Students with a wide array of disabilities are graduating from high school but are unprepared for community college literacy courses. The lack of preparation has caused many students who attend community colleges to be unsuccessful in literacy courses. This problem has led many community colleges to provide developmental courses, but mixed results on the effectiveness have occurred. My purpose in this quantitative causal-comparative study was to examine whether a developmental literacy course had a significant effect on the success of students with disabilities who took English 110 compared with students with disabilities who did not participate in the developmental course. The behaviorist, constructivism, and cognitivism theories served as a foundation for this study because they were used as a framework for the development of the remedial literacy course. The research question focused on the mean difference between two groups of students' grades in English 110. One group of students with disabilities participated in a developmental course, and the other group did not. The study included 166 participants. The participants were all students with disabilities who took the Accuplacer college placement exam, scored below 55, and were advised to take a developmental literacy course. Archived final grades from 2013 to 2017 were analyzed using an independent-sample t-test. Statistically significant results (p = .021) indicated that students with disabilities who took the developmental literacy course before taking an entry-level credit-bearing English earned lower mean scores than those who did not take the developmental literacy course. Potential positive change implications of this study would be to influence community college stakeholders regarding the continuance, revision, or removal of developmental literacy courses for students with disabilities.

nÃo hà / A EducaÃÃo à um direito social, sendo dever do Estado garantir o ingresso ao Ensino Superior. No entanto, o importante nÃo à apenas o acesso universal, mas principalmente a permanÃncia dos indivÃduos nas instituiÃÃes de ensino. Nesse sentido, a avaliaÃÃo da aprendizagem à um momento privilegiado no que concerne à pessoa com deficiÃncia visual. à necessÃrio o reconhecimento de suas caraterÃsticas para que possa aprender e ser avaliada de forma qualificada. Ainda à constatada uma escassez de estudos sobre a avaliaÃÃo da aprendizagem para a pessoa com deficiÃncia visual no Ensino Superior em Ãmbito nacional. Este estudo se fundamenta na compreensÃo de avaliaÃÃo da aprendizagem em uma perspectiva inclusiva, como propÃem Beyer (2005), Hoffmann (2001, 2005, 2008, 2011), Luckesi (2005), e nas ideias de Amiralian (1997, 2004), Lemos (1999, 2000), Masini (1993, 2007, 2013), Vianna (2000, 2005), dentre outros. Seu objetivo geral à investigar as condiÃÃes de acessibilidade no vestibular da Universidade Regional do Cariri - URCA e na avaliaÃÃo da aprendizagem para alunos com deficiÃncia visual na instituiÃÃo. Especificamente, objetiva: i) identificar os recursos ofertados pela instituiÃÃo com o intuito de garantir a acessibilidade ao candidato com deficiÃncia visual no vestibular; ii) verificar a realidade avaliativa dos alunos com deficiÃncia visual na entrada e permanÃncia na universidade; iii) coletar sugestÃes dos alunos com deficiÃncia visual e dos professores para a melhoria dos procedimentos de seleÃÃo ao Ensino Superior e da avaliaÃÃo da aprendizagem. Para esse propÃsito, foi realizada uma pesquisa qualitativa na forma de estudo de caso na URCA. Os instrumentos utilizados para a coleta de dados foram a entrevista semiestruturada, o questionÃrio aberto e a anÃlise de documentos. Foi realizada uma anÃlise de conteÃdo dos dados coletados. A amostra à intencional, formada por 33 sujeitos: i) 5 alunos com deficiÃncia visual matriculados nos seguintes cursos de graduaÃÃo: CiÃncias Sociais, Biologia, Direito, Geografia e Letras; ii) a Vice-Presidente da ComissÃo Executiva do Vestibular (CEV); iii) um membro do grupo gestor do NÃcleo de Acessibilidade da URCA (Nuarc) ; iv) 20 professores e 4 coordenadores; v) um candidato aprovado no mestrado profissional em EducaÃÃo que possui deficiÃncia visual e vi) o PrÃ-Reitor de Ensino de GraduaÃÃo (PROGRAD). Os resultados apontam para a inadequaÃÃo de recursos de acessibilidade no sentido de reconhecer, nos candidatos ao vestibular com deficiÃncia visual, a diferenÃa entre pessoas com cegueira e com baixa visÃo. Inclusive, com a necessidade de identificar distinÃÃes entre os candidatos com baixa visÃo. Os resultados sÃo ratificados quando observado o processo de avaliaÃÃo no decurso da graduaÃÃo, que comprovam essa necessidade de distinÃÃo mesmo com alunos com perdas visuais bem similares. Conclui-se que existe uma identidade da pessoa com deficiÃncia visual que està respaldada nas necessidades pedagÃgicas individuais e nas diferenÃas entre alunos com cegueira e baixa visÃo no que diz respeito tanto à seleÃÃo de ingresso como à avaliaÃÃo da aprendizagem. / La educaciÃn es un derecho social. Es deber del Estado garantizar el ingreso a la enseÃanza superior. No obstante, no se trata sÃlo del acceso universal, sino tambiÃn de la permanencia en las instituciones de enseÃanza. Asà que la evaluaciÃn del aprendizaje es un momento privilegiado no que se refiere a una persona con discapacidad visual. Es necesario o reconocimiento de sus caracterÃsticas para que pueda aprender y ser evaluada de forma cualificada. AÃn se constata una escasez de estudios acerca de la evalu aciÃn del aprendizaje para la persona con discapacidad visual en la enseÃanza superior a nivel nacional. Este estudio se fundamenta en la comprensiÃn de la evaluaciÃn del aprendizaje desde una perspectiva inclusiva, como propone Beyer (2005), Hoffmann (2001, 2005, 2008, 2011), Luckesi (2005), y en las ideas de Amiralian (1997, 2004), Lemos (1999, 2000), Masini (1993, 2007, 2013), Vianna (2000, 2005), entre otros. El objetivo general de la investigaciÃn fue investigar las condiciones de accesibilidad en el procedimiento de selecciÃn de la Universidade Regional do Cariri - URCA y en la evaluaciÃn del aprendizaje para los alumnos con discapacidad visual en la universidad. Los objetivos especÃficos fueron: i) identificar los recursos ofrecidos por la instituciÃn con el fin de garantizar la accesibilidad del candidato con discapacidad visual en el procedimiento de selecciÃn ; ii) verificar la realidad evaluativa de los alumnos con discapacidad visual en la entra da y permanencia en la universidad; iii) recoger sugerencias de los alumnos con discapacidad visual y de sus profesores para la mejora de los procedimientos de selecciÃn a la EnseÃanza Superior y de la evaluaciÃn del aprendizaje. AsÃ, una investigaciÃn cualitativa fue llevada a cabo , caracterizada como un estudio del caso en la URCA. Los instrumentos utilizados para la recolecciÃn de datos fueron la entrevista semiestructurada, el cuestionario abierto y el anÃlisis de documentos. Se realizà un anÃlisis de contenido de los datos recolectados. La muestra es intencional y està compuesta por 33 sujetos: 5 alumnos con discapacidad visual matriculados en los siguientes cursos de graduaciÃn: Ciencias Sociales, BiologÃa, Derecho, GeografÃa y Letras; ii) la vicepresi denta del procedimiento de selecciÃn; iii) un miembro del grupo gestor del nÃcleo de accesibilidad de la URCA (Nuarc); iv) 20 profesores y 4 coordinadores; v) un candidato aprobado en el mÃster en EducaciÃn que presenta discapacidad visual y vi) el Prorre ctor de EnseÃanza. Los resultados dan cuenta de una inadecuaciÃn de recursos de accesibilidad a fin de reconocer, en los candidatos a l procedimiento de selecciÃn con discapacidad visual, la diferencia entre personas con ceguera y con baja visiÃn. Incluso, con la necesidad de identificar distinciones entre los candidatos con baja visiÃn. Los resultados se ratifican cuando se observa el proceso de evaluaciÃn en el cu rso de la graduaciÃn, que comprueba esa necesidad de distinciÃn incluso con alumnos con pÃrdidas visuales similares. Se concluye que existe una identidad de la persona con discapacidad visual que està respaldada en las necesidades pedagÃgicas individuales y en las diferencias entre alumnos con ceguera y baja visiÃn en lo que se refiere al procedimiento de selecciÃn y a la evaluaciÃn del aprendizaje.

The aim of this study was to critically analyse the bill (2021/22:162) which lay the foundation for the upcoming changes to the Swedish Education Act. Applying Carol Bacchi's framework “What’s the problem represented to be?”, this study aimed to answer how problems and solutions were presented in relation to the school's assignment towards students with intellectual disabilities (ID). In addition, identifying what silences could be discovered in the bill. Dyson and Millward's forms of inclusion constituted the study's theoretical framework. The analysed areas were limited to strengthening student health, guaranteeing early support efforts, and replacing and eliminating certain outdated concepts. The results show that none of the government's proposals met the criteria for strong inclusion, but contained both inclusive and exclusionary elements. Although the bill presented an ambition to strengthen the education for students with ID, results showed that this ambition did not include all students. Depending on which proposal the government presented, students with ID were attributed different characteristics to justify the government's proposal. This study also shows that the presented solutions were applicable within the existing school system and deriving from individual shortcomings. Further problematization of overall obstacles for students with ID was thus missing.

Sammanfattning Studien syftar till att utifrån ett lärarperspektiv belysa elevers inflytande vid undervisning i grundsärskolan. I studien undersöks hur några lärare i grundsärskolan definierar begreppet elev­inflytande, hur lärarna beskriver att de skapar förutsättningar för elevinflytande i sin under­visning samt vilka utmaningar lärarna beskriver att de möter i sitt arbete. Studien har gjorts med en kvalitativ forskningsansats där nio lärare som undervisar i grundsärskolan har intervjuats.  Studiens teoretiska ramverk är Shiers delaktighetsmodell (Shier, 2001). Med utgångspunkt i delaktighets­modellen har fem begrepp använts för att analysera intervjuerna utifrån öppningar, möjligheter, skyldigheter, resurser och utmaningar. Samtliga lärare i studien definierar elevinflytande som att eleven ska ges möjlighet att vara en del av beslutsprocessen för att kunna påverka undervisningen. Knappt hälften av lärarna beskriver denna definition i kombination med att elevinflytande även innebär att bli lyssnad på.   En god relation mellan lärare och elev visar sig vara en framgångsfaktor för elevinflytande i studiens resultat. Förmågor som lärarna behöver besitta är viljan till lyhördhet, öppenhet samt att visa tillit till elevens förmåga. En viktig del i lärarnas beskrivning av arbetet för elev­inflytande är att varje elev blir lyssnad till, även om hen inte alltid får sin vilja igenom. Elevernas bristande kommunikativa och kognitiva färdigheter ses som en tydlig utmaning för elev­inflytande. Den individuella elevens förutsättningar till inflytande beror helt på lärarens förmåga att tolka dess intentioner. Resultatet synliggör behovet av stödstrukturer exempelvis bildstöd som en förutsättning för elevens möjligheter att kunna göra aktiva val och delta i demokratiska processer. Organisatoriska faktorer såsom skolans lokaler och personaltillgång framträder i resultatet som viktiga förutsättningar för hur lärarna kan få elevinflytande att komma till stånd. Undermåliga förutsättningar gällande dessa faktorer leder istället till utmaningar för lärarna samt begränsar elevinflytande. / Abstract The study aims to highlight, from a teacher's perspective, the influence students may have on teaching practice in compulsory school for students with intellectual disability (ID). Moreover the study examines how teachers in  compulsory school for students with ID define the concept of student influence, the teachers’ descriptions of how they create conditions for students to influence their teaching practice, and what challenges the teachers define in this area of work. The study has been accomplished through a qualitative research approach where nine teachers teaching in compulsory school for students with ID have been interviewed.  The study's theoretical framework is based on Shier's participation model (Shier, 2001). Based on the participation model, the following five concepts have been used to analyse the interviews; openings, opportunities, obligations, resources, and challenges. All teachers in the study define student influence primarily based on a description where the student must be given the opportunity to actively be part of decision-making in order to influence teaching practice. Less than half of  teachers' definitions also describe a combination of being given the opportunity to be able to influence via participation in decision-making processes, as well as a student influence that incorporates being listened to and actively being asked for their opinion. The study shows that a good relationship between teacher and student is a vital factor for successful student influence. Abilities that teachers need to possess are perceptiveness, openness, and the capacity to show confidence in the student's own ability. An important part of the teachers' description of laying the ground for positive student influence is that each student is listened to, even if they do not always get their way. Student lack of communicative and cognitive skill is described as a clear challenge for student influencing ability. Subsequently, the individual student's potential for influence depends on the teacher's ability to interpret their intentions. It becomes visible in the results how important different support structures, such as image support and/or word support, constitute a prerequisite for the student's ability to make active choices and participate in democratic processes. Organisational factors such as the school's premises and staff availability are prominent in the results as important factors for how teachers can stimulate student influence. Poor conditions regarding these factors, on the other hand, lead to challenges for teachers and limit student influence.