This research examined the impact on parents and carers of having a child placed at a residential special school for abused, neglected and traumatised primary aged children. The school is developing its work with families and carers, because if relationships at home are improved, children are more likely to benefit from the placement at Stowbury. Although it is the child who is referred, establishing a good working relationship with parents and carers is vital in helping them with their child’s return home. The study focused on parental experiences of the child’s first year at the school, using interviews at the start of placement and then twelve months later. The data were analysed using a comparative thematic analysis at two time points and a secondary narrative analysis. Researcher reflexivity is used and where appropriate the findings are discussed from a psychoanalytic perspective. The analysis found that during the first year the children make positive changes. Birth parents were helped with their parenting, particularly the (re)establishment of parental boundaries. In contrast, some foster carers found it difficult to share the parenting role, and tensions between home and school were identified. Some parents and carers found it difficult to reflect on their role and relationship with their child. In general, parents and carers expected their child to be able to go to mainstream school when they left Stowbury, and after one year some realised that was unlikely. The study concludes that the experience of foster carers could be improved if they were helped to increase their ability to reflect on their parenting role. In addition, sharing the parenting of this group of children can cause tension between parents, carers and staff. There are training implications for the professionals involved. This research makes an original contribution to knowledge about the psychodynamics that develop in the relationships between the parents, carers and staff looking after abused children in a residential school.

A presente pesquisa teve como objetivo analisar as trajetórias escolares de alunos de escolas especiais, buscando a compreensão acerca do atual papel desempenhado por essas instituições na escolarização de alunos com deficiência e de como têm ocorrido às relações entre o ensino comum e aquele exclusivamente especializado. A investigação foi desenvolvida com base na trajetória escolar de alunos de quatro escolas especiais da Rede Municipal de Ensino de Porto Alegre, em consonância com os pressupostos de uma pesquisa qualitativa, tendo com campo de teorização os estudos relativos à educação especial, à inclusão escolar e ao pensamento sistêmico. Investiu-se no levantamento de dados quantitativos e qualitativos para a compreensão dos processos investigados. No tocante ao levantamento dos dados quantitativos, foram selecionadas e analisadas 427 pastas escolares, referentes ao número total de alunos matriculados, em 2012, nas escolas especiais dessa rede. Essa análise documental teve como objetivo a elaboração de categorias analíticas que identificassem o fluxo que caracterizava a vida escolar do aluno e a possível identificação no tocante aos deslocamentos institucionais entre o ensino comum e as escolas especiais. No que concerne aos aspectos qualitativos da investigação científica, com o objetivo de compreender melhor os dados quantitativos coletados na pesquisa, assim como entender alguns aspectos atinentes à organização do ensino nas escolas especiais, foram realizadas 10 entrevistas com professoras que compunham a equipe diretiva de cada instituição escolar. Como resultado da pesquisa, observou-se que os alunos investigados, em sua maioria, possuem uma trajetória escolar que se concentra no ensino especializado desde a matrícula inicial; a escola de ensino comum tem assumido uma responsabilidade nos encaminhamentos de seus alunos para as escolas especiais, mesmo aqueles que haviam frequentado salas de recursos (SIR); os elevados índices de manutenção do aluno, apresentados pelas escolas especiais, são resultantes de uma lógica compartilhada entre ensino comum e ensino especial, com base na pressuposição de que as limitações de alguns alunos justificariam esse processo decisório. / This present research had an objective of analyzing the daily routine of students in specialized school, with an aim of understanding the actual role of these institutions in the schooling of students with deficiency and how the relationships are between the regular school and that which is directly specialized. The research was developed base on the schooling of students of four specialized schools of the Municipal education network of Porto Alegre in tune with the assumptions of a qualitative research, having fundamental theories of studies related to special education, educational inclusion and systematic thinking. Its main interest was the collection of quantitative and qualitative data in order to understand the researched processes. In relation to the collection of the quantitative data, 423 escolar folders were selected and analyzed corresponding to the number of students matriculated in 2012 in the specialized schools of this network. This documental analysis had an objective elaborating the analytical categories that identify the flow the use to characterize the schooling life of the student and the possible identification regarding the institutional displacements between the common and the specialized schools. With regards to the qualitative aspects of the research, with an aim to better comprehend the qualitative data collected in the research, as well as understanding some governance aspects to organization of teaching in specialized schools, 10 interviews were done with professors that compose the board of directors in each school. As a result of the search, it was found that the students surveyed, majority had a school life the is concentrated on specialized teaching from the very first matriculation; the regular school has been assuming a responsibility in sending their students to the specialized schools, even those that have been attending resource room; the elevated indices of student maintenance, presented by the specialized schools, are results of a logic shared between the common and specialized schools, with a basis of assumption that the limitations of some students justify this decision- making process.

A presente pesquisa teve como objetivo analisar as trajetórias escolares de alunos de escolas especiais, buscando a compreensão acerca do atual papel desempenhado por essas instituições na escolarização de alunos com deficiência e de como têm ocorrido às relações entre o ensino comum e aquele exclusivamente especializado. A investigação foi desenvolvida com base na trajetória escolar de alunos de quatro escolas especiais da Rede Municipal de Ensino de Porto Alegre, em consonância com os pressupostos de uma pesquisa qualitativa, tendo com campo de teorização os estudos relativos à educação especial, à inclusão escolar e ao pensamento sistêmico. Investiu-se no levantamento de dados quantitativos e qualitativos para a compreensão dos processos investigados. No tocante ao levantamento dos dados quantitativos, foram selecionadas e analisadas 427 pastas escolares, referentes ao número total de alunos matriculados, em 2012, nas escolas especiais dessa rede. Essa análise documental teve como objetivo a elaboração de categorias analíticas que identificassem o fluxo que caracterizava a vida escolar do aluno e a possível identificação no tocante aos deslocamentos institucionais entre o ensino comum e as escolas especiais. No que concerne aos aspectos qualitativos da investigação científica, com o objetivo de compreender melhor os dados quantitativos coletados na pesquisa, assim como entender alguns aspectos atinentes à organização do ensino nas escolas especiais, foram realizadas 10 entrevistas com professoras que compunham a equipe diretiva de cada instituição escolar. Como resultado da pesquisa, observou-se que os alunos investigados, em sua maioria, possuem uma trajetória escolar que se concentra no ensino especializado desde a matrícula inicial; a escola de ensino comum tem assumido uma responsabilidade nos encaminhamentos de seus alunos para as escolas especiais, mesmo aqueles que haviam frequentado salas de recursos (SIR); os elevados índices de manutenção do aluno, apresentados pelas escolas especiais, são resultantes de uma lógica compartilhada entre ensino comum e ensino especial, com base na pressuposição de que as limitações de alguns alunos justificariam esse processo decisório. / This present research had an objective of analyzing the daily routine of students in specialized school, with an aim of understanding the actual role of these institutions in the schooling of students with deficiency and how the relationships are between the regular school and that which is directly specialized. The research was developed base on the schooling of students of four specialized schools of the Municipal education network of Porto Alegre in tune with the assumptions of a qualitative research, having fundamental theories of studies related to special education, educational inclusion and systematic thinking. Its main interest was the collection of quantitative and qualitative data in order to understand the researched processes. In relation to the collection of the quantitative data, 423 escolar folders were selected and analyzed corresponding to the number of students matriculated in 2012 in the specialized schools of this network. This documental analysis had an objective elaborating the analytical categories that identify the flow the use to characterize the schooling life of the student and the possible identification regarding the institutional displacements between the common and the specialized schools. With regards to the qualitative aspects of the research, with an aim to better comprehend the qualitative data collected in the research, as well as understanding some governance aspects to organization of teaching in specialized schools, 10 interviews were done with professors that compose the board of directors in each school. As a result of the search, it was found that the students surveyed, majority had a school life the is concentrated on specialized teaching from the very first matriculation; the regular school has been assuming a responsibility in sending their students to the specialized schools, even those that have been attending resource room; the elevated indices of student maintenance, presented by the specialized schools, are results of a logic shared between the common and specialized schools, with a basis of assumption that the limitations of some students justify this decision- making process.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-11T12:54:52Z No. of bitstreams: 2 Vera Lucia Ruiz Rodrigues Da Silva.pdf: 4298395 bytes, checksum: 497a3267d79d7ba9cc048eba0df555f3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-11T12:54:52Z (GMT). No. of bitstreams: 2 Vera Lucia Ruiz Rodrigues Da Silva.pdf: 4298395 bytes, checksum: 497a3267d79d7ba9cc048eba0df555f3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-03-18 / This dissertation is about the education of person with disability in the state of Paraná during the decades of 1970 and 1980, aiming to understand the coexistence of the attendance in regular public schools and in private/philanthropic especial schools. We still seek to analyze the factors that influenced the Political Constitution implemented in this State, showing that the present issues in the special education were established according to the social organization that conceived as “disabled” who that did not corresponded to the pattern of man, thought to the productive sector. This conception was formed because of several historical factors constructed, as: The knowledge and actions in the medical area, that corroborated to the clinical approach formulation of the educational attending process; the theological precepts, that contributed for the perpetuation of a perspective of philanthropic attending; and, finally, the expression of these factors in the designed rules by the manager. In the first chapter we discuss historical aspects related to the medical and pedagogical influence, the trajectory of the institutionalized attending and to the recognition of the coexistence of the offering of enrollment in regular public schools (public and private). In the second chapter we seek to explain how these factors were incorporated in the CENESP (National Center for Special Education) political, considering that the civil-military government got stronger the clinical approaches and the religious principles through the cult of traditional values and, how the politic aligned to the international trend, there is on the other hand the social movements of people with disability. In the third chapter we analyze the political of attending adopted by the State of Paraná articulating the special education with the trend occurred nationwide, as well as the routing of CEE (State Board of Education) in the indication of rules to the SEED (Secretary of State of Education) to formalization of guidelines and procedures that defined in the coexistence of attending ways in special and regular public schools. The realized results allowed us to conclude that, in the State of Paraná, the implemented political of special education was aligned with the guidelines of CENESP, that fortified the continuation of the coexistence of the attending as in the public sector (federal, state and municipal) as in the private. Even with this perspective of extending, it was a palliative political, because it maintained substantiated, mainly, by religious values and by biological approach. / Esta dissertação trata acerca da Educação da Pessoa com Deficiência no Estado do Paraná durante as décadas de 1970 e 1980, visando compreender a coexistência de atendimento em escolas públicas regulares e em escolas especiais privado/filantrópicas. Procura, ainda, analisar os fatores que influenciaram a constituição da política implantada neste Estado, demonstrando que as questões presentes na educação especial foram estabelecidas em conformidade com a forma de organização social que concebia como “deficiente” aquele que não correspondia ao padrão de homem pensado para o setor produtivo. Esta concepção formulou-se por diversos fatores construídos historicamente, tais como: os conhecimentos e ações na área médica, que corroboraram para a formulação da abordagem clínica do processo de atendimento educacional; os preceitos teológicos, que contribuíram para a perpetuação de uma perspectiva de atendimento filantrópico; e, por fim, a expressão desses fatores nas normas estabelecidas pelo gestor. No primeiro capítulo são abordados aspectos históricos relacionados à influência médicopedagógica, à trajetória dos atendimentos institucionalizados e à oficialização da coexistência da oferta de matrículas em escolas públicas regulares e em especiais (públicas e privadas). No segundo capítulo busca-se explicitar como tais fatores foram incorporados na política do CENESP (Centro Nacional de Educação Especial), considerando que o governo civil-militar fortaleceu as abordagens clínicas e os princípios religiosos por meio do culto dos valores tradicionais e, como a politica se alinhou à tendência internacional, tendo em contrapartida os movimentos sociais das pessoas com deficiência. No terceiro capítulo analisa-se a política de atendimento adotada pelo Estado do Paraná articulando a educação especial com a tendência ocorrida em âmbito nacional, bem como os encaminhamentos do CEE (Conselho Estadual de Educação) na indicação de regulamentos à SEED (Secretaria de Estado da Educação) para oficialização de diretrizes e procedimentos que se configuraram na coexistência de formas de atendimentos em escolas públicas regulares e especiais. Os estudos realizados permitiram concluir que, no Estado do Paraná, a política da Educação Especial implantada estava alinhada com as diretrizes do CENESP, que fortaleceu a continuidade da coexistência do atendimento tanto no setor público (federal, estadual e municipal) quanto no privado. Mesmo com esta perspectiva de ampliação, foi uma política paliativa, pois se manteve consubstanciada, sobretudo, por valores religiosos e pela abordagem biológica.

En enkätundersökning, en intervjustudie och en observationsstudie har gjorts. Undersökningarna handlar om talhandikappade elevers syn på sin utbildning och sin framtid. Resultatet visar att eleverna ser positivt på sin framtid och att få jobb och att eleverna känner sig kränkta i vissa situationer. Intervjuerna gjordes med tre lärare, en rektor samt en logoped, alla verksamma inom Riksgymnasieverksamheten för rörelsehindrade elever. Frågeställningarna i denna uppsats var: • På vilket sätt arbetar skolan för att elever med talhandikapp ska uppfylla kursmålen för svenska? • Hur ofta och på vilka grunder används Gymnasieförordningens undantagsbestämmelser i undervisningen? • Hur ser eleverna själva på sin framtid, sin utbildning och sitt funktionshinder? Resultatet visar också att man inom verksamheten har god kunskap och erfarenhet med elever med talhandikapp och de har utvecklat strategier för at kunna ge dessa elever en så god undervisning och skolgång som möjligt. Observationsstudien visade att det är gott socialt klimat bland elever som undervisas i mindre undervisningsgrupper / A study with help of interviews, inquiries and observations has been made. The surveys is about students with speech disorders and their views on their education and their future. The result shows that pupils welcomes their future and to get jobs and that students feel wronged in some situations. The interviews were carried out by three teachers, a headmaster and a speech therapist, all active in Riksgymnasieverksamheten för rörelsehindrade elever (special schools for disabled students). Issues of this essay was: • In what way are the school working to help students with speech disorders to meet the course goals in Swedish education? • How often and on what grounds are the Act`s exemptions beeing used in teaching? • How do the students see themselves and their future, their education and their disability? The result also shows that,Riksgymnasieverksamheten have a good knowledge and experience with students with speech disorders and have developed strategies to give these students a good education and schooling. The observations showed that there are good social climate among students who are taught in smaller teaching groups

The aim for this study is to examine the educational material ​Sex- och samlevnadsundervsining i särskola (2014), directed to teachers in schools for children with disabilities. The material is produced by Skolverket (the Swedish National Agency for Education) and aim to support teachers in their sexuality education classes. This study examines how the material manages discourses regarding sexuality, heteronormativity and gender for students with disabilities. The material is also being compared with another educational material by Skolverket aimed for teachers in primary school. It is a qualitative study that is conducted with the method of a critical discourse analysis, through the perspective of crip theory and queer temporality, both developed within queer theory. The result of the studies shows, among other things, that Skolverket applies a norm-critical perspective in the material through a normats point of view, and by that means maintains the dichotomy between normat and disabled. Skolverket is also contributing to discourses regarding social norms, such as what is “right” and “wrong”, which can limit the students from exploring their sexuality.

The purpose of the study is to contribute knowledge of some primary schools’ principals and special schools’ principals views on the inclusion of pupils with intellectual disabilities in the activities of primary school. To collect data to the study, we have chosen to use a qualitative research interview as a method. The study is based on the views of 12 primary school principals and special school principals regarding the inclusion of pupils with intellectual disabilities in the activities of primary school. To analyze the results, we use the framework factor theory, which is based on the idea that frames provide room for a process, which is based on the purpose of the study can be seen as the possibilities and conditions given for inclusion work. The result shows that the informants generally have a similar view on the concepts of integration and inclusion, however, the majority of the informants state that the consensus on inclusion work is generally poor at schools. Success factors the informants raise regarding the inclusion of pupils with learning disabilities in the activities of primary school, among other things, the teacher’s competence, consensus, and collaboration. The result also shows that the informants have internal and external frames to relate to. Examples of internally impactful frameworks are the content of working hours and skills development as well as how the school should be managed and structured. Examples of external unaffected frameworks are governance documents, finances and working time agreements. The conclusion we can draw from the study is that the inclusion of pupils with learning disabilities in the activities of primary school is difficult and complex. The informants have great opportunities to influence the inclusion work, which leads to both opportunities and challenges. One challenge that the result shows is the lack of time in the work of inclusion. / Studiens syfte är att bidra med kunskap om några grundskole - och grundsärskolerektorers uppfattningar om inkludering av grundsärskoleelever i grundskolans verksamhet. För att samla in data till studien har vi valt att använda oss av en kvalitativ forskningsintervju som metod. Studien bygger på 12 grundskole- och grundsärskolerektorers uppfattningar gällande inkludering av grundsärskolans elever i grundskolan.  För att analysera resultatet använder vi oss av ramfaktorteorin som bygger på tankegången att ramar ger utrymme för en process, vilket utifrån studiens syfte kan ses som de möjligheter och förutsättningar som ges gällande inkluderingsarbetet.  Resultat visar att informanterna har liknande syn på begreppen integrering och inkludering, däremot fastslår flertalet av informanterna att samsynen kring inkluderingsarbetet överlag är dålig på skolorna. Framgångsfaktorer informanterna lyfter gällande inkludering av grundsärskolans elever i grundskolan är bland annat lärarnas kompetens, samsyn och samverkan. Resultatet visar också att informanterna har inre och yttre ramar att förhålla sig till. Exempel på inre påverkningsbara ramar är arbetstidens - och kompetensutvecklingens innehåll samt hur skolan ska ledas och struktureras. Exempel på yttre opåverkningsbara ramar är styrdokument, ekonomi och arbetstidsavtal. Slutsatsen vi kan dra utifrån studien är att inkludering av grundsärskoleelever i grundskolan är svårt och komplext. Informanterna har stora möjligheter att påverka inkluderingsarbetet vilket leder till både möjligheter och utmaningar. En utmaning som resultatet påvisar är tidsbristen i arbetet med inkludering.

Särskolan skrevs in i skollagen 1985 och har sedan dess varit en skolform för elever med intellektuella funktionsnedsättningar som inte anses kunna följa den ordinarie undervisningen. Sedan särskolans införande har verksamheten utvecklats till att närma sig den ordinarie skolverksamheten. Syftet med forskningsöversikten är att undersöka hur tidigare forskning beskriver hur samhällskunskapsämnet kommer till uttryck inom särskolan, samt vilka utmaningar lärare inom särskolan ställs inför i det kunskapsutvecklande arbetet. Nationella och internationella vetenskapliga publikationer som behandlar särskoleverksamheten och dess undervisning och utmaningarna med denna har valts ut och analyserats. I studiens resultat framkommer att samhällskunskapsämnet inte har någon egen särställning, utan genomsyrar hela undervisningen inom särskolan. Svårigheter som kan uppstå för lärare inom särskolan är att de saknar redskap för- och kunskap om att tillämpa styrdokumenten i praktiken. Vidare klargörs att lärare anser sig sakna viktig kunskap om och behövliga redskap för att tillämpa den likvärdiga bedömning och betygsättning som förväntas av dem. Resultatet visar också på en oenighet om vilket fokus och uppdrag särskoleverksamheten har och bör ha. Sammanfattningsvis har elevernas kunskapsutveckling fått högre prioritet och är ett kontinuerligt samtalsämne inom särskoleverksamheten. Dock redovisas och diskuteras också en oenighet om i vilken utsträckning kunskaps- eller omsorg och forstansperspektivet ska vara mest framträdande inom verksamheten. Samt frågan om samhällskunskapsämnet bör vara ett tydligt eget ämne eller om det bör genomsyra hela undervisningen inom särskolan.

The aim of this study is to investigate the interaction in sign language in a classroom in the special school for deaf and hard of hearing pupils. Three questions are of particular interest: What characterizes interaction in educational situations where the whole class is present compared to half the class and when the pupils in small groups are solving problems given by the teacher? How are a hearing and a deaf teacher interacting in the classroom? And How are boys and girls interacting in different educational situations? Theoretically the study is based on an educational interaction model. Of particular interest in this model are restrictive and permissive aspects of teaching and factors stimulating pupil participation. Symbolic interactionism has been used in the interpretation of face-to-face interaction in sign language. Video recordings of classroom interaction in natural sciences were documented in a class in the special school comprising 17 pupils and three teachers. A total of seven lessons were recorded consisting of whole class teaching, half class teaching and problem solving in small groups. Of the pupils ten were girls and seven were boys and of the teachers one was hearing and one was deaf. The third teacher was only temporarily in the class and was not included in the analysis. The recorded material was transcribed and analyzed in six steps. The results show that the teachers are most restrictive in whole class teaching while there is more participation from the pupils in half class teaching. In the small group problem solving the teachers seem to be more interested in the group process than in getting an answer to the problem. This gives a lot of room for individual actions and interaction of a relational kind rather than educational. There tend to be some visible differences between the hearing and the deaf teacher. The former uses a more individual approach towards the pupils, I-Gaze, which leaves room for the pupils to be engaged in other activities. The deaf teacher on the other hand keeps all the pupils engaged by using a group approach, G-Gaze. Other differences are the use of literacy tools where the deaf teacher situates the material and keeps the attention of the pupils by telling a narrative. Concerning differences between boys and girls it is evident that the boys are more dominant in whole class and half class interactions while the girls tend to take over the teacher role in small group interaction. These results are discussed in relation to theoretical background and research on classroom interaction in the compulsory school and in schools for deaf pupils.

The purpose of study is to investigate how guidance couselors in year 7-9 in primary school, work with students with intellectual disabilities, IF, to strengthen students´career management skills before various future choices, especially the choice of upper secondary special school. The study is carried out with qualitative semi-structured interviews with eight guidance counselors, all of whom have mentoring assignment for the special school. The result is analyzed on the basis of CIP theory, Cognitive Information Processing, which describes the decision-making process regarding elections and how career management skills develops during this process. The results show that guidance counselors work on the basis of sevrela different conditions and in differens ways. It is striking that guidance counselors work to create relationsships and broaden perspectives, in order to strengthen students´self awareness and develop knowledge about working life. Knowledge is the basis for students to be able to develop their career management skills. The study shows that guidance in compulsory school has challenges that limit the management space for students, wich affects the counselors´way of working. / Studiens syfte är att undersöka hur vägledare i år 7-9 i grundsärskolan, arbetar med elevermed intellektuell funktionsnedsättning, IF, för att stärka elevers valkompetens inför olikaframtida val, framför allt valet till gymnasiesärskolan. Studien är genomförd med kvalitativsemistrukturerade intervjuer med åtta stycken studie och yrkesvägledare som samtliga harvägledaruppdrag mot särskolan. Resultatet är analyserat utifrån CIP-teorin, CognitiveInformation Processing, som beskriver beslutsprocessen rörande val och hur valkompetensutvecklas under denna process. I resultatet framkommer att vägledare arbetar utifrån fleraolika förutsättningar och på olika sätt. Framträdande är att vägledarearbetar relationsskapande och perspektivvidgande, för att stärka elevernas självkännedom ochutveckla kunskaper om arbetslivet. Dessa kunskaper är grunden för att elever ska kunnautveckla sin valkompetens. Studien visar att vägledning i grundsärskolan har utmaningar sombegränsar handlingsutrymmet för elever vilket påverkar vägledarens arbetssätt.