Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support. Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom. / AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ʼn daadwerklike uitwerking op ʼn onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ʼn verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ʼn refleksie-aktiwiteit, individuele onderhoude, ʼn fokusgroeponderhoud, ʼn oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied. Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.

The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.

Esta pesquisa pretende dialogar sobre os questionamentos sobre a transversalidade da experiência estética na Educação infantil. A primeira parte pesquisada dialoga sobre a idade infantil e seus estágios de desenvolvimento, a relação da estética e a arte na educação infantil, uma tentativa de reflexão sobre a educação infantil e o fazer artístico como ferramentas de aprendizado humano e complexo. A segunda parte da pesquisa aborda a experiência estética na complexidade, as relações artísticas, humanas e culturais que se constroem no social e no fazer artístico. A epistemologia e a religiosidade, aspectos dialogando-se entre a experiência estética e o sentido do fazer e criar, uma busca do geral no âmbito pessoal. E a terceira e última parte da pesquisa, aborda ações promovidas na experiência estética no desenvolvimento infantil, ferramentas arte-lúdica para a leitura de mundo infantil. A busca de uma coisa que dê o conceito a transversalidade da arte na educação, propostas artísticas, arte-lúdica, para a educação infantil. / This research intends to talk about the questions about The Transversality of the aesthetic experience in early childhood education. The first part of the research dialogs about the childs age and its development stages, the relation of aesthetics and art in childhood education, an attempt of reflection on childhood education and artistic experience as tools for human and complex learning. The second part of the research deals with the aesthetic experience within the theories of complexity, the artistic, human and cultural relations which are built within social life and in artistic experience. It works with the epistemology and religiosity, aspects that are dialoguing between themselves about the aesthetic experience and the meaning of making and creating, a quest for the general within the personal area. And the third and last part of the research presents actions promoted within the aesthetic experience in child development, art-play tools to read the childs world. It is a quest for a pedagogical tool which can provide the concept and meaning for transversality of art in education, artistic proposals, art-play for childhood education.

Orientadora: Eliane Giachetto Saravali / Banca: Eliete Aparecida de Godoy / Banca: Patrícia Unger Raphael Bataglia / Resumo: Fundamentado na teoria piagetiana sobre a construção do conhecimento social, este estudo traz algumas reflexões sobre como intervenções pedagógicas com princípios construtivistas podem contribuir para a construção de noções étnico-raciais de escolares, pondo em prática o que é estabelecido pela lei 10.639/2003 com relação ao ensino da história, cultura e literatura africanas e afro-brasileiras nas escolas. O trabalho apresenta dois focos norteadores: de um lado as questões étnico-raciais e de outro uma prática tão comum nas escolas - a pesquisa escolar. Sendo assim, teve como objetivo investigar a construção de noções étnico-raciais em estudantes adolescentes e intervir nesse processo por meio de metodologias ativas, inspiradas no construtivismo. Para tanto, foi realizada uma intervenção pedagógica, revisitando a prática da pesquisa escolar e atribuindo-lhe um novo tratamento didático-pedagógico, de modo que se configure como um instrumento viável no processo ensino-aprendizagem, ancorado na descoberta e no espírito investigativo, conferindo aos educandos maior autonomia neste processo contínuo de construção de conhecimentos. Participaram desta pesquisa 28 adolescentes, com idades entre 12 e 14 anos, alunos do ensino fundamental da rede pública estadual do interior paulista. O delineamento metodológico escolhido foi o da pesquisa-ação, de acordo com as seguintes fases: 1ª - diagnóstico inicial, mediante entrevistas clínicas, com o objetivo de sondar as crenças dos alunos sobre noções étnicas; 2ª - intervenção pedagógica, composta por 23 atividades envolvendo a pesquisa escolar e atividades complementares a ela; 3ª - avaliação final da investiga-ação, por meio da reaplicação do mesmo instrumento utilizado no diagnóstico inicial. Os dados obtidos foram categorizados quanti ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Based on Piaget's theory of the construction of social knowledge, this study reflects on how pedagogical interventions with constructivist principles can contribute to the construction of ethnic and racial notions of the students, putting into practice what is established by Law 10.639/2003 regarding the teaching of African and African-Brazilian history, culture and literature at schools. The paper presents two guiding focus: on the one hand the ethnic and racial issues and on the other hand a very common practice at schools - school research. Thus, it aimed to investigate the construction of ethnic and racial notions in adolescent students and intervene in this process through active methodologies inspired by the constructivism. Therefore, an educational intervention was carried out, revisiting the practice of school research and giving it a new didactic and pedagogical treatment, so to constitute a viable tool in the teaching-learning, anchored in the discovery and investigative spirit, giving learners greater autonomy in this ongoing process of knowledge construction. The study gathered 28 teenagers, aged from 12 to 14 years old, elementary school students from public schools in São Paulo. The chosen methodological design was action research, according to the following phases: 1st - initial diagnosis by clinical interviews, in order to probe the beliefs of students on ethnic notions; 2nd - pedagogical intervention, consisting of 23 activities involving school research and enrichment activities for it; 3rd - Final assessment of the investigated action, by reapplying the same instrument used in the initial diagnosis. Collected data were categorized quantitatively and qualitatively and analysis of the results showed an evolution in the way the investigated subjects understood the ethnic and racial issues, as 75% of these ... (Complete abstract click electronic access below) / Mestre

This thesis aims at discovering how the city of Oslo can use an opportunity in rebuilding its city centre and begin to include the voices and opinions of marginalised communities that were otherwise previously ignored in planning processes. The theory and approach utilised throughout this thesis is feminist urban planning and gender mainstreaming because the two call for the equality and intersectionality so to appropriately rebuild cities with the needs of many in mind. As such, my hypotheses are that the car free centre will not improve the quality of life for marginalised user groups and the lack of gender mainstreaming policy has negatively impacted the five pilot project areas. Three methodologies have been employed: observations of the five pilot projects, interviews or questionnaires to stakeholders, and secondary analysis of literature. The results from the observations were varied, with some examples of gender mainstreaming practices implemented while others fell short and safety of users was questioned. Some practitioners had knowledge on feminist urban planning theory, whilst others had vague ideas of what it meant and how it was implementable in practice. To conclude, implementing gender mainstreaming policies would have gravely assisted the five pilot projects.

Made available in DSpace on 2015-06-17T19:34:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-03. Added 1 bitstream(s) on 2015-06-18T12:47:10Z : No. of bitstreams: 1 000832249.pdf: 479790 bytes, checksum: 7efdbcdf4f5d66bb2e46f17e6aa0f3f9 (MD5) / Os movimentos de Educação para Todos e a luta por igualdades de oportunidades, equidade e universalidade vêm contribuindo para a crescente procura pela inclusão de pessoas com deficiência na escola regular. Este processo tem se repetido em todas as modalidades de ensino, inclusive na Educação de Jovens e Adultos. Estes jovens e adultos com deficiência buscam uma inserção não só na escola comum, mas também no mercado de trabalho formal. Diante deste cenário, o presente estudo teve como objetivos caracterizar o perfil do aluno da Educação de Jovens e Adultos em um município do interior paulista, entre os anos de 2011 e 2013 e descrever as práticas pedagógicas desenvolvidas com os alunos com deficiência matriculados na Educação de Jovens e Adultos do município do interior de São Paulo. O estudo adotou uma abordagem qualitativa e para a coleta de dados foram utilizados; 1) um roteiro de caracterização dos alunos, preenchido a partir dos dados coletados no sistema de cadastro de alunos; 2) um roteiro de caracterização dos professores, preenchido pelos participantes da pesquisa que foram professores da Educação de Jovens e Adultos Primeiro Segmento que possuíam alunos jovens e adultos com deficiência matriculados em suas turmas; 3) entrevista semi-estruturada realizada com os mesmos professores participantes do estudo. Os dados coletados foram organizados, analisados e apresentados em tabelas. As entrevistas foram transcritas na íntegra e os dados examinados por meio de análise temática. Os resultados apontam que a procura pela Educação de Jovens e Adultos foi predominantemente por mulheres e idosos. O número de alunos com deficiência vem aumentando e ao se analisar apenas esta parcela de alunos, no entanto, observa-se que ocorre o oposto, sendo que a procura maior ocorre por pessoas do sexo masculino e jovens. Constatou-se também que a maioria dos alunos com deficiência apresenta Deficiência Intelectual. Diante... / The Education for All movements and the struggle for equality of opportunity, equity and universality are contributing to the growing demand for the inclusion of people with disabilities in regular schools. This process has been repeated in all types of education, including the Youth and Adult Education. These young people and adults with disabilities seeking an insert not only in regular schools, but also in the formal labor market. Against this background, the present study aimed to characterize the profile Youth and Adult Education of the student in a city in the interior, between the years 2011 and 2013 and describe the pedagogical practices developed with students with disabilities enrolled in Education Youth and Adults in the interior of São Paulo. The study adopted a qualitative approach and data collection were used; 1) a roadmap to characterize the students, filled from the data collected in the student registration system; 2) a roadmap to characterize the teachers, completed by research participants who were teachers of the Youth and Adult Education First segment that had young students and adults with disabilities in their classes; 3) semi-structured interviews with the same teachers participating in the study. The data collected were organized, analyzed and presented in tables. The interviews were transcribed and the data examined by means of thematic analysis. The results show that the search for Youth and Adult Education was predominantly of women and the elderly. The number of students with disabilities is increasing and when analyzing only this portion of students, however, it is observed that the opposite occurs, with the greatest demand is for males and young people. It was also found that the majority of students with disabilities presents Intellectual Disabilities. Faced with the challenges presented to them, teachers are looking for specific training, updating itself and specializing, which has been reflected in...

Made available in DSpace on 2015-01-26T13:21:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-09-04Bitstream added on 2015-01-26T13:30:21Z : No. of bitstreams: 1 000800692.pdf: 1128914 bytes, checksum: 6bfb9d1894f6f3d52a87ff03de4ca717 (MD5) / A Educação Inclusiva depende de um ambiente escolar acolhedor e adequado às necessidades de todos. Em busca de um aprofundamento dos aspectos relacionais envolvidos no processo de inclusão escolar, foi realizada esta pesquisa. Ela se insere no universo da formação docente para a Educação Inclusiva, tratando da temática das atitudes sociais em relação à inclusão, e avaliou os efeitos de uma capacitação de professores para ministrar um programa informativo aos seus alunos tanto nas atitudes sociais dos estudantes quanto dos próprios docentes. A capacitação e o programa informativo foram baseados nas teorias e técnicas da Psicologia Social, especialmente as que se referem às mudanças de atitudes sociais. Participaram do estudo 66 professores do ciclo I do ensino fundamental de duas escolas municipais de uma cidade do interior de São Paulo e 516 alunos destas escolas. Uma delas constituiu o grupo experimental (GE) e a outra o grupo controle (GC). Ambos passaram por pré e pós-testes, nos quais foi aplicada aos professores a „Escala Likert de Atitudes Sociais em relação à Inclusão‟ (ELASI) e aos alunos, a „Escala Infantil de Mensuração de Atitudes Sociais em relação à Inclusão‟. Foi realizada uma intervenção com os professores do GE, capacitando-os a ministrar aos seus estudantes um programa informativo sobre deficiências e inclusão voltado ao público infantil, no qual foram utilizadas variadas estratégias pedagógicas e lúdicas. Foram realizados sete encontros com os professores no Horário de Estudo Coletivo, com duração de uma hora e meia cada e periodicidade quinzenal. Nas semanas em que não ocorreram os encontros presenciais, os professores aplicaram aos seus estudantes o programa informativo para o qual foram capacitados. Posteriormente, foi realizada a mesma capacitação com os professores do GC, que também ministraram o programa aos seus alunos. Em seguida, realizou-se um pós-teste... / Inclusive education depends on a welcoming school environment, suited to the needs of every part involved. In search of deepening the relation aspects regarding the process of school inclusion, this research was conducted. It is inserted in the realm of teacher training for inclusive education, thus addressing the topic of social attitudes towards inclusion, and it also assessed the effects of teachers training to deliver an informative program to their students both in social attitudes and the students' own teachers. The training and the information program were based on the theories and techniques of social psychology, especially those relating to changes in social attitudes. The study included 66 teachers from the first cycle of basic education in two schools of the city of São Paulo, and 516 students of these schools. One of them constituted the experimental group (EG) and the other, the control group (CG). Both were applied pre-and post-tests; teachers were applied the 'Likert Scale of Social Attitudes towards Inclusion' (ELASI) and students, the 'Infant Scale for Measuring Attitudes towards Social Inclusion'. It was performed an intervention with the EG teachers, enabling them to apply their students an informative program on disability and inclusion aimed at children, in which a myriad of educational and playful strategies were used. There were seven meetings, an hour and a half each. These fortnightly meetings were held during the Collective Study Time for teachers. In those weeks with no in-person meetings, teacher gave their students the informative program which they were trained for. Later, it was conducted the same training with CG teachers, who also ministered the program to their students. Then it was held a post-test in this group and a follow up with the EG teachers, both by means of the application of the same scale or equivalently. After going through the training, both EG and CG teachers responded to the „Scale of...

Made available in DSpace on 2015-03-03T11:52:26Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-21Bitstream added on 2015-03-03T12:07:13Z : No. of bitstreams: 1 000809686.pdf: 1030498 bytes, checksum: b841b121bbe9bb0d2d9cc6b622e6e30d (MD5) / A inclusão de pessoas com deficiência na educação superior é uma temática que vem sendo discutida por inúmeros autores a partir do momento em que esse contexto, em oposição à exclusão social vivenciada por estas pessoas, coloca em cena um agravante ainda maior quando se analisa a possibilidade de cursarem uma universidade, efetivamente. Após inúmeras lutas sociais verifica-se o apoio e alcance de uma forte legislação relativa ao processo de quebra de barreiras arquitetônicas, atitudinais e de aprendizagem pelas Instituições de Ensino Superior, visando a permanência, com sucesso, deste aluno. Por meio da promoção de uma maior acessibilidade, com apoio da tecnologia assistiva, ainda as estatísticas oficiais demonstram que a inserção do aluno com deficiência, está ocorrendo de uma forma lenta no nosso país. Assim, essa pesquisa teve como objetivo descrever e analisar as características físicas dos ambientes, as adequações arquitetônicas, os produtos de Tecnologia Assistiva - equipamentos e softwares- disponibilizados às pessoas com deficiência visual, cegueira e baixa visão, que caracterizam os espaços de acessibilidade das Universidades Públicas do Estado de São Paulo. Esses espaços de acessibilidade não são, necessariamente, autônomos. Por muitas vezes, estão atrelados a outros ambientes universitários, como as bibliotecas, conforme constatado na pesquisa. Os conceitos trabalhados no texto, que sustentam a discussão acerca de uma inclusão que contemple tanto os direitos como a dignidade humana, perpassam desde a terminologia sobre deficiência, pessoa com deficiência, os diferentes níveis de acessibilidade, arquitetônica, de comunicação e informação, e atitudinal, que relacionam uma extensa legislação com a atual cultura de inclusão presente na sociedade. Como forma de instrumentalizar essa inclusão, faz-se referência ao conceito de Tecnologia Assistiva, que traz produtos e serviços ... / The inclusion of people with disabilities in higher education is an issue that has been discussed by many authors from the moment that context, as opposed to the social exclusion experienced by these people, introduces an even more aggravating when analyzing the possibility coursing of a university effectively. After numerous social struggles there is support and reach of a strong law concerning breach of architectural, attitudinal and learning by higher education institutions barriers Process to stay, successfully, that student. By promoting greater accessibility, with support of assistive technology, even official statistics show that the inclusion of students with disabilities, is occurring in a slow manner in our country. Thus, this research aims to describe and analyze the physical characteristics of the environment, the architectural adaptations, Products Assistive Technology - Equipment and software-available to persons with visual impairment, blindness and low vision, featuring the spaces accessibility of Universities public of the State of São Paulo. These spaces accessibility are not necessarily autonomous. So many times, are linked to other university settings as libraries, as evidenced by the survey. The concepts developed in the text that support the inclusion of a discussion that addresses both the rights and human dignity, permeate from the terminology on disability, disabled person, the different levels of accessibility, architectural, communication and information, and attitudinal , extensive legislation relating to the current culture of inclusion in this society. As a way of exploiting this inclusion, reference is made to the concept of assistive technology that brings products and services, techniques and methods, which aim at promoting the independence of people with disabilities, full or assisted, resulting in a better quality of life. The research method was descriptive exploratory nature, to map, describe and ...

Orientador: Sadao Omote / Banca: Olga Maria Piazentin Rolim Rodrigues / Banca: Solange Leme Ferreira / Banca: Anna Augusta Sampaio de Oliveira / Banca: Miguel Claudio Moriel Chacon / Resumo: A Educação Inclusiva depende de um ambiente escolar acolhedor e adequado às necessidades de todos. Em busca de um aprofundamento dos aspectos relacionais envolvidos no processo de inclusão escolar, foi realizada esta pesquisa. Ela se insere no universo da formação docente para a Educação Inclusiva, tratando da temática das atitudes sociais em relação à inclusão, e avaliou os efeitos de uma capacitação de professores para ministrar um programa informativo aos seus alunos tanto nas atitudes sociais dos estudantes quanto dos próprios docentes. A capacitação e o programa informativo foram baseados nas teorias e técnicas da Psicologia Social, especialmente as que se referem às mudanças de atitudes sociais. Participaram do estudo 66 professores do ciclo I do ensino fundamental de duas escolas municipais de uma cidade do interior de São Paulo e 516 alunos destas escolas. Uma delas constituiu o grupo experimental (GE) e a outra o grupo controle (GC). Ambos passaram por pré e pós-testes, nos quais foi aplicada aos professores a „Escala Likert de Atitudes Sociais em relação à Inclusão‟ (ELASI) e aos alunos, a „Escala Infantil de Mensuração de Atitudes Sociais em relação à Inclusão‟. Foi realizada uma intervenção com os professores do GE, capacitando-os a ministrar aos seus estudantes um programa informativo sobre deficiências e inclusão voltado ao público infantil, no qual foram utilizadas variadas estratégias pedagógicas e lúdicas. Foram realizados sete encontros com os professores no Horário de Estudo Coletivo, com duração de uma hora e meia cada e periodicidade quinzenal. Nas semanas em que não ocorreram os encontros presenciais, os professores aplicaram aos seus estudantes o programa informativo para o qual foram capacitados. Posteriormente, foi realizada a mesma capacitação com os professores do GC, que também ministraram o programa aos seus alunos. Em seguida, realizou-se um pós-teste... / Abstract: Inclusive education depends on a welcoming school environment, suited to the needs of every part involved. In search of deepening the relation aspects regarding the process of school inclusion, this research was conducted. It is inserted in the realm of teacher training for inclusive education, thus addressing the topic of social attitudes towards inclusion, and it also assessed the effects of teachers training to deliver an informative program to their students both in social attitudes and the students' own teachers. The training and the information program were based on the theories and techniques of social psychology, especially those relating to changes in social attitudes. The study included 66 teachers from the first cycle of basic education in two schools of the city of São Paulo, and 516 students of these schools. One of them constituted the experimental group (EG) and the other, the control group (CG). Both were applied pre-and post-tests; teachers were applied the 'Likert Scale of Social Attitudes towards Inclusion' (ELASI) and students, the 'Infant Scale for Measuring Attitudes towards Social Inclusion'. It was performed an intervention with the EG teachers, enabling them to apply their students an informative program on disability and inclusion aimed at children, in which a myriad of educational and playful strategies were used. There were seven meetings, an hour and a half each. These fortnightly meetings were held during the Collective Study Time for teachers. In those weeks with no in-person meetings, teacher gave their students the informative program which they were trained for. Later, it was conducted the same training with CG teachers, who also ministered the program to their students. Then it was held a post-test in this group and a follow up with the EG teachers, both by means of the application of the same scale or equivalently. After going through the training, both EG and CG teachers responded to the „Scale of... / Doutor

Orientador: Maria Júlia Canazza Dall'Acqua / Banca: Ricardo Ribeiro / Banca: Rosimeire M. Orlando / Resumo: A inclusão de pessoas com deficiência na educação superior é uma temática que vem sendo discutida por inúmeros autores a partir do momento em que esse contexto, em oposição à exclusão social vivenciada por estas pessoas, coloca em cena um agravante ainda maior quando se analisa a possibilidade de cursarem uma universidade, efetivamente. Após inúmeras lutas sociais verifica-se o apoio e alcance de uma forte legislação relativa ao processo de quebra de barreiras arquitetônicas, atitudinais e de aprendizagem pelas Instituições de Ensino Superior, visando a permanência, com sucesso, deste aluno. Por meio da promoção de uma maior acessibilidade, com apoio da tecnologia assistiva, ainda as estatísticas oficiais demonstram que a inserção do aluno com deficiência, está ocorrendo de uma forma lenta no nosso país. Assim, essa pesquisa teve como objetivo descrever e analisar as características físicas dos ambientes, as adequações arquitetônicas, os produtos de Tecnologia Assistiva - equipamentos e softwares- disponibilizados às pessoas com deficiência visual, cegueira e baixa visão, que caracterizam os espaços de acessibilidade das Universidades Públicas do Estado de São Paulo. Esses espaços de acessibilidade não são, necessariamente, autônomos. Por muitas vezes, estão atrelados a outros ambientes universitários, como as bibliotecas, conforme constatado na pesquisa. Os conceitos trabalhados no texto, que sustentam a discussão acerca de uma inclusão que contemple tanto os direitos como a dignidade humana, perpassam desde a terminologia sobre deficiência, pessoa com deficiência, os diferentes níveis de acessibilidade, arquitetônica, de comunicação e informação, e atitudinal, que relacionam uma extensa legislação com a atual cultura de inclusão presente na sociedade. Como forma de instrumentalizar essa inclusão, faz-se referência ao conceito de Tecnologia Assistiva, que traz produtos e serviços ... / Abstract: The inclusion of people with disabilities in higher education is an issue that has been discussed by many authors from the moment that context, as opposed to the social exclusion experienced by these people, introduces an even more aggravating when analyzing the possibility coursing of a university effectively. After numerous social struggles there is support and reach of a strong law concerning breach of architectural, attitudinal and learning by higher education institutions barriers Process to stay, successfully, that student. By promoting greater accessibility, with support of assistive technology, even official statistics show that the inclusion of students with disabilities, is occurring in a slow manner in our country. Thus, this research aims to describe and analyze the physical characteristics of the environment, the architectural adaptations, Products Assistive Technology - Equipment and software-available to persons with visual impairment, blindness and low vision, featuring the spaces accessibility of Universities public of the State of São Paulo. These spaces accessibility are not necessarily autonomous. So many times, are linked to other university settings as libraries, as evidenced by the survey. The concepts developed in the text that support the inclusion of a discussion that addresses both the rights and human dignity, permeate from the terminology on disability, disabled person, the different levels of accessibility, architectural, communication and information, and attitudinal , extensive legislation relating to the current culture of inclusion in this society. As a way of exploiting this inclusion, reference is made to the concept of assistive technology that brings products and services, techniques and methods, which aim at promoting the independence of people with disabilities, full or assisted, resulting in a better quality of life. The research method was descriptive exploratory nature, to map, describe and ... / Mestre