Made available in DSpace on 2016-04-27T16:32:38Z (GMT). No. of bitstreams: 1 Luciane Staudt.pdf: 1153660 bytes, checksum: 0f28b6e7e6c58d75b23f0e3651bab8f9 (MD5) Previous issue date: 2012-05-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study is the identification and the curriculum analysis of the pedagogical work in a special school for students with intellectual disabilities from higher social strata, and it has the intention of verify what is the education work developed in this school and if this school presents any different kind of teaching. This investigation is based in a triple theoretical perspective, discussed in the first chapter, with the contributions of Apple (1989), Sacristán (1998) and Perrenoud (1993) about curriculum, scholar education and pedagogical activities. In the sequence the issues about the intellectual disability definitions and their relation with schooling process, which one of most contributors was Vigotski (1989). In the end we looking for to take the ownership of Bourdieu (2009) contributions in the field of high society schooling to analyze the relationship between schooling and intellectual disability. The hypothesis of this investigation, that the curriculum of a special school for high society students with intellectual disability differs from the others schools that doesn t have this focus, and its main function is the child development by an better appropriation of scholar contents, can not be proven because the scholar organization and the pedagogical practices, mainly based in routinization of activities and not by the exploration of the manifestation of the students, seem to express a fixed and unchanging perspective of cognitive impairments presented by students / Este estudo teve como objetivo geral a identificação e a análise do currículo e do trabalho pedagógico realizado em uma escola especial destinada a alunos com deficiência intelectual proveniente de camadas sociais superiores, com a intenção de verificar qual é o trabalho educativo realizado e se tal escola apresenta de alguma forma um ensino diferenciado. Para tanto, esta investigação apresenta uma tríplice perspectiva teórica, discutida no primeiro capítulo, inicialmente com as contribuições de Apple (1989), Sacristán (1998) e Perrenoud (1993) sobre currículo, organização escolar, práticas e atividades pedagógicas e posteriormente abordamos questões referentes à definição de deficiência intelectual e sua relação com os processos de escolarização, onde destacamos as contribuições de Vigotski (1989). Por fim, procuramos nos apropriar das contribuições de Bourdieu (2009) no que se refere à escolarização das elites, para a análise da relação entre escolarização e deficiência intelectual. A hipótese inicial desta investigação, de que o currículo de uma escola especial voltada para o atendimento de alunos com deficiência intelectual provenientes das camadas sociais elevadas se diferencia dos voltados à maioria da população e tem por finalidade o desenvolvimento da criança para favorecer uma melhor apropriação do conteúdo escolar, não pode ser comprovada, uma vez que organização escolar e curricular e as práticas pedagógicas, marcadas fundamentalmente pela rotinização das atividades e pela não exploração da manifestação dos alunos, parecem expressar uma perspectiva fixa e imutável dos prejuízos cognitivos apresentados por seu alunado

Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.

Carström, M. & Johansson C. (2015). Att utmana elevers skriv- och läsförmåga i träningsskolan. En kvalitativ fallstudie med utgångspunkt i metoden “Att skriva sig till läsning”. To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”. Högskolan, Kristianstad. Speciallärarprogrammet. Syftet med följande studie är att undersöka hur skriv- och läsförmågan hos fyra elever i träningsskolan utvecklas genom att arbeta med utgångspunkt i metoden “Att skriva sig till läsning” (ASL). Studiens teoretiska ramverk är det sociokulturella perspektivet och det har valts utifrån en syn på att lärande sker i interaktion med andra människor. Arbetet ger en översikt av tidigare forskning om elever med utvecklingsstörning, läs- och skrivutveckling, läs- och skrivsvårigheter, framgångsfaktorer hos lärare vid arbete med läs- och skrivinlärning, elevers motivation och delaktighet samt om metoden ASL. Genom att göra aktionsforskning i de klasser där vi själva arbetar ville vi undersöka om metoden ASL kunde vara lämplig att använda i arbetet med elevers skriv- och läsutveckling i grundsärskolan, inriktning träningsskola. Vi har gjort deltagande observationer, fört dagboksanteckningar, filmat eleverna och fotograferat elevernas arbete. Sammanfattningsvis pekar resultaten i vår undersökning på att ASL kombinerat med att träna andra förmågor så som bokstavskännedom och klappa stavelser, kan vara en lämplig metod att arbeta efter i grundsärskolan, inriktning träningsskola. Resultatet visar att eleverna utvecklades inom en rad olika områden och studiens bidragande effekter var att elevernas motivation och delaktighet ökade markant. / Carström, M. & Johansson, C. (2015) To challenge pupils’ ability to write and read in compulsory school for pupils with intellectual disabilities – a qualitative case study originating in the method of “Write to Read”. The purpose of this study is to investigate how four pupils in special schooling’s ability to write and read is possibly affected and developed by working according to the method of “Write to Read” during a period of 8 weeks. The theoretical framework of the study is the sociocultural perspective and it has been chosen according to the approach that learning takes place in interaction with others. The study presents a general view of earlier research of pupils with intellectual disabilities, reading and writing development, reading and writing difficulties, elements of success from teachers working with reading and writing training, pupils’ motivation and participation and with the method of “Write to Read”. By action research in our own classes, we wanted to investigate whether the method of “Write to Read” would be a suitable method to use when trying to develop pupils’ abilities to write and read in Swedish (compulsory) special schools, focusing on pupils with severe intellectual disabilities. We have conducted observations, kept a journal with daily notes, the pupils have been filmed and we have taken photos of our pupils’ work. To sum everything up, our study shows that “Write to Read” combined with training abilities such as knowledge of the letters and of clapping to syllables could be a suitable method within special schools. The result shows that pupils were developing within a number of areas and contributory effects of the study were that our pupils’ motivation and participation increased prominently.