulties, tiredness and sleeping in class, neglected appearance, behavioural difficulties, signs of sexual abuse, and accelerated adulthood. Efforts to create supportive learning environments included: impartial treatment, learning support provision, accessing support services and meeting basic needs for food, clothing, love, belongingness, reassurance, motivation and encouragement. Educators iii related accompanying negative psychological experiences (i.e. feeling sadness, distress and pain, as well as being emotionally drained and experiencing a sense of frustration at not knowing how to help or feeling unable to help). Identified educational and psychological support included: capacity building through contextualized and customized in-service training programmes, financial incentives and motivation, improved resources, increased governmental involvement, accessing multidisciplinary support services, community support and self care. Educators need to be supported and developed within a framework of whole school development if the goals of building health promoting schools within an inclusive education system are to be realised. Recommendations included: (i) Compelling stakeholders and health professionals to inform school and district based support teams of a learner’s orphan status. (ii) Building pre-service and in-service capacities through modules or customized workshops, on the identification, support and referral of learners from child-headed homes, basic counselling skills as well as self care awareness and educator burn out. (iii) Schools must develop financial incentives and motivation schemes by fund raising, obtaining sponsorships and ‘granting leave’ to deserving educators. Resource sharing was also encouraged. (iv) Government should conduct needs analyses at grass roots level to ensure equitable support service provision relative to the number of learners from child-headed homes at a school. (v) Educational psychologists or school counselors on behalf of school based support teams can co-ordinate Community Building Approach principles as one way of sharing the burden of care amongst interested stakeholders and community members. / Prof. Jace Pillay

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M.A. / The inclusive education model was explained in a South African perspective with, reference made to race, class, and gender. This was in line with the past experiences that emerged in our country. Separate learning opportunities were introduced. This was seen as discrimination against those with disabilities, who have been labeled as having learning barriers and placed in special settings. Engelbrecht and Green (2001) indicated that South African education was moving away from a special education towards a policy of inclusion. This was reflected in the National Education policy development since 1994, and was strongly supported by parent bodies such as the Disability Desk of the Office of the Deputy State President, the Disability Movement, the new South African School Act, as well as the policy on Outcome Based Education and Curriculum, 2005. As inclusive practices were implemented, attitudinal barriers, especially among teachers, have been explored. The primary findings were that teachers agreed in principle with the goals of inclusion, but many felt unprepared to work in inclusive settings (Matsropieri and Scruggs, 2000). Engelbrecht (1999) was of the opinion that teachers may need to be trained on how to identify and address special educational needs, as well as developing a critical understanding of common stereotypes and prejudices related to disability, and reflect on how these have influenced their own attitudes. If all the above can be achieved, teachers could be in a position to work as change agents who can influence the attitudes of the school community towards learners with disabilities. The aim of the study was to explore the dilemmas teachers were faced with in implementing the inclusion programme in mainstream schools around Daveyton, with the intention of determining the extent to which the inclusion programme objectives were implemented.

This thesis is about whether the political majority has an impact on gender mainstreaming at the committee decisions. Gender mainstreaming is the main strategy in Sweden in order to increase equality. It has been the dominant strategy for over 20 years, but gender equality is still not achieved. Political majority could have an impact on how municipalities work with gender mainstreaming. I study three municipalities, the municipality of Örebro, the municipality of Umeå and the municipality of Jönköping and how decisions have been made in the committee responsible for preschool and primary school in each municipality. Therefore, I study in this thesis if there are any similarities and differences between the municipalities with gender mainstreaming and if political majority can have an impact on gender mainstreaming. I have chosen to use a comparative case study to compare the gender mainstreaming of these three municipalities, using a qualitative content analysis. The analysis is based on the municipalities' gender equality plans, strategic plans and meeting protocols using the Municipal Population Model and the CEMR-declaration (Council of European Municipalities and Regions). The conclusions of the analysis are that there are similarities and differences in how municipalities use gender mainstreaming in their decisions. The similarities depends on that all municipalities are based on the same strategy and that everyone is based on the CEMR-declaration and the differences are that they have formed the goals different. The conclusion is that political majority does not have such a major impact on gender mainstreaming. Keywords: gender mainstreaming, municipalities, political parties, CEMR-declaration

Philosophiae Doctor - PhD / The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within die context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major finding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour. / South Africa

Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.