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Submitted by Suzana Dias (suzana.dias@famerp.br) on 2018-11-06T18:25:11Z No. of bitstreams: 1 ElaineConstantino_dissert.pdf: 322808 bytes, checksum: 27ea28fdc438f43584c69cf98723a5e8 (MD5) / Made available in DSpace on 2018-11-06T18:25:11Z (GMT). No. of bitstreams: 1 ElaineConstantino_dissert.pdf: 322808 bytes, checksum: 27ea28fdc438f43584c69cf98723a5e8 (MD5) Previous issue date: 2018-03-23 / The present study aims to verify the stressors of teachers in the classroom with students of inclusion in public schools, in the face of constant complaints of physical and psychological problems presented by these professionals, in addition to the increase in dismissal and difficulties in dealing with inclusion. The research sample was effective teachers of the public education network that were actives for more than three years, graduated in pedagogy and postgraduate in the area of education, with at least one inclusion per class. The research also seeks to raise teachers' absenteeism motives as to how they deal with varied diagnoses in the absence of a multifunctional support team, noting satisfactory teaching / learning outcomes. All the professors participated of their own free will and signed the consent form as requested by the Ethics Committee of “Faculdade de Medicina de São José do Rio Preto” / SP. / presente estudo tem a finalidade de verificar fatores estressores de professores em sala de aula com alunos de inclusão nas escolas públicas, frente a queixas constantes de problemas físicos e psicológicos, apresentados por esses profissionais, além do aumento de abandono de cargo e dificuldades em lidar com a inclusão. A amostra para a pesquisa contou com professores concursados efetivos da rede pública em atuação por mais de três anos, graduados em pedagogia e com pós – graduação na área da educação, com no mínimo uma inclusão por classe. A pesquisa também procura levantar os motivos do absenteísmo dos professores frente ao modo de como lidam com diagnósticos variados na ausência de uma equipe multifuncional de apoio, observando se há resultados satisfatórios de ensino/aprendizagem. Todos os professores participaram de livre e espontânea vontade e assinaram o termo de consentimento conforme requisição do Comitê de Ética da Faculdade de Medicina de São José do Rio Preto/SP.

Made available in DSpace on 2015-09-25T12:23:00Z (GMT). No. of bitstreams: 1 PDF - Nayara de Lima Monteiro.pdf: 3591315 bytes, checksum: e1bbf1df343d221ceb2335c3f5dc96be (MD5) Previous issue date: 2014-07-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research in question has as its general theme the construction of mainstreaming a gender perspective in Mercosur from the action of three actors inside the Meeting of Ministers and High Authorities Woman of Mercosur (RMAAM): national mechanisms for the promotion of gender, the movement of women / feminist and international cooperation. For the success of such construction, throughout history of Mercosur, this happens to be also interpreted as an instrument of political and social integration between their companies and as an independent form of international position. Moreover, the transformations on the world stage for the performance of the feminist movement/women by guaranteeing their rights, the consequences of the Fourth UN World Conference on Women in 1995, the creation of institutional bodies which deal with the themes of woman and Gender influenced, in 1998, the created of Mercosur Specialized Meeting of Women (REM) with the intention to discuss the "equal opportunities" in Mercosur. In 2011, the legal and political status of Meeting of Ministers and High Authorities is achieved by connecting the meeting directly to the Common Market Council, conductor organ of block. Thus, this research aims to present the state of the art on the construction of gender mainstreaming in Mercosur, whose specific objectives are: a) analyzing the importance of the women's movement/feminist internationally and Latin American rights to conquer and transform patriarchal culture to another cultural landmark gender equity; b) presenting the relevance of the inclusion of gender in areas such as Mercosur, to visualize how the "high politics" is not yet open to participation of feminist/women; c) evaluate the relationships of power and domination that bare in mind the political transformation of this integration, when gender equality is to be mainstreamed put in their design and substance. To justify this work, weigh up the scope of the political practice of the women's movement/feminist in the Latin American scene, particularly, and their influence on the mainstreaming of a gender perspective in Mercosur. This research also aims to collaborate with transnational studies and with the inclusion of new actors in international relations and aims to contribute to desmarginalize the area of study of International Relations, that Gender and Feminism research in order to make visible their own epistemology and methodology, showing the relevance of their demands and analysis. That revealed, there will be a tour of the theoretical discussions of international relations to understand the link of internationalist feminist approaches to this field of study. The sense of the international category of feminism will be examined and how Mercosur fits into this scenario. The confluence of International Relations will also be considered with the movements of women/feminist in international scenarios and hispanic, in view of universality secondary category given to females, according to Ortner (1974). Soon after, the state of the art of mainstreaming a gender perspective by RMAAM and the main points of this forum agenda will be presented, from the conformation of this meeting through the advocacy of women's movement/feminist, international cooperation and exchange of experiences between national delegations that are part of the forum. Finally, the challenges and achievements of mainstreaming, from two phenomena that stood out during the study will be analyzed: international cooperation and the participation of women's movements/feminists, since they have a direct connection with the strengthening of RMAAM. As background, the power relations that influence positively and negatively in ranges or not the objectives of the forum will be visualized, it cames to the conclusion that there are already clear advances in the construction of gender mainstreaming and the complexity of actors and political settings involved in that case, the path is still long to achieve a culture of gender equality from the MERCOSUR level work performed. The analysis was done through literature review, desk research, the minutes and documents RMAAM provided on his official page on the web that show how was your constitution and general overview of your activity on the block. In addition, semi-structured interviews with representatives of social organizations that are within the RMAAM and representatives of national gender mechanisms that coordinate the meeting. The scripts were structured questions were asked not to stifle the response of the interviewees in order to increase familiarity the researcher with the social actors who directly participate in research object and proposed to modify/clarify concepts to support the synthesis result of this research. However, to achieve these objectives, we used the feminist epistemology, with the empirical research is concerned in visualizing what is unseen. / A pesquisa em questão tem como tema geral a construção da transversalização da perspectiva de gênero no Mercosul a partir da atuação de três atores dentro da Reunião de Ministras e Altas Autoridades da Mulher do Mercosul (RMAAM): os mecanismos nacionais de promoção de gênero, o movimento de mulheres/feminista e os entes da cooperação internacional. Para o êxito de tal construção, ao longo da história do Mercosul, este passa a ser interpretado também como um instrumento de integração político-social entre as suas sociedades e como uma forma independente de inserção no cenário internacional. Além disso, as transformações no cenário mundial relativas à atuação do movimento feminista/de mulheres pela garantia dos seus direitos, as consequências da IV Conferência Mundial da ONU sobre a Mulher em 1995, como a criação de institucionalidades que tratam sobre os temas de Mulher e Gênero, influenciaram para que, em 1998, fosse criada a Reunião Especializada da Mulher do Mercosul (REM) no intuito de debater as igualdades de oportunidades no Mercosul. Em 2011, o status jurídico-político de Reunião de Ministras e Altas Autoridades é alcançado conectando a reunião diretamente ao Conselho Mercado Comum, órgão condutor do bloco. Assim, esta pesquisa objetiva apresentar o estado da arte sobre a construção da transversalidade do gênero no Mercosul, cujos objetivos específicos são: a) analisar a importância do movimento de mulheres/feminista a nível internacional e latino-americano na conquista de direitos e transformação da cultural patriarcal para outro marco cultural de equidade de gênero; b) apresentar a relevância da inclusão do gênero em âmbitos como o Mercosul, para visibilizar como a alta política ainda não é aberta à participação feminista/de mulheres; c) avaliar as relações de poder e dominação que travam a transformação política desta integração, quando a equidade de gênero é posta para ser transversalizada no seu desenho e substância. Para justificar este trabalho, ponderam-se os alcances da prática política do movimento de mulheres/feminista no cenário latino-americano, particularmente, e a sua influência para a transversalização da perspectiva de gênero no Mercosul. Esta pesquisa também visa colaborar com os estudos transnacionais sobre a inserção dos novos atores nas Relações Internacionais e pretende contribuir com desmarginalizar a área de estudos das Relações Internacionais que pesquisa Gênero e Feminismo, no intuito de visibilizá-la, a partir de suas epistemologia e metodologia próprias, mostrando a relevância das suas demandas e análises. Posto isto, será feito um percurso pelos debates teóricos das Relações Internacionais para compreender o elo internacionalista das abordagens feministas deste campo de estudo. Será analisado o sentido da categoria internacional dos feminismos e como o Mercosul insere-se nesse cenário. Será considerada, também, a confluência das Relações Internacionais com os movimentos de mulheres/feminista nos cenários internacional e latino-americano, tendo em vista a universalidade de categoria secundária dada ao gênero feminino, segundo Ortner (1974). Logo após, será apresentado o estado da arte da transversalização da perspectiva de gênero pela RMAAM e os principais pontos da agenda deste foro, a partir da conformação dessa reunião por meio da incidência política do movimento de mulheres/feminista, da cooperação internacional e o intercâmbio de experiências entre as delegações nacionais que fazem parte do foro. Por fim, serão analisados os desafios e as conquistas da transversalização, a partir de dois fenômenos que se destacaram no transcorrer da pesquisa: a cooperação internacional e a participação dos movimentos de mulheres/feministas, pois apresentam uma conexão direta com o fortalecimento da RMAAM. Como plano de fundo, serão visibilizadas as relações de poder que influenciam positiva e negativamente nos alcances ou não dos objetivos do foro, chegando-se à conclusão de que já existem avanços nítidos na construção da transversalização e que pela complexidade de atores e cenários políticos envolvidos nesse processo, o caminho ainda é longo para lograr uma cultura de equidade de gênero a partir do trabalho desempenhado a nível Mercosul. A análise foi feita através de revisão bibliográfica, pesquisa documental, pelas atas e documentos da RMAAM, disponibilizados na sua página oficial na web, que mostram como se deu a sua constituição e o panorama geral da sua atividade no bloco. Além disso, foram realizadas entrevistas semiestruturadas com representantes das organizações sociais que estão dentro da RMAAM e com representantes dos mecanismos de gênero nacionais que coordenam a reunião. Os roteiros de perguntas foram estruturados para não engessar a resposta das entrevistadas com o propósito de aumentar a familiaridade da pesquisadora com os atores sociais que participam diretamente do objeto de pesquisa proposto e modificar/clarificar conceitos para fundamentar a síntese decorrente deste trabalho. Ainda assim, para conseguir tais objetivos, foi usada a epistemologia feminista que, junto à pesquisa empírica, ocupa-se em visibilizar o que é invisível.

This study examines the attitudes and perceived needs of Northeast Tennessee educators toward effecting the practice of inclusion in the public schools. The purpose of this study is to determine from the perspective of principals, regular education teachers, and special education teachers their current perceptions of inclusion, and what preparations or changes are needed to help educators succeed in inclusionary practices. The approach of this study is descriptive and utilizes data that was generated by the means of a survey instrument that was developed for use in this study. Areas of data presentation include: examination of demographic information; analysis of responses relevant to attitudinal, curriculum/instructional, and administrative aspects of inclusion; and analysis of responses in regard to inclusion as an effective practice and educators' willingness to include students with disabilities. Findings of this study emphasize the perceived need for additional in-service opportunities for educators and for alternative instructional methods, materials, and strategies. This study found that educators who had more experience working with students who have disabilities are more supportive of inclusionary practices. Educators who have more years of experience were found to be less willing to include students with disabilities into regular classrooms.

The purposes of this study were to research the current inclusive practices in primary school music education in the Republic of Korea (ROK), identify issues that hamper optimal inclusion, and develop instructional strategies and recommendations to assist general educators in the accommodation of students with disabilities in their music classes. Analyses of public documents from the government of the ROK reveal that since the enactment of the Special Education Promotion Law (1977), there has been an increase in the number of students with disabilities educated inclusively. The current curricular requirements of the universities of education regarding general educators' music instruction and special education are limited. Furthermore, the government-mandated "Seventh Music Curriculum" (used in every ROK primary school) indicated no accommodation for use with students who have disabilities. Consequently, primary school general educators, while often expected to provide inclusive music instruction, have little preparation or resources available to assist them in making appropriate instructional modifications. Because of the limited pedagogical or research information available within the ROK, additional information regarding the accommodation of students with disabilities was obtained from special education and music education resources in the United States. These resources provided the basis for pedagogical strategies developed for adapted lesson plans for grades three through six. As these findings suggest, initiatives such as improved pre-service and in-service training are needed to prepare general educators in effective instructional methods and accommodations for inclusive music education. In-service training for such teachers could possibly be provided by music therapists if the therapists are fully conversant with the instructional difficulties faced by the teachers. The current development of the Eighth Curriculum by the South Korean government provides an excellent opportunity to include information on students with disabilities within the teacher's manuals. Additional resource materials for the teachers would also be beneficial. Future studies are needed regarding teacher competencies, pre-service preparation, in-service training, and needs assessment regarding inclusive music education.

Students identified as “emotionally disturbed” face resistance to inclusion in classrooms with typically-developing peers on the part of the general education teachers. This study aims to address whether the classroom label of “emotionally disturbed” affects teacher efficacy and whether this relationship is moderated by the amount of applied inclusion training a teacher has received. General education teachers will read identical case studies of a student who either spends some of his school day in an “Emotionally Disturbed Class” or a “Self-Regulation Skills Class.” They will complete a measure of student-specific teacher efficacy and then report how many hours of inclusion training that involved direct interaction with students with emotional and behavioral difficulties they have had. An analysis of covariance is predicted to show higher reports of teacher efficacy in the “Self-Regulation Skills Class” condition than in the “Emotionally Disturbed Class” condition, and this relationship is expected to be even stronger as the amount of applied inclusion training increases.

Thesis (M.A.) (Development management) --University of Limpopo, 2010. / Gender equality in local water governance is currently envisaged as a necessary aspect for achieving efficient, effective and sustainable water resources management. Based on the premise that men and women exhibit socially and culturally determined differences in behavior, roles and responsibilities, the Gender Mainstreaming Strategy holds that gender concerns in water resources management, including in all decisions regarding planning, design, location, operation and maintenance have to be based on the recognition of their differences. However, giving the pragmatic effect on the Gender Mainstreaming Strategy within the Water Resources Management Sector has met with many challenges relating to structural issues, sustainability, the commitment of actors involved, and the whole range of aspects of attitudinal change, both at individual and collective levels. The study investigates the challenges involved in the application of the Gender Mainstreaming Strategy within the Water Resources Management Sector in the rural community of Mogodi Village in Limpopo Village. The study argues that the challenges involved in the application of the Gender Mainstreaming Strategy leads to virtual mismanagement of the water resources within rural communities as attested to by the Mogodi Village. The survey results from Mogodi Village proved that gender mainstreaming was not fully applied within the water resources management. Women do not have access to all the positions in the water committee and furthermore, they are not always consulted and if they get the chance to raise their concerns, they are not always taken into consideration. Additionally, the patriarchal tradition within the village has a great impact on the application of the Gender Mainstreaming Initiatives. Some of the principles of this tradition are that women are household caregivers and men are leaders. The roles that women perform within their homesteads do not allow them time to participate in the water resources management. This leaves the water resources management roles in the hands of men in the village. The study therefore concludes that the genuine benefits of the Gender Mainstreaming Strategy in the water resources management would not be realised as long as the context within which it is applied remains traditional in terms of the gender status quo. / Extrata Mine

Orientador: Eduardo José Manzini / Banca: Manoel Osmar Seabra Júnior / Banca: Rita de Cássia / Resumo: A inclusão do aluno com deficiência intelectual (DI) necessita de mudanças comportamentais e pedagógicas dos professores de ensino comum, e, para tanto, esses professores precisam ter concepções favoráveis à inclusão. Nesse contexto, surgiu o interesse pela pesquisa que tem por objetivo identificar, a partir de relatos dos professores da Educação Básica, as concepções favoráveis e desfavoráveis em relação à inclusão de alunos com DI. Quatro professoras que trabalhavam em escolas municipais, atuando no Ensino Fundamental I, no município de Arapongas/Pr. participaram da pesquisa. A pesquisa qualitativa-descritiva, realizada por meio de entrevista semiestruturada e cadernos de conteúdo, foi a abordagem utilizada na pesquisa. Um roteiro para a entrevista foi previamente elaborado e analisado por juízes. A coleta foi realizada em duas sessões, a primeira por meio da entrevista semiestruturada e, a segunda, utilizando o caderno de conteúdo, composto pela transcrição das falas, organizada sequencialmente e dispostas em colunas, para que os participantes pudessem alterar, complementar ou modificar as informações da entrevista. Em seguida à coleta, procedeu-se a análise do conteúdo. As concepções identificadas foram separadas em dois temas: concepções favoráveis e concepções desfavoráveis em relação à inclusão do aluno com DI no ensino regular. Em seguida, nova análise foi realizada para separar as concepções em categorias semelhantes. Dentre as concepções favoráveis foram identificad... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The inclusion of students with intellectual disabilities (ID) requires behavioral and pedagogical changes of teachers of common teaching, and, therefore, these teachers need to have conceptions favorable to inclusion. In this context, it emerged the interest in research that aims to identify, based on reports from teachers in basic education, the favorable and unfavorable conceptions regarding the inclusion of students with ID. Four teachers who worked in municipal schools, working in elementary school, in the municipality of Arapongas/Pr. took part in the research. The qualitative-descriptive research conducted through semi-structured interviews and content notebooks was the approach used in the research. A script for the interview was previously elaborated and analyzed by judges. The collection was performed in two sessions, the first by means of semi-structured interviews, and the second one using the content booklet, consisting of the transcription of the speeches, organized sequentially and arranged in columns, so that the participants could change, supplement or modify the interview information. After the collection, the analysis of content was performed. The identified conceptions were separated into two themes: favorable conceptions and unfavorable conceptions regarding to the inclusion of students with ID in regular education. Next, a new analysis was performed to separate the conceptions into similar categories. Among the favorable conceptions 91 were identified and... (Complete abstract click electronic access below) / Mestre

Orientador: Sadao Omote / Banca: Camila Mugnai Vieira / Banca: Anna Augusta Sampaio de Oliveira / Resumo: O brincar é considerado uma atividade humana que favorece o desenvolvimento infantil, pois possibilita à criança desenvolver-se em seus aspectos físico, cognitivo e emocional. Discussões a respeito do que os professores pensam sobre o brincar de crianças público alvo da educação especial, em especial crianças com síndrome de Down são importantes para avanços na área da Educação Inclusiva. O objetivo geral deste estudo foi o de investigar as concepções de professores da Educação Infantil sobre o brincar de crianças com Síndrome de Down e suas atitudes sociais em relação à inclusão. Participaram deste estudo, nove professores. Os professores participaram de uma técnica de entrevista denominada recorrente com base num roteiro semiestruturado, que foi construído para essa pesquisa com a intenção de investigar o que professores da Educação Infantil que tivessem alunos com síndrome de Down matriculados em suas turmas pensam sobre o brincar. Também foi aplicada uma Escala Likert de Atitudes Sociais em relação à Inclusão (ELASI). Foram realizadas três entrevistas com as professoras no horário de trabalho, com duração que variou de 10 a 20 minutos. Foram calculados os escores de cada participante na escala e as entrevistas foram transcritas e analisadas com base na Análise de Conteúdo. Os resultados obtidos não puderam concluir haver relação entre as atitudes sociais em relação à inclusão e as concepções dos professores sobre o brincar. Conclui-se que é necessário a replicação de estu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Play is considered a human activity that favors child development, as it enables the child to develop in their physical, cognitive and emotional aspects. Discussions about what teachers think about playing of children targeted by special education, children with Down's syndrome are important for advancement in Inclusive Education. The general objective of this study was to investigate the conceptions of Early Childhood's teachers about the play of children with Down's Syndrome and their social attitudes towards inclusion. Nine teachers participated in this study. The teachers participated in a recurrent interview technique based on a semi structured script that was built for this research with the intention of investigating what kindergarten teachers who had Down's Syndrome students enrolled in their classes think about playing. A Likert Social Attitudes Scale in relation to Inclusion (ELASI) was also applied. Three interviews were conducted with the teachers during work hours, with a duration varying from 10 to 20 minutes. The scores of each participant in the scale were calculated and the interviews were transcribed and analyzed based on the content analysis. The results obtained could not conclude that there is a relation between social attitudes towards inclusion and teachers' conceptions about playing. It is concluded that it is necessary to replicate studies of this nature, because it is believed that conceptions can influence social attitudes towards inclusion, in the ... (Complete abstract click electronic access below) / Mestre

The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of planning and management of the transition process. During the transition process the attitudes and views of families and professionals are enmeshed within a framework of policies, management procedures and the decision making required within each. This thesis includes an outline of best practice and investigates the issue of continuity during the transition from early intervention services to school. Research was carried out in Western Sydney with a group of early childhood teachers who described their current beliefs and practices related to transition. The results are outlined and discussed and recommendations made for the delivery of more effective transitions to school for children with special needs and their families / Master of Education (Hons) / YES/NO