No description available.

Orientador: Maria Salete Fábio Aranha / Resumo: A literatura já vem ilustrando o quanto as relações interpessoais são imprescindíveis para a construção do conhecimento, logo, possibilitar a construção de novos conhecimentos a todos, de acordo com as suas necessidades educacionais especiais, exige relações interpessoais que favoreçam à participação, expressão e manifestação de todos os educandos. Assim, instigada a conhecer este universo de interações, a compreender como estas interações estão ocorrendo na sala de aula inclusiva, a identificar como os sujeitos estão participando deste contexto, o objetivo fundamental que impulsionou o presente estudo foi o de descrever e analisar as relações interpessoais entre professora e alunos em sala de aula inclusiva. Fizeram parte deste estudo duas professoras e seus respectivos alunos, sendo: professora A - 34 anos de idade, formada em nível médio no curso de Magistério, e professora B - 45 anos de idade, formada em nível superior, curso de Letras. A professora A, que lecionava na turma A, tinha, em sala de aula, 7 alunos do sexo masculino e 14 do sexo feminino. A faixa etária desses alunos era de 8 a 13 anos. A professora B, que lecionava na turma B, tinha, em sala de aula, 12 alunos do sexo masculino e 15 do sexo feminino. A faixa etária desses alunos era de 9 a 17 anos. Na turma A, 10% eram alunos com deficiência e, na turma B, 11% eram alunos com deficiência. Os dados foram coletados em 2 salas de aula, em uma escola estadual de ensino fundamental, localizada em bairro residencial na cidade de Bauru, interior do Estado de São Paulo. Foi utilizada como instrumento para a coleta de dados, uma filmadora da marca Panasonic, modelo RJ 27. Os dados foram coletados no transcorrer do 1o semestre do ano letivo de 2001. O procedimento de análise dos dados seguiu seis diferentes passos: elaboração de um sistema de categorias... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Literature has been illustrating how much the interpersonal relationships are essential for the construction of knowledge, then facilitating the construction of new knowledge to all people, according to their special educational necessities, demands interpersonal relationships, which benefit the participation, expression and manifestation of all of them who are being educated. Thus, encouraged to know this universe of interactions, to understand how these interactions are occurring inside the inclusive classroom, to identify how the subjects are participating in this context, the fundamental aim, which stimulated the current study was to describe and analyze the interpersonal relationships between teacher and pupils inside the inclusive classroom. Two teachers and their respective pupils took part in this study, as: teacher A - 34 years old, graduated in the medium level of Professorship, and teacher B - 45 years old, graduated in superior level, Letters course. Teacher A, who taught group A, had in the classroom 7 male pupils and 14 female pupils. The age rate of these pupils was from 8 to 13 years old. Teacher B who taught group B had in the classroom 12 male pupils and 15 female pupils. The age rate of these pupils was from 9 to 17 years old. In group A, 10% were pupils with deficiency and in group B, 11% were pupils with deficiency as well.The data were collected in 2 classrooms in a fundamental education school pertaining to the state, located in a residence area in the city of Bauru, interior of the Estate of São Paulo. A camcorder - Panasonic, model RJ 27 - was used as an instrument for collecting the data. The data were collected during the first semester of the school year of 2001. The analysis procedure of the data followed six different steps: elaboration of a category system, elaboration of the register spreadsheet, temporal... (Complete abstract, click electronic address below) / Mestre

Hana Jurásková, Žák se sluchovým postižením na druhém stupni ZŠ ABSTRACT In my thesis, I will deal with hearing disabilities and his difficulties in the education and education of an integrated second-degree pupil of an ordinary elementary school. Next, I will deal with the compensatory aids for the pupil with hearing impairment and the possibilities of his education. The research survey is oriented qualitatively. The research survey evaluates the methods and the forms of teaching at secondary school the pupils with hearing impairment from their subjective point of view as well as from the point of view of their class teachers and compares them with the results of teaching these pupils. My thesis proposes the methods and the forms of teaching based on in-depth analysis which are appropriate of the case studies. KEYWORDS hearing impairment, integration, methods, case history, secondary school, pupil

Social anxiety is a disorder where people fear social interactions and is associated with physiological changes. Eye tracking studies have shown that people with social anxiety spent more time gazing at emotional faces presented on a computer screen and spent more time gazing at the eye region. There has been limited studies on tracking eye gaze in a real-life setting interacting with another person. We used a wearable eye tracker during a brief one-on-one interview about participants’ challenges faced at work or school. Along with self-report psychological measures about social anxiety and shyness, we also measured participants’ salivary cortisol as a metric for physiological stress. We hypothesized that socially anxious individuals would have higher cortisol levels and spent more time gazing at the face. However, there was no change in cortisol levels before and after the interview. In addition, socially anxious individuals had lower cortisol levels than less anxious people. Furthermore, the time spent fixating on the region of interest (ROI), which was the face, was not correlated with social anxiety, anxiety or shyness. Paradoxically, the more socially anxious participants seem to have had a lower physiological stress response than less socially anxious participants.

This thesis deals with the topic of inclusion and perception of inclusive education by teachers at primary schools. The aim is to explore opinions, attitudes of teachers, their experience and experience in relation to inclusive education, which has been implemented in the Czech Republic since 1st September 2016. The theoretical part describes the history and current concept of inclusive education on the basis of school documents, so far elaborated expert studies and other specialised literature. The theoretical part also introduces pupils with special educational needs. There is also a chapter devoted to school assistants. The practical part introduces the description and evaluation of the research. The research is carried out by means of a qualitative survey approach, namely using the method of semi-structured interviews with teachers from the 1st and 2nd grade of primary schools. Subsequently, the content analysis of the data is used and the interviews are transcribed and analysed so that they can be evaluated and the results processed. Results are compared in steps. n the discussion there will be a comparison of my acquired knowledge and knowledge of Czech experts and also the influence of teachers having a special pedagogy degree working with pupils who have special educational needs. Finally, there is an interview with a teacher who works in a special school as a representative of a different view of inclusive education.

<p>Abstract</p><p>Syftet med studien är att få ta del av elevers och lärares egna erfarenheter och tankar angående specialklassundervisning. Det finns behov för anpassad undervisning för en del elever. Skolor har nedskärningar och hårt drabbade är de elever som är i behov av särskilt stöd. Begreppet en ”skola för alla” är något pedagoger försöker att nå i skolorna i dag. Alla elever skall få undervisning som baseras på den enskildes förutsättningar utan att skolan sätter etikett på eleverna samt segregerar dem. Hur skolan skall göra är ännu är oklart. Inkluderas elever från specialklasserna i ”en skola för alla”? Ämnet är viktigt att studera eftersom det alltid kommer att finnas elever som inte klarar av eller passar ihop med den traditionella skolpedagogiken. För att nå syftet valdes kvalitativa intervjuer, denna metod bygger på att ställa öppna frågor till deltagaren. Genom att välja denna metod av frågor kan följdfrågor ges till aktörerna. Följdfrågor kan ställas för att få ett så brett svar som möjligt. Svaren baseras på aktörens egna livserfarenheter. Den andra metoden som användes var ett skriftligt frågeformulär som skickades ut till de utvalda deltagarna. Kontakt togs med lärare som hade erfarenhet angående specialklass samt inkludering. Även kontaktades före detta elever som har gått i en specialklass på heltid under hela högstadiet. Elevernas upplevelser varierade angående specialklasser och integrering, de beskriver också hur negativt andra människor upplever elever i specialklass. Pedagogerna beskriver hur integreringen ofta misslyckas. Båda undervisarna ansåg det viktigt med specialklasser och hoppades att det i fortsättningen kommer att anordnas specialklasser för de elever som är i behov av särskilt stöd.</p>

<p>During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils had difficulties with mathematics. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in Mathematics during my training to become a qualified teacher, I would like to get to know more about this.</p><p>After studying research done on this subject I made the following approach to the problem:</p><p>• What fields regarding Mathematics do the pupils themselves find most difficult?</p><p>• What factors have been contributory causes to these problems?</p><p>• What are the factors that have helped pupils with difficulties in Mathematics to reach the goals for the syllabuses in Mathematics?</p><p>The answers to my questionnaire and interviews resulted in the following conclusions:</p><p>• Pupils find theory of equation and conversion of units as most difficult at senior level of the nine-year compulsory school.</p><p>• Teaching should be done in special instruction groups to give the pupil the opportunity to develop his/her skills on an individual level.</p><p>• Pupils find it hard to deal with all moments in Mathematics during the time given for each course.</p><p>• The pace for teaching Mathematics is too high according to the pupils.</p><p>• Pupils wish for instructions on a lower level.</p><p>• There is often a lack of contact between teacher and pupil.</p><p>• The teacher should use more time to help the pupil receive good self-confidence and increase the motivation for instructions in Mathematics.</p> / <p>Sammanfattning</p><p>Under mina praktikperioder på gymnasiet som lärarstudent kom jag i kontakt med många elever som hade det svårt med matematiken. Jag förundrades över att många elever verkade ha fastnat på högstadiets kunskapsnivå. Då jag inte har fått någon undervisning om elever med matematiksvårigheter i min lärarutbildning, vill jag lära mig mer om detta.</p><p>Efter litteraturstudier kom jag fram till följande problemformuleringar:</p><p>• Vilka områden inom matematiken tycker eleverna själva att de har problem med?</p><p>• Vilka faktorer har bidragit till dessa problem?</p><p>• Vilka är de faktorer som har hjälpt elever med matematiksvårigheter att nå kunskapsmålen i matematik?</p><p>Som svar på mina enkät- och intervjufrågor kom jag fram till följande:</p><p>• Eleverna upplever ekvationslösning och enhetsomvandlingar som svårast på</p><p>högstadiet.</p><p>• Undervisning bör ske i särskild undervisningsgrupp, för att ge eleven möjlighet att utvecklas på sin egen nivå.</p><p>• Eleverna upplever att de inte har nog med tid för att hinna klart momenten i matematikundervisningen.</p><p>• Eleverna menar att tempot i undervisningen är för högt.</p><p>• Eleverna vill ha undervisning på en lägre nivå.</p><p>• Relationen mellan lärare och elev är ofta bristfällig.</p><p>• Läraren ska lägga mer tid på att stötta elevens självkänsla och försöka öka dennes motivation till matematikundervisningen.</p>

The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate. The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development. The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.

Abstract Syftet med studien är att få ta del av elevers och lärares egna erfarenheter och tankar angående specialklassundervisning. Det finns behov för anpassad undervisning för en del elever. Skolor har nedskärningar och hårt drabbade är de elever som är i behov av särskilt stöd. Begreppet en ”skola för alla” är något pedagoger försöker att nå i skolorna i dag. Alla elever skall få undervisning som baseras på den enskildes förutsättningar utan att skolan sätter etikett på eleverna samt segregerar dem. Hur skolan skall göra är ännu är oklart. Inkluderas elever från specialklasserna i ”en skola för alla”? Ämnet är viktigt att studera eftersom det alltid kommer att finnas elever som inte klarar av eller passar ihop med den traditionella skolpedagogiken. För att nå syftet valdes kvalitativa intervjuer, denna metod bygger på att ställa öppna frågor till deltagaren. Genom att välja denna metod av frågor kan följdfrågor ges till aktörerna. Följdfrågor kan ställas för att få ett så brett svar som möjligt. Svaren baseras på aktörens egna livserfarenheter. Den andra metoden som användes var ett skriftligt frågeformulär som skickades ut till de utvalda deltagarna. Kontakt togs med lärare som hade erfarenhet angående specialklass samt inkludering. Även kontaktades före detta elever som har gått i en specialklass på heltid under hela högstadiet. Elevernas upplevelser varierade angående specialklasser och integrering, de beskriver också hur negativt andra människor upplever elever i specialklass. Pedagogerna beskriver hur integreringen ofta misslyckas. Båda undervisarna ansåg det viktigt med specialklasser och hoppades att det i fortsättningen kommer att anordnas specialklasser för de elever som är i behov av särskilt stöd.

My thesis aims to show that Wittgensteins view of rule-following involves a misleading picture of the rule. Since he saw the rule as something fundamentally independent of the rule-follower and something with which the rule-follower must comply, he inevitably became entangled in the paradox of compliance: that is, the idea that there must be something other than the rule-follower for rule-following to exist, even though he knew that there was really nothing there to guide the rule-follower or to measure his action. This paradox, dimly expressed within key Wittgensteinian problems relating to how one is able to follow a rule and whether one can follow a rule privately, eventually gave rise to the question over the social nature of rules. In that debate, Wittgensteins commentators vigorously argued, and continue to argue, whether the concept of rule-following presupposes a community of practitioners or not. I argue that this debate itself is misguided, since both sides in this debate take as their starting point a picture of compliance which sees rule and rule-follower as essentially different. In contrast to a compliant picture, I offer a different picture of the rule, which I will call the pliant picture of the rule. I will show that rule and rule-follower are fundamentally the same, and are related to one another, not socially or grammatically, but genealogically. This relationship of identity is in fact exhibited in the relationship between teacher and pupil, when the pupil becomes what his teacher already is through following his teacher. Although compliance can be said to define this relationship initially, it ends with the pupil learning, or becoming, the rule. To conceive of the rule in this way is to avoid the paradox of compliance; that is, it is to go beyond Wittgensteins picture of a paradox.