This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.

In order to better assist practitioners and better serve persons with autism spectrum disorders (ASD) and their families, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to evidence-based practices (EBPs) (Wheeler, 2007; Zhang & Wheeler, 2011). This research synthesis evaluated adherence to EBP standards and analyzed the effectiveness of gluten-free and casein-free (GFCF) diets for individuals with ASD. Four hundred and seventy articles were screened among peer-reviewed journals in English language published through 2010 using the Academic Search Complete search database. Twenty-three studies were selected, and the researchers used a systematic analysis model developed by Mayton, Wheeler, Menendez, and Zhang (2010) to investigate the degree of adherence to specific evidence-based practice standards. In addition, the study utilized quality indicators proposed by (a) Horner et al. (2005) for single-subject design studies and (b) Gersten et al. (2005) for group experimental design, to evaluate the efficacy of GFCF diet interventions. Results of this synthesis indicated that the efficacy of GFCF diet interventions for individuals with ASD is inconclusive, and the field needs better controlled studies to provide the scientific evidence base for the intervention.

The What Works Clearinghouse guidelines for high-quality professional development were used to develop a Tell, Show, Try, and Apply (TSTA) method of training. This method was used to train teachers to align instruction to grade-level content for students with severe developmental disabilities. A total of 193 teachers of students who participate in alternate assessment based on alternate achievement standards from three states participated in the first 2 days of training. A subset of 37 teachers participated in a 3rd day of training and submitted products from classroom applications. The impact of the TSTA training was evaluated to determine its effect on teachers instructional fidelity across three content areas (e.g., English language arts [ELA], mathematics, science) with their own students. In addition, generalization to new academic content aligned to grade-aligned standards developed by the teachers was taken. Results indicated that the professional development was effective not only in increasing teachers knowledge of alignment but also grade-aligned instruction with generalization across content. Future research questions and practical application also are discussed.

The aim of this study is two-fold. First, we want to understand the levels of metacognitive awareness of learning strategies in undergraduates with learning disabilities. Previous research states that recall is the most effective method of studying, but most students prefer to reread their notes or textbook which is ineffective. Second, we want to explore the link between Working Memory and metacognitive awareness of learning strategies in undergraduates with learning disabilities. The learning strategies that college students with and without disabilities is examined, we found that students in both groups preferred the usage of the same strategies equally. The most preferred strategy was rereading notes/textbook, and least preferred was studying in groups. Interestingly, we found no differences between the groups with regards to their: motivation, metacognition, and working memory. Initially, it was found that the group of students with disabilities greatly differed in visual-spatial working memory, however, once we controlled for those who were visually-impaired or had attention deficit hyperactivity disorder (ADHD), the results became non-significant. Gender differences in learning strategies was examined and we found that males preferred the usage of completing practice problems and the usage of mnemonic devices, whereas females preferred highlighting their notes or textbook.

This case study examined the effect of implementing the Common Core Curriculum Standards (CCCS) on students with disabilities (SWD) in a county in northeast Georgia. The study investigated teachers' perceptions regarding the effect of implementing the CCCS in high school English language arts and mathematics classes on the academic success of SWD and their ability to graduate from high school with a regular diploma. Information was also gathered to determine if teachers offered additional supports to SWD as part of the increased academic expectations of the CCCS. In addition, teachers were asked about the preparation they received prior to teaching the CCCS. The conceptual framework that drove this study was based on Fullan's theory of educational change. The study was conducted using a qualitative case study design. A total of 8 teacher participants were included through a combination of individual interviews and emailed responses to the interview questions. Data were analyzed for common themes using key words generated during the initial round of coding. Findings indicated that these 8 teachers were offering increased accommodations and seeing less academic success among SWD than they had observed prior to CCCS implementation. Teachers also reported feeling inadequately prepared to teach the increased academic expectations associated with the CCCS, especially to SWD. The findings from the study support the need for increased, ongoing, sustainable professional learning related to teaching the CCCS to SWD.

Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education (IHE). The purpose of this study was to investigate the challenges and needs of learners with disabilities in an inclusive IHE and to use the findings to develop guidelines that will promote their accommodation in the learning environment. The study employed a descriptive cross-sectional quantitative design where self-administered questionnaires were used to collect data. A total of 67 learners from different disability categories participated in the study. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 19. Among the participants 50.7% were males, 41.8% were mobility impaired and 29.9% were visually impaired. While almost two-thirds (64.2%) of the participants indicated that they were born with the condition, 27.3% said they required regular medical attention and 9.0% indicated they needed assistance in performing their daily routine work. With regard to challenges facing the participants, 64.1% said lecturers were not flexible in their teaching methods, and 68.8% said lecturers did not make follow-ups on them when they failed to cope academically. Among this group of learners almost 3 in 4 (74.6%) participants repeated their courses at least once. In addition, whilst 43.8% indicated that the physical environment constituted a great barrier to their learning, 53.8% said they were vulnerable to abuses and dangers. The participants rated sanitation and extra-curricular programmes as the poorest. The study established that there were significant (p=0.007) relationship between blindness status and failure rate, and also between type of secondary school (special or regular) attended and the ability to cope with the demands of tertiary education (p=0.004). These findings suggest that there are a number of challenges that tend to exclude and marginalise learners with disabilities in IHEs. The study, therefore, recommended that the Department of Higher Education and Training (DoHET) must make it mandatory for all IHEs to develop and implement inclusive institutional policies that will remove academic and social barriers in IHEs in line with the Social Model of Disability. / Health Studies / D. Litt. et Phil. (Health Studies)

This research aimed to know the construction of the first initiatives for inclusion of people with disabilities in the Federal University of Sergipe (FUS). The aim was to understand the process of inclusion of students with disabilities in the FUS under an approach of the participants of this process: teachers, students with and without disabilities and caregivers. In this sense, a building was necessary to guide and interweaves the facts. In this perspective, the agreement between the government of the State of Sergipe and the State Department of Education with the Cuban government was revealed, as well as the Department of Education of the FUS, focusing on scientific actions for the training of teachers and technicians from state networks and federal to meet people with disabilities in various educational stages. The methodological procedure adopted was the case study, a research approach qualitativa.Os instruments for data collection were semi-structured interviews with 22 subjects interviewed. It was defined as the search location the Center for Education and Human Sciences-CEHS / FUS, Campus São Cristovão. The results show that the CEHS started the discipline of inclusion focused on the subject in the Department of Psychology, but the Department of Education began the process of forming professional teachers; in an inclusive perspective, to work in the private and public networks of the State of Sergipe. / A pesquisa em tela buscou conhecer a construção das primeiras iniciativas para inclusão da pessoa com deficiência na Universidade Federal de Sergipe. Nosso objetivo foi conhecer o processo de inclusão dos discentes com deficiência na UFS sob a ótica dos participantes desse processo: docentes, discentes com e sem deficiência e acompanhantes. Nesse sentido, foi necessário construir a tessitura que corresponde a uma rede que guia e entrelaça os fatos. Revela os personagens envolvidos, o convênio entre governo do Estado de Sergipe e a Secretaria de Estado da Educação com o governo cubano, assim como com o Departamento de Educação da UFS, tendo como foco as ações científicas para a formação de docentes e técnicos das redes estadual, municipal e federal para atender às pessoas com deficiência nas mais variadas etapas educacionais. O procedimento metodológico adotado foi o estudo de caso, numa pesquisa de abordagem qualitativa. Foram utilizadas como instrumentos para coleta de dados entrevistas semiestruturadas com os 22 sujeitos entrevistados. Delimitamos como lócus o Centro de Educação e Ciências Humanas-CECH/UFS, Campus São Cristóvão. Os resultados trazem à luz que o CECH iniciou o processo de inclusão de disciplina voltada para a temática no Departamento de Psicologia, mas é o Departamento de Educação que inicia o processo de formação de profissionais docentes na perspectiva inclusiva para atuarem nas redes públicas e particular do Estado de Sergipe.

This study looks into the knowledge and practice of professors at the Postgraduate Program of Science and Mathematics Teaching (PPGECIMA) of the Federal University of Sergipe (UFS) concerning the inclusion of people with disabilities in higher education. We examine professors‟ conceptions about inclusive education as seen from the perspective of accessibility and the skill gaps of hard science professors. Also, we have tried to find out the difficulties they experience, and investigated if the need for inclusive classroom practice and lesson-planning with a focus on students with disabilities has translated into adjustments in educational approach. As our method, we have used a qualitative case study and collected data through interviews and document analysis. The sources for our study include Mazotta (1996); Stainback & Stainback (2008); Bueno (2002); Mantoan (1997); Fávero (2002); Fernandes (2014); Santana (2010) et al. We have found that professors at PPGECIMA encounter difficulties working with students with disabilities ranging from poor interdepartmental communication to difficulties dealing with the specific requirements of people with disabilities. Our findings have revealed a need for training and counselling that focus on the specific inclusion strategies. Thus, we have concluded that professors at PPGECIMA have a positive attitude to inclusion but only a very small number of participants had an understanding of how inclusion of students with special needs in higher education works, to the extent that the presence of students with disabilities in the classroom has not led to adjustments in teaching practice. The main difficulties pointed out by our subjects include poor background information about students, changing instruction pace, and lack of qualification to deal with the needs of hard science students with disabilities in higher education. Finally, our study showed that the road to inclusion still stretches a long way ahead. / A presente pesquisa teve como objetivo compreender os saberes e práticas dos professores do Programa de Pós Graduação em Ensino de Ciências e Matemática (PPGECIMA) da Universidade Federal de Sergipe sobre a inclusão da pessoa com deficiência no ensino superior. Para tanto, abordou-se nesse estudo as concepções dos professores no que diz respeito à inclusão através do olhar a respeito da acessibilidade e dos problemas da formação do professor na área de exatas. Buscou-se saber quais foram as dificuldades enfrentadas e se houve mudança na prática pedagógica pela necessidade de incluir alunos com deficiência durante as aulas e no planejamento. Para tanto, utilizou-se o estudo de caso com uma abordagem qualitativa, e como instrumento para coleta de dados, foram utilizados a entrevista e as análises documentais. Como aporte teórico, tomamos os trabalhos de Mazotta (1996); Stainback & Stainback (2008); Bueno (2002); Mantoan (1997); Fávero (2002); Fernandes (2014); Santana (2010), dentre outros. Constatou-se que os professores do PPGECIMA, apresentam dificuldades para trabalhar com alunos com deficiência, uma vez que, nota-se desde a falha na comunicação entre os setores à dificuldade no atendimento especializado para as pessoas com deficiência. Com isso, esse trabalho apresenta a partir das análises, a necessidade de alguns professores em ter acesso a cursos e palestras que orientem o trabalho específico de inclusão. Desse modo, conclui-se que os professores do PPGECIMA percebem a inclusão de modo positivo; no entanto, apenas uma quantidade mínima dos entrevistados tinham conhecimentos sobre a inclusão do aluno com deficiência no ensino superior, de forma que se verificou que a presença do aluno com deficiência na sala de aula não alterou significativamente a prática docente. As principais dificuldades apontadas foram a falta de informação prévia sobre o aluno, as mudanças no ritmo da aula e o despreparo do professor da área exatas para lidar com as demandas do aluno com deficiência no ensino superior. Por fim, percebe-se que para atingir a inclusão ainda é necessário percorrer um longo caminho.

The presence of students with disabilities in regular teaching classrooms is becoming a reality every day, and such a condition is inherent in a society that wants to be more egalitarian and democratic. Education has traced ways for the inclusion of students with some type of disability in schools, so as not to segregate them from the others and prepare them for their action in society, starting from legislation that seeks to ensure Inclusive Education in public and private school institutions. It is based on the assumption that scientific knowledge plays an important role in building people's autonomy and that, at any moment, the teacher may encounter a student with a disability in the classroom. In view of this situation, the discussions presented in this dissertation originate from a research that aims to analyze the conceptions of a group of teachers of Basic Chemistry about the challenges faced and the didactic strategies used to attend students with disabilities. Through a case study, we sought to investigate the pedagogical (dis) preparation of teachers of chemistry to work with students with disabilities, mainly in relation to their training and public policies of school inclusion, as a guiding base in the work of teachers with these students. It is considered essential to understand how teachers feel about classroom work with such students, because this is still a poorly researched aspect of inclusive education. The data were obtained in two steps. The first one involved the application of questionnaires while the second one used the focal group technique. The focus group was developed with six chemistry teachers from public and private schools in the state of Sergipe. The work with the focus group made it possible to broaden the expression of the research subjects through their participation in the discussions and reflections focused on their needs regarding the diversity in the classroom. The data obtained were submitted to the Discursive Textual Analysis presented by Moraes and Galiazzi (2011). The data obtained express how much teachers feel insecure and helpless before the disabled student. They show outrage at public policies, which seek to ensure access for students with disabilities to regular education, but do not guarantee conditions for them to work properly with these students. From this perspective, teachers declare that inclusive education is only apparent, since there is a lack of material and human resources for such work. However, it is noticeable that such indignation does not materialize in actions that require, both inside and outside the school. Their statements express a paralysis in the face of the inconsistency they perceive in the implementation of an inclusive education. This highlights ask for investment in the training of teachers to elaborate their view on inclusive education, in parallel to a policy that invest more in material conditions and support that favor the improvement of their pedagogical actions. / A presença de alunos com deficiência nas salas de aula do ensino regular torna-se a cada dia uma realidade mais marcante, sendo tal condição inerente a uma sociedade que se pretende mais igualitária e democrática. A educação tem trilhado caminhos para a inclusão de alunos com algum tipo de deficiência nas escolas, de modo a não os segregar dos demais e prepará-los para sua atuação em sociedade, partindo de uma legislação que busca assegurar a Educação Inclusiva nas instituições escolares públicas e privadas. Parte-se do pressuposto de que o conhecimento científico tem papel importante na construção da autonomia das pessoas e que, desta forma, a qualquer momento o professor pode se deparar com aluno com deficiência em sala de aula. Diante dessa situação, as discussões apresentadas nessa dissertação originam-se de uma pesquisa que teve por objetivo analisar as concepções de um grupo de professores de Química da Educação Básica acerca dos desafios enfrentados e das estratégias didáticas utilizadas para atender os alunos com deficiência. Através de um estudo de caso, buscou-se investigar o (des)preparo pedagógico dos professores de Química para o trabalho com alunos com deficiência, principalmente no que se refere a sua formação e às políticas públicas de inclusão escolar, como base orientadora no trabalho dos docentes com estes discentes. Considera-se essencial entender como os professores se sentem em relação ao trabalho em sala de aula com tais alunos, tendo-se em vista que esta é, ainda, uma vertente pouco “pesquisada” do tema Educação Inclusiva. Os dados foram obtidos em duas etapas: a primeira envolveu a aplicação de questionários e, a segunda, a técnica de grupo focal, a qual foi desenvolvida com seis professores de Química de escolas da rede estadual e particular da região centro-sul do estado de Sergipe. O trabalho com o grupo focal possibilitou ampliar a expressão dos sujeitos da pesquisa por meio de sua participação nas discussões e reflexões voltadas para as suas necessidades frente à diversidade da sala de aula. Os dados obtidos foram submetidos à Análise Textual Discursiva, apresentada por Moraes e Galiazzi (2011), a qual se desenvolve por meio de três principais etapas: unitarização, categorização e elaboração de metatexto. Os dados obtidos expressam o quanto os professores se sentem inseguros e desamparados diante do aluno com deficiência. Eles mostram indignação diante das políticas públicas, as quais buscam garantir o acesso de alunos com deficiência ao ensino regular, mas não garantem condições para que trabalhem adequadamente com tais alunos. Nessa perspectiva, declaram que a educação inclusiva é apenas aparente, pois faltam recursos materiais e humanos para tal trabalho. Entretanto, é perceptível que tal indignação não se materializa em ações que requeiram, tanto dentro quanto fora da escola, as condições organizacionais que proclamam. Seus depoimentos expressam uma paralisação diante da incoerência que percebem na implementação de uma educação inclusiva, levando em conta alunos com deficiência. Isso ressalta a necessidade de investimento na formação dos professores para que (re)elaborem seu olhar sobre a educação inclusiva, em paralelo à uma política que invista mais em condições materiais e apoio que favoreçam a melhoria de suas ações pedagógicas.

Made available in DSpace on 2016-03-15T19:41:19Z (GMT). No. of bitstreams: 1 Ana Elizabeth Gondim Gomes.pdf: 3215763 bytes, checksum: 31ad6bea09826fefa5514540054aa5c0 (MD5) Previous issue date: 2012-12-13 / Fundo Mackenzie de Pesquisa / The Physical Education course is of fundamental importance to the development of children and teenagers. The Brazilian educational policy has been guided by the principle of scholar inclusion or inclusive education, comprising all diversity of students, particularly in public schools. Among these students are also those who have disability and special educational needs. With this research one tried to analyze how the inclusion process of students with disabilities has been happening in Physical Education classes according to teachers, as well as to identify main needs of teachers for the development of a satisfactory job regarding inclusion of students with physical, visual, hearing, intellectual or multiple disability. Therefore, a research was done in four out of the six Regional Boards of Fortaleza (CE), encompassing 88 Physical Education teachers who had a student with some of these deficiencies. Qualitative and quantitative approaches were used, in which a questionnaire with open and closed questions answered by all teachers, as well as semi-structured interviews with 10% of participants, were used as data collection instruments. The results indicated important factors related to the inclusion process of students with disabilities, such as: the highest number of teachers, 33% of teachers, had moderate knowledge about their student's disability; 40.9% found moderate the participation of parents or responsible in daily scholar life of students with disabilities; 42% receive much support from the school in carrying out their educational activities and are completely concerned with the peculiarities of their students with disabilities; 39.8% respect their limits and difficulties and evaluate as moderate the participation of students in their classes. One concludes that the type of disability and the degree of limitation are directly proportional to the level of participation in class and that the excitement and creativity of teachers, the school structure and parental support are significant for a successful scholar inclusion. One believes that the results obtained may subsidize important decisions from the Municipal Secretariat of Education of Fortaleza, as well as from teachers, parents, relatives and students. / A Educação Física Escolar é disciplina de fundamental importância para o desenvolvimento de crianças e adolescentes. A política educacional brasileira se norteia pelo princípio da inclusão escolar ou educação inclusiva, abrangendo toda a diversidade de alunos, especialmente na escola pública. Nesse alunado, estão também os que têm alguma deficiência e apresentam necessidades educacionais especiais. Com esta investigação, procurou-se analisar como ocorre o processo de inclusão de alunos com deficiência nas aulas de Educação Física sob o ponto de vista dos professores, bem como identificar as principais necessidades docentes para o desenvolvimento de um trabalho satisfatório em relação à inclusão de alunos com deficiência física, visual, auditiva, intelectual ou múltipla. Para tanto, foi realizada pesquisa em quatro das seis Secretarias Executivas Regionais de Fortaleza (CE), envolvendo 88 professores de Educação Física que tinham algum aluno com alguma dessas deficiências. Adotaram-se abordagens qualitativa e quantitativa, tendo como instrumentos de coleta de dados um questionário, contendo questões abertas e fechadas, respondido por todos, bem como entrevista semi estruturada com 10% dos participantes. Os resultados apontaram importantes fatores relacionados ao processo de inclusão dos alunos com deficiência, tais como: o maior número de professores, o percentual de 33% dos professores apresentou conhecimento moderado sobre a deficiência do seu aluno; 40,9% consideram moderada a participação de pais ou responsáveis no cotidiano escolar do aluno com deficiência; 42% recebem muito apoio da escola no desempenho de suas atividades didáticas e se preocupam completamente com as peculiaridades do seu aluno com deficiência; 39,8% respeitam os seus limites e dificuldades e avaliam como moderada a participação dos alunos em suas aulas. Conclui-se que o tipo de deficiência e o grau de limitação do aluno está diretamente proporcional ao nível de participação nas aulas e que o interesse e a criatividade do professor, grau de instrução e conhecimento, a estrutura da escola e o apoio dos pais ou responsáveis são significativos para a inclusão escolar proveitosa. Acredita-se que os resultados obtidos poderão subsidiar importantes decisões relativas a Educação Física Escolar, tanto de gestores educacionais e escolares, quanto dos professores, pais, familiares e alunos.