Made available in DSpace on 2014-08-20T13:47:54Z (GMT). No. of bitstreams: 1 Gisele Marques Vargas_Dissertacao.pdf: 1025852 bytes, checksum: 6388e82befcc202def1a6b5abde897ae (MD5) Previous issue date: 2013-03-30 / The inclusion of students with disabilities in the regular school is a right provided for in the Federal Constitution and led, in many cases, a reorganization of that institution. Because they are the teachers the main professionals working with these students, his training becomes part key to improving the quality of education, having as the principle that everyone can come to receive students with disabilities in their classrooms said regular. Based on the theoretical framework of Pletsch (2009), Carvalho (2009), Mantoan (2006), Machado (2009) and Mittler (2003), this dissertation seeks to identify as there is the formation of teachers who work with students included and the perception of these about inclusion. The methodological process was routed through open interviews with four (04) teachers from early years of a State School, located in Pelotas/RS. The results show that, in general, the teachers did not have No preparation for dealing with the inclusion during the initial training, and training was given, especially when they had contact with the classes with students included. The main alternative training were by means of Information Technologies, pedagogical meetings held in the school and the presence of a teacher specialist for existing support that allowed them to converse and remedy doubts. Another point highlighted was referring to what we call for continued training institutionalized and continued training non-institutionalized. The first character with more individual and informal and the second, more formalized by means of courses or specific programs. The teachers emphasized have been changes to deal with inclusion. Made reference to the humanization of them to seek to understand the needs and pace of each one of his students, for example. It was possible to conclude that the teachers they found viable alternatives for their formation and that these alternatives have helped to ensure that the work with the inclusion would be most qualified. However, although if they consider prepared to work with the inclusion, the interviewees emphasize that the training of teachers still requires improvement and greater attention of the public agencies of education. / A inclusão de alunos com deficiência na escola regular é um direito previsto pela Constituição Federal e provocou, em muitos casos, uma reorganização dessa instituição. Por serem os professores os principais profissionais a trabalhar com esses alunos, sua formação se torna peça chave para a melhoria da qualidade da educação, tendo como princípio que todos podem vir a receber alunos com deficiência em suas salas de aula ditas regulares. Tendo como base o referencial teórico de Pletsch (2009), Carvalho (2009), Mantoan (2006), Machado (2009) e Mittler (2003), a presente dissertação busca identificar como ocorre a formação de professores que trabalham com alunos incluídos e a percepção destes acerca da inclusão. O processo metodológico foi encaminhado por entrevistas abertas com quatro (04) professoras de Anos Iniciais de uma Escola Estadual, localizada em Pelotas/RS. Os resultados demonstram que, de modo geral, as professoras não tiveram nenhum preparo para lidar com a inclusão durante a formação inicial, e a formação se deu, principalmente, quando tiveram contato com as turmas com alunos incluídos. As principais alternativas de formação foram por meio das Tecnologias de Informação, Reuniões Pedagógicas realizadas na escola e a presença de uma professora especialista existente para apoio que permitia a elas conversar e sanar dúvidas. Outro ponto destacado foi referente ao que denominamos de formação continuada institucionalizada e formação continuada não-institucionalizada. A primeira com caráter mais individual e informal e a segunda, mais formalizada por meio de cursos ou programas específicos. Os professores salientaram ter havido mudanças ao lidarem com a inclusão. Fizeram referência à humanização delas ao buscar entender as necessidades e o ritmo de cada um de seus alunos, por exemplo. Foi possível concluir que as professoras encontraram alternativas viáveis para a sua formação e que essas alternativas auxiliaram para que o trabalho com a inclusão viesse a ser mais qualificado. No entanto, apesar de se considerarem preparadas para trabalhar com a inclusão, as entrevistadas enfatizam que a formação de professores ainda requer melhorias e maior atenção dos órgãos públicos de educação.

This research aims to understand how to weave the teaching of relationships and learning of the subjects with disabilities in the context of higher education, seeking to identify psycho-pedagogical strategies and accessibility means that facilitate these processes. This study was conducted through a qualitative research, the research subjects were freshmen students at the Federal University of Santa Maria (RS), through the so-called B quota, for the disabled. The instruments of data collection were the field diary and semi-structured interview. The analysis method was used content analysis. The categories listed a priori were: School History previous Student Admissions in Higher Education, Accessibility and the Institutional System of UFSM, Classroom, Study Methods and The unknown Universe: Psychology. It was found that this study made it possible to bring out accessibility issues and educational psychology, realizing its implications in the learning process. In conclusion, learning processes and accessibility are essentially dynamic character. Higher education is going through paradigmatic changes, teaching methods and learning, programmatic and architectural structures, forms of communication, all these processes and their elements has been rediscussed in order to guarantee the permanence of studies and completion of all students who enter Higher Education. / Esta pesquisa tem por objetivo compreender como se tecem as relações de ensino e aprendizagem dos sujeitos com deficiência no contexto da Educação Superior, buscando identificar estratégias psicopedagógicas e os meios de acessibilidade que facilitam esses processos. Este estudo foi realizado por meio de uma pesquisa qualitativa, tendo como sujeitos da pesquisa os estudantes ingressantes na Universidade Federal de Santa Maria (RS), por meio da denominada Cota B, destinada às pessoas com deficiência. Os instrumentos da coleta de dados foram o diário de campo e a entrevista semiestruturada. Como método de análise, foi utilizado a Análise de Conteúdo. As categorias elencadas a priori foram: História Escolar Pregressa do Estudante, Ingresso na Educação Superior, À acessibilidade e o Sistema Institucional da UFSM, A sala de aula, Métodos de Estudo e O Universo desconhecido: Psicopedagogia. Constatou-se que este estudo possibilitou trazer à tona as questões de acessibilidade e da Psicopedagogia, percebendo suas implicações no processo de aprendizagem. Conclui-se que os processos de aprendizagem e os de acessibilidade são de caráter essencialmente dinâmico. A Educação Superior vem passando por mudanças paradigmáticas, métodos de ensino e de aprendizagem, estruturas programáticas e arquitetônicas, formas de comunicação, todos esses processos e seus elementos vêm sendo rediscutidos com vistas à garantia da permanência e da conclusão dos estudos de todos os estudantes que ingressam no Ensino Superior.

La presente investigación tiene como propósito describir las actitudes hacia la inclusión educativa de personas con discapacidad en los docentes de primaria de colegios privados de Educación Básica Regular (EBR) de Lima Metropolitana. Debido a la escasez de instrumentos creados y adaptados en Lima Metropolitana, se construyó la Escala de Actitudes de los Profesores hacia la Inclusión educativa (EAPI). Como segundo objetivo de investigación, se estimaron las propiedades psicométricas de la escala a partir de su aplicación en una muestra de 280 profesoras de primaria de 17 colegios privados de EBR. Los resultados permitieron interpretar que las profesoras de primaria de colegios privados de EBR de Lima Metropolitana presentan actitudes ambivalentes hacia la inclusión educativa, siendo las profesoras con experiencia previa quienes presentan actitudes más positivas. Por último, se concluyó que las interpretaciones y decisiones que se tomen a partir de las puntuaciones obtenidas de la aplicación de la EAPI presentan evidencias de validez y confiabilidad en profesoras de primaria de colegios privados de EBR de Lima Metropolitana. / The present investigation has as purpose to describe attitudes toward inclusive education for people with disabilities in the primary teachers of private schools from Regular Basic Education (RBE) of Lima Metropolitana. Due to the shortage of instruments created and adapted in Lima Metropolitana, was built the Scale of Attitudes of Teachers toward Inclusive education (SATI). As a second purpose of research, we estimated the psychometric properties of the scale from its application in a sample of 280 primary school teachers of 17 private schools of RBE. The results allowed to interpret that the primary school teachers of private schools of RBE of Lima Metropolitana presented ambivalent attitudes toward inclusive education, being the teachers with prior experience who have a more positive attitude. Finally, it was concluded that the interpretations and decisions to be taken on the basis of the scores obtained from the application of the SATI presented validity and reliability evidence for primary school teachers of private schools of RBE in Lima Metropolitana. / Tesis

In this study, the perceptions of parents of elementary school age children with disabilities, constructs of family-centered behavior (e.g., Petr, Allen, & Brown, 1995) and empowerment (e.g., Zimmerman, 1995, 2000) were examined. Parent perceptions of the importance and frequency of an empowerment process, family-centered teacher behavior, were explored. Previous work of family support researchers is extended by exploring the effects of parents' perceptions of family-centered teacher behavior on psychological empowerment, and by considering the relative importance of parent and child variables and family-centered teacher behavior, in predicting parent psychological empowerment, specific to the elementary school context. Parents (n = 256) of elementary school-age children (ages 5-14) with a wide range of disabilities/special needs completed a questionnaire assessing: their perceptions of the importance and frequency of family-centered teacher behavior, psychological empowerment, parent status variables (income and education level) and child disability characteristics. As hypothesized, respondents rated family-centered teacher behavior as very important, but they identified that they only "sometimes" experienced it in the elementary school setting. In addition, a significant discrepancy between parent ratings of importance and frequency was found, suggesting that parents overall are not satisfied with the levels of family-centered behavior they receive from teachers. Some relationships between parent and child characteristics and psychological empowerment were found. As hypothesized, the importance of parents' perceptions of family-centered teacher behavior in predicting psychological empowerment, specific to the school context, above and beyond parent and child characteristics, was supported. Child disability characteristics (severity of child behavior and diagnostic category) also contributed to the prediction of empowerment, but parent characteristics were not important or significant in the final increment of the regression model. Implications and the potential of this study to inform practice and policy and to contribute to new directions in research are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Orientador: Ivete Maria Baraldi / Resumo: Este trabalho tem como objetivo elaborar uma compreensão da inclusão escolar em escolas públicas Inovadoras e Criativas do Estado de São Paulo por meio de narrativas de sujeitos escolares. Para atingir tal objetivo, foram produzidas 14 narrativas utilizando como metodologia a História Oral, por meio de entrevistas. Para analisar utilizamos a convergência/divergência em que foram elaborada duas temáticas de discussões. A primeira delas é Escolas Inovadoras e Criativas: Um olhar para a inclusão escolar e o ensino de Matemática, subdividida em seis tópicos: Gestão Escolar, Envolvimento com outras instituições, Metodologia de Ensino, Ensino de Matemática. A segunda temática é Deficiência e inclusão escolar: discussões, na qual são discutidos os conceitos e as compreensão dos professores entrevistados ao respeito do estudante com deficiência nessas escolas. Diante disso, compreendeu-se que houve um avanço em termos de gestão, organização curricular e envolvimento com a comunidade, mas que ele pouco reflete na metodologia de ensino, em particular quando se considera o estudante com deficiência. Dessa forma, ainda são necessários mais esforços, bem como políticas públicas voltadas para a formação do professor de Matemática para que, efetivamente, a educação seja inclusiva para todos / Abstract: This work intends to comprehend the educational inclusion inside the “Innovative and Creative” public school in the State of São Paulo through some narratives constructed by students and teachers. To achieve this goal, 14 narratives have been produced and appropriated as Oral History Methodology. Through the convergence/divergence analysis, two discussion strategies were constructed. The first one is on “Innovative and Creative Schools”: school management, involvement with other institutions, teaching methodology, and teaching mathematics. The second strategy is on “Deficiency and Educational Inclusion”: theme that brings up discussions about the concepts and comprehension from the interviewed teachers regarding their respect for the deficient student of these educational institutions. Thus, there is an advance in terms of organization, curricular organization and involvement with the community that is somewhat specific in its form of education, particularly when considering a student with disability. These are a few necessary practices and efforts to effectively prepare the mathematics teacher in formation to provide an education that is inclusive for every student. / Doutor

We will demonstrate strategies for designing literacy instruction for secondary students with severe disabilities using personally relevant content. Learn how to choose meaningful texts/digital media for age-appropriate social skills and transition skills, strategies and resources, and how to teach content to diverse learners.

This session will focus on providing literacy instruction to students with intellectual and developmental disabilities (IDD) through the use of story-based lessons of grade appropriate texts and systematic instruction of the five components of reading (i.e., phonemic awareness, phonics, comprehension, vocabulary, fluency). Specifically, participants will gain understanding of prompting literacy development through evidence based practices found effective for students with severe disability.

Orientador: Lúcia Pereira Leite / Resumo: O Ensino Superior brasileiro e português possui diversas barreiras de acessibilidade que devem ser superadas para que se promova a inclusão nesse nível de ensino. Atualmente, um dos grandes desafios para a efetivação dessa inclusão diz respeito às condições de permanência. A permanência do estudante com deficiência na universidade e seu sucesso acadêmico dependem de vários fatores conjugados. A forma com que se sente incluído abrange, entre outros aspectos, a maneira pela qual é acolhido pela instituição, os apoios recebidos, a determinação pessoal para enfrentar os desafios postos em sua trajetória acadêmica. A Psicologia pode auxilir esse estudante, favorecendo seu desenvolvimento social, pessoal, afetivo e acadêmico, e simultaneamente promover a sensibilização e conscientização da comunidade acadêmica acerca da deficiência, inclusão e acessibilidade. Esta pesquisa foi realizada junto a duas universidades públicas, a Universidade Estadual Paulista (UNESP-Brasil) e a Universidade do Algarve (UAlg-Portugal), com o objetivo de identificar e analisar os fatores de permanência que favorecem a trajetória acadêmica de estudantes com deficiência no ensino superior, analisando como o psicólogo pode atuar nesse contexto. Participaram da pesquisa nove estudantes com deficiência da Unesp, campus de Bauru, e doze estudantes com deficiência da UAlg. A pesquisa é constituída a partir da compilação de três estudos distintos e complementares, na forma de manuscritos, acrescidos de outras pa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: There are many accessibility barriers that must still be overcome in the Brazilian and Portuguese Higher Education systems in order to promote accessibility in that level of education. Nowadays, one of the great challenges to actualize that inclusion is related to conditions of permanence. The permanence of the student with disability in the university and their academic success rely on various conjugated factors. The way in which they feel included comprises, among other aspects, the way in which they are welcomed by their institution, the support received, their personal determination to face the challenges they will encounter during their academic trajectory. The Psychology can assist this student, favoring their personal, social, affective and academic development, simultaneously promoting the academic community’s awareness around disabilities, inclusion, and accessibility. The present research was conducted in two public universities, the Universidade Estadual Paulista (Unesp-Brazil) and the Universidade do Algarve (UAlg-Portugal), aiming at identifying and analyzing the permanence factors that aid the academic life of students with disabilities in Higher Education, analyzing how Psychologists can help in this context. Nine students with disabilities from Unesp, Bauru campus, and twelve students with disabilities from UAlg participated in this study. This research is built upon the compilation of three distinct and complementary studies, in the form of manuscripts, with ... (Complete abstract click electronic access below) / Doutor

Thesis (Ed.D.)--Boston University Vita. Includes bibliographical references (leaves 85-89). N.B.:Page 165 of Volume 2 missing from the original copy.

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.