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Dissertations / Theses on the topic 'Inclusive perspective'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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1

Mouroutsou, Stella. "Policy implementation in inclusive education : a complexity perspective." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8048/.

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Inclusion is a major focus of government policies worldwide. It is promoted by international agencies aiming to transform education systems in order to respond to the diversity of all learners. However, this research argues that not enough attention has been paid to the values that underpin the policies that promote inclusion, as well as to the beliefs of significant actors that participate in the policy process and which are considered to affect practice. Hence, the extent to which the move to inclusive education is substantive or linguistic is not clear. The complex conceptualisation of policy implementation as well as the need to study the conditions under which education policies work, encourages the use of complexity theory, which focuses on the idea that the interaction of multiple constituent agents has as an impact the emergence of phenomena-forms and events. The number of educational researchers who adopt sociomaterial approaches such as those developed by complexity theory and actor-network theory has increased. It is believed that complexity theory could contribute to our conceptualisation of policy processes, enhancing our understanding of how education policies become implemented and work. Underpinned by policy sociology and complexity theory as a conceptual framework, this cross-sectional and mixed methods research explores the way that the behaviour policy Better Relationships, Better Learning, Better Behaviour is interpreted and translated in mainstream secondary schools in Scotland. Additionally, this study examines whether complexity theory could contribute to our understanding of policy implementation in order to understand the extent to which the shift from behaviour to relationships in Scottish inclusive education is substantive and based on beliefs that promote inclusive education. In addition to questionnaires distributed to secondary mainstream schools in Scotland, data collection entailed interviews with policymakers, support teachers, support staff and education officers, and focus groups with pupils. The analytic framework is based on complexity theory in order to explore the implementation of the policy.
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Amakali, Tangi Rebekka. "Inclusive design policy implementation : an organizational knowledge creation perspective." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/75515/.

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The built environment plays an important role in ensuring inclusive access, making a provision for the wider population, especially disabled people, in accessing goods, work, education, facilities, services, health and housing. There are currently 11 million registered disabled people in the UK and the number is expected to rise in the coming years. The majority of this population faces challenges within the built environment due to physical barriers, some of which can be eliminated during the design stages. The DDA 1995, now part of the Equality Act 2010, was brought in by the UK Government to eradicate these barriers and led to Planning Policy Statement 1 in 2005 (also known as PPS1, which replaced by the National Planning Policy Framework in 2012) and Building Regulation Part M 1987, 2000, 2004 and 2010. All of these are designed to minimise disability discrimination by calling for reasonable provision for inclusive access within the built environment. Yet the literature review for this thesis suggests that designs that are not inclusively designed are still being granted permission. Furthermore, the literature review highlights: the limited understanding of inclusive design policy implementation amongst policy actors; the lack of clear policy documents, and; the weak influence of policy in decision-making. This research aims to examine how policy actors gain an understanding of the inclusive design policy implementation process necessary to assess the accessibility of the designs. To understand the research aim an Organizational Knowledge Creation Theory was introduced. In addition, a qualitative methods approach is adopted. The qualitative component involved semi-structured face-to-face interviews with thirteen policy actors from four selected case studies which are Local Authorities, underpinned by an analysis of the inclusive design policy document for each case study. The findings highlighted three main issues: poor knowledge creation on inclusive design; lack of organizational vision of the inclusive environment, and; access officers’ poor involvement in knowledge creation. This thesis makes a number of recommendations for improving the current understanding of inclusive design policy implementation amongst policy actors.
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Hidden, Karen. "Misaligned needs: A study of CSR from an NGO and corporate perspective." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25101.

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From a global perspective Corporate Social Responsibility (CSR) has been highlighted by business and society alike as essential. However, there is a growing concern surrounding the misalignment of funded and failed projects between business and Non-Governmental Organisations (NGOs). Literature indicates that often projects are initiated by the corporate donor without taking into consideration the need and long-term impact their investment might have on the selected NGO and the community that NGO supports (Blowfield & Frynas, 2005; Blundin, 2012; Kanter, 1999; Salang & Molebatsi, 2012). Furthermore, there is little emphasis on the role the NGO could play in the CSR granting process. The current research explores the role of CSR in business, the role of NGOs and the problems arising from the misalignment between the two. This paper questions the strategic alignment of CSR between business and NGOs and argues that something needs to change to form a cohesive and mutually sustainable model of engagement. A combination of phenomenology and Grounded Theory were used as the methodological frameworks for this research in order to understand how strategic alignment might result in a cohesive and sustainable match for the business and the NGO in the grant making and grant requesting phase. Justification for the use of blended methodologies is discussed in the study. The research examined the role of Dell South Africa's CSR processes and two of their NGO beneficiaries namely Christel House South Africa (CHSA) and Students Health and Welfare Centre Organization (SHAWCO). Staff from various levels within each of the above mentioned organizations formed part of the sample group. Semi-structured face-to-face and telephonic interviews were used to gather the research data, which was then analyzed and developed into codes using NVivo. The validity, reliability and justification surrounding the research have also been addressed. Eight key categories namely goal and vision alignment, strategic intent, communication, value creation, relevance and ROI, harsh realities, sustainability and impact and monitoring and evaluation, emerged from the data analysis and a model, based on the traditional Business Model Canvas, was developed. This model acts as a visual tool for corporates and NGOs when going through the CSR granting process and suggests that it should form the basis for a strategically aligned and cohesive fit between the two entities. Implications for corporates, NGOs and academics as well as areas for future research have also been outlined.
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4

Mudzakir, Ro'fah. "Grateful voices and greater expectations: parents' perspective on inclusive education in Indonesia." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104529.

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This study deals with the perspective of Indonesian parents of children with disabilities concerning the inclusion of their children in mainstream schools. It explores the extent to which these parents believe in inclusion and what they identify as challenges and opportunities in the current inclusion of their children. Employing a case study approach, the main data for this qualitative study was collected through interview with seven parents of elementary school children with various disabilities in two cities in Indonesia, namely Jakarta and Yogyakarta.From their personal narratives, we learn that despite cultural differences, parents in Indonesia shared common opinions—with regard to various aspects of inclusion—with parents who lived in other parts of the world shown by previous studies. They, for instance, believed that the practices of inclusion cast positive impacts upon children's social and academic development. Parents also believe that inclusion is a better way to prepare children for the “real” world. However, cultural differences yielded different perspectives. Unlike previous studies, the Indonesian parents put greater emphasis on academic achievement instead of social ones. Parents in Indonesia also demonstrate distinct ways in facilitating and supporting their children inclusion. These subjective perspectives of parents can perhaps be interpreted as a cultural production of inclusion.
Cette étude porte sur le point de vue des parents indonésiens d'enfants présentant un handicap au sujet de l'inclusion de leurs enfants dans des écoles ordinaires. Particulièrement, elle explore dans quelle mesure ces parents croient en ce concept et ce qu'ils identifient comme des défis et des opportunités dans l'inclusion actuelle de leurs enfants. Utilisant une approche de type étude de cas, les principales données de cette étude qualitative ont été recueillies par des entrevues dans des écoles primaires. Sept parents d' élèves ayant divers handicapés provenant de deux villes indonésiennes (e.g. Jakarta et Yogyakarta) ont participé.Nous apprenons dans leurs récits personnels que les parents en Indonésie partagent des opinions communes en ce qui concerne divers aspects de l'inclusion avec des parents provenant d'autres parties du monde, tel que montré dans des études précédentes. Par exemple, ils croient que les pratiques de l'inclusion produisent des effets positifs sur le développement social et scolaire de leurs enfants. Les parents estiment également que l'inclusion est de meilleure façon de préparer leurs enfants pour le monde «réel». Toutefois, certaines différences culturelles ont donné des perspectives dissemblables. Contrairement aux études antérieures, les parents indonésiens mettent davantage l'accent sur la réussite scolaire plutôt que sur la réussite sociale. Les participants ont aussi démontré une façon distincte pour faciliter et soutenir l'inclusion de leurs enfants. Les perspectives subjectives des parents peuvent être interprétées comme une production culturelle de l'inclusion.
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5

Taylor, Shena Parthab. "An inclusive design perspective on communication barriers in healthcare for ethnic minority consumers." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/12282.

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This thesis contributes original knowledge through an inclusive design approach to lowering language and communication barriers in healthcare and suggests shifting the discussion from culture to context to lower intra-cultural hindrances towards learning English amongst some ethnic minorities. It offers an adaptable, scalable concept for gathering data on ethnic minorities (considering both different generations and religions) and employs a framework based analysis in design. Over the course of three studies grounded on theoretical insights from literature, primary research lead to the development and testing of innovative aids for communication, including educative and motivational elements. This research began by seeking to understand ethnic minority consumers (EMCs) perceptions of any barriers hindering their take-up of products or services in the UK, and their preferences. This is particularly significant as the UK s EMC population is predicted to double by 2051 and to diversify further, presenting challenges for social cohesion and planning future community goals. EMCs also represent a significant market for service and product providers. The research focussed on EMCs from the Indian Subcontinent based on religions and generations. It highlighted that first generation females lacking English and/or literacy (across religions and age groups) faced problems with services and issues around empowerment . The importance of improved access to healthcare was a strong theme. On investigating NHS staffs perceptions, five barriers were identified (Language barriers; Low-literacy; a Lack of understanding; Attitudes, gender and health beliefs; and Information retention) and that a female subgroup was particularly affected. This study sets out staffs perceptions of the aids currently employed and suggestions of what would help. It identified a (currently) low use of visual communication aids in adult-patient care and that pharmacist-patient communication in pharmacies was low. Ideally, staff would like patients to learn English and to use more low-cost visual communication aids. These findings lead to the development of innovative visual communication aids through inclusive and user-centred approaches and participatory design and brainstorming methods. This enabled the development of aids by considering the needs of NHS staff, EMCs lacking English and/or literacy and indigenous elderly people to promote better patient-staff communication including a take-away educational element for learning English at home.
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6

Binmahfooz, Sarah. "Saudi Special Education Preservice Teachers’ Perspective towards Inclusion." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7746.

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In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers’ perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with disabilities in an inclusive classroom (Dev & Hayes, 2015). Today, inclusion has occurred in schools around the country; it is the educator’s responsibility to modify instruction in order to teach all students in the inclusive classroom. In order to investigate preservice teachers’ perspective toward inclusion in Saudi Arabia, this study used interviews with seven preservice teachers from the University of Umm Al-Qura. Six major themes emerged from the interview data, which represent Saudi special education preservice teachers’ perspectives toward inclusion, reasons for their perspective and recommendations including (1) negative perspective toward inclusion, (2) reasons related to students with disabilities’ condition and personality, (3) reasons related to the university, (4) reasons related to schools, (5) demand for more hands-on experience, (6) need to spread awareness among in-service teachers, principal, staff and community. Findings of the study and aspects related to the preservice teachers’ perspectives are discussed in detail, as well as implications of the findings and recommendations for future research.
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7

De, Vita Glauco. "Towards a culturally inclusive pedagogy in UK higher education : a business and management perspective." Thesis, Oxford Brookes University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432737.

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8

Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.
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9

Sanz, Alvarez Alba. "Brand gender: An androgynous perspective : A gender inclusive study with the case of Acne Studios." Thesis, Stockholms universitet, Marknadsföring, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181755.

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The vast majority of research based on brand gender has been developed focusing on consumers’ perspectives and behaviour. The implications of studying different perceptions of a brand’s gender can be related to brand equity, since this term is strongly associated with brand personality. Furthermore, as consumers reinforce themselves and their self-concept through brand identification, implications regarding self-representation are emphasized in terms of self-congruency having significant influence in brandcustomer relationships. During this thesis, a new holistic firm perspective approach was applied to brand gender. Acne Studios, iconic fashion brand based in Stockholm, was analysed and constituted as case study, aimed to comprehend how a brand could be perceived and identified as androgynous. Several brand related elements, covering a wide spectrum from typography to brand’s portfolio, including garment analysis, as well as brand presentation and communication features were studied in order to provide a whole picture of the firm’s gender comprehension. Using as a starting point androgyny definition as the sum of the feminine and the masculine, the setting of brand´s gender was further expanded as a result of the analysis performed for covering all possible gender identifications. Overall, this study conveys a broad and inclusive understanding of gender within the fashion brand Acne Studios and its elements to deepen and provide a new perspective within marketing and gender research.
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10

Meynert, Mariam John. "Inclusive Education - Perceptions of Learning Facilitators of Children With Special Needs (Inkluderande utbildning – uppfattningar av specialpedagoger som underlättar lärandet för elever med särskilda behov)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36550.

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This essay is my term paper submitted in partial fulfillment of my Swedish teaching degree (90hp) inthe ULV project. It is an attempt to understand the concept of inclusion and the degree to which it isbeing practiced in Swedish municipality schools. World Declaration on Education for All wasfollowed by the political acceptance of “one school for all” in educational system and debates inSweden. This was a clear expression of the democratic ambition to create an inclusive school whereevery student had a right to equal and comparable education. Yet the history of special education hasshown that the goal to implement inclusive education has been difficult to achieve. The ideology ofinclusive education is in conflict with the ground realities and the interests and values of theindividuals involved in schooling children which has led to a compromise where “one school for all”has resulted in the persistence of the traditional paradigm where segregated schooling and integrationhas been seen as the appropriate solution.Although there is space for different kinds of solutions to support children of special needs within theconcept of “one school for all”, a positive posture on the part of the personnel would help grounddemocratic inclusive schools where students are not sorted out in terms of their abilities/disabilities,rather one which is designed with pupil diversity in mind, and where the school setting is adapted tochildren´ s needs. Such an inclusive education would be one, which celebrates diversity and isgrounded on the value that differences between students are a resource rather than a problem.
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Souza, Flávia Faissal de 1971. "Políticas de educação inclusiva : análise das condições de desenvolvimento dos alunos com deficiência na instituição escolar." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250860.

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Orientador: Ana Luiza Bustamante Smolka
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-11-07T14:58:25Z (GMT). No. of bitstreams: 1 Souza_FlaviaFaissalde_D.pdf: 4145202 bytes, checksum: 45682687867d97635d5be1f559334889 (MD5) Previous issue date: 2013
Resumo: O objetivo deste estudo é analisar as condições de desenvolvimento de alunos com deficiência, em uma escola da rede pública de ensino do Município de Campinas, considerando as diretrizes e as estratégias para implementação das políticas de Educação Inclusiva. Integrando um projeto coletivo de pesquisa ancorado na perspectiva histórico-cultural, o estudo envolveu uma equipe de pesquisadores que acompanhou o trabalho de uma professora em uma turma de 5o ano, durante um ano letivo. Paralelamente ao estudo de campo, efetuou-se uma análise dos pressupostos e das diretrizes que orientam as políticas no âmbito internacional, nacional e municipal. Dos registros feitos em diário de campo e videogravações foi destacada a análise de uma aula, que dá visibilidade analítica às profundas contradições que caracterizam tanto as concepções das políticas como as prescrições para sua efetivação e as condições para realização do trabalho no interior da sala de aula, que marcam o desenvolvimento dos alunos com deficiência.
Abstract: The objective of this study is to analyze the development conditions of students with disabilities at a school within the public education board of the Municipality of Campinas, considering the guidelines and the strategies to implement the policies on Inclusive Education. Integrating a collective research project anchored to a historical-cultural perspective, the study involved a team of researchers that accompanied the work of a teacher in a grade 5 class during a school year. In parallel to the field study, an analysis was done on the prerequisites and guidelines that lead policies within an international, national and municipal scope. From the records made in a field diary and video recordings, an a class analysis was highlighted, which gives analytical visibility to the profound contradictions that characterize both the conceptions on policies as well as the prescriptions for effectuation and the conditions to perform the work inside the classroom, which frame the development of students with disabilities.
Doutorado
Psicologia Educacional
Doutora em Educação
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12

Serfontein, Erika Mariane. "The fundamental rights of learners within inclusive education : an educational-juridical perspective / Erika Mariane Joubert-Serfontein." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2542.

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Beyer, Wanda. "Belonging in a Grade 6 Inclusive Classroom: Three Multiple Perspective Case Studies of Students with Mild Disabilities." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1590.

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14

Jakobsson-Åhl, Teresia. "Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.

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This thesis scrutinises how regular mathematics teachers are expected to deal with empowerment in mathematics classroom practice. Inspired by a socio-political perspective, the aim of the study is to problematise how to empower mathematics students in inclusive classroom practice, as implicitly understood in a nationwide professional development programme, i.e., the Boost for Mathematics, in Sweden. The aim is addressed by the following research question: What types of empowering ideas are conveyed in the Boost for Mathematics? The data of the study were collected from supporting materials for teachers, published within the Boost for Mathematics. Data processing consists of two steps. Step 1 is a thematic analysis of how to promote student empowerment as discerned in the data of the study. In a nutshell, Step 1 clarifies that the data give prominence to ways of empowering students from a cognitive point-of-view while social difference is disregarded. Step 2 undertakes a critical approach and discusses an alternative way of treating empowerment; this alternative way is restricted to the design of participatory activities in inclusive classroom practice.
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Santos, Kátia Silva. "A política de educação especial, a perspectiva inclusiva e a centralidade das salas de recursos multifuncionais : a tessitura na rede municipal de educação de Vitória da Conquista (BA)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/69920.

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Este estudo teve como objetivo compreender as configurações assumidas pela atual Política Nacional da Educação Especial na Perspectiva da Educação Inclusiva, na Rede Municipal de Educação de Vitória da Conquista (BA), dando ênfase aos ‘possíveis efeitos’ do processo de implementação das Salas de Recursos Multifuncionais no interior das escolas. No percurso da pesquisa, foram assumidos como prioritários os conceitos batesonianos e a produção de estudiosos do campo da análise de políticas, tais como Muller e Surel. Em Bateson, encontram-se ideias disparadoras que dão ênfase às relações, ao contexto, à compreensão do processo. Na produção de Muller e Surel, percebe-se a multiplicidade de fatores que circundam a produção das políticas. A junção das perspectivas possibilitou a compreensão acerca da ação de implementação de políticas públicas como processo de aprendizagem. A tessitura proposta pelo estudo sugeriu uma forma de pesquisa do tipo qualitativa, em que foram usados os seguintes instrumentos metodológicos: análise de documentos, entrevistas semiestruturadas, observação-participante e questionários. Com base nesse movimento de pesquisa, chegou-se ao entendimento de que a Política Nacional da Educação Especial na Perspectiva da Educação Inclusiva, cujo documento orientador foi publicado em 2008, pode ser compreendida como ‘um marco de referência’ global que vem sendo interpretado pela Rede Municipal de Educação de Vitória da Conquista (BA) com base nos direcionamentos dados às políticas locais. No que se refere ao processo de implementação das Salas de Recursos Multifuncionais, neste contexto, o estudo e a análise dos dados possibilitaram a observação de que a existência dessas salas no interior das escolas, apesar de não serem garantia de inclusão escolar, vem gerando significativos movimentos: primeiramente, em âmbito geral; depois, em âmbito mais específico, visto que está diretamente vinculado às práticas. No âmbito mais geral, pode-se inferir que o processo de implementação das Salas de Recursos Multifuncionais vem contribuindo para a construção da compreensão de que a escola comum e pública é também um espaço das pessoas com deficiência. Em âmbito mais específico, observa-se que a constituição desses espaços, no interior das escolas, tem levado à produção de uma espécie de interconexão entre as práticas da escola comum e as da Educação Especial. Esse movimento poderá possibilitar transformações expressivas nas ações que serão desenvolvidas cotidianamente nas escolas, pois é possível perceber que existe uma aposta no processo educativo e na aprendizagem do aluno com deficiência.
This study aimed to understand the configurations assumed by the current National Policy on Special Education in the Perspective of Inclusive Education, in the Municipal Education Network of Vitória da Conquista (BA), with emphasis on the 'potential effects' of the implementation process of the Multifunctional Resource Classrooms within schools. In the course of the research, priority was given to the Batesonian concepts and the production by scholars in the field of policy analysis, such as Muller and Surel. In Bateson, one finds triggering ideas which emphasize the relationships, the context, and the comprehension of the process. In Muller’s and Surel’s production, one notes the multiplicity of factors which surround the production of policies. The junction of perspectives enabled the comprehension of the action of implementing public policies as a learning process. The fabric proposed by the study suggested a research of qualitative kind, in which the following methodological tools were used: document analysis, semi-structured interviews, participant observation and questionnaires. Based on this research movement, one came to the understanding that the National Policy on Special Education in the Perspective of Inclusive Education, whose guiding document was published in 2008, can be understood a sa global ‘reference landmark’ which has been interpreted by the Municipal Education Network of Vitória da Conquista (BA) on the basis of the directions given to the local policies. With regard to the implementation process of the Multifunctional Resource Classrooms, in this context, the study and analysis of the data enabled us to observe that the existence of these classrooms within schools, even though it is not guaranty of school inclusion, has generated significant movements: first in general terms; then more specifically, since they are linked to the practices. In more general terms, one could infer that the process of implementing the Multifunctional Resource Classrooms has contributed to building the comprehension that the common and public school is also a space for people with disabilities. In the more specific context, one notes that the constitution of such spaces, within schools, has led to the production of a kind of interconnection between the practices by the common school and those by the Special Education. This movement may enable significant changes in the actions which will be developed on a daily basis in schools, for it is possible to note that there is a bet on the educational process and on the learning of students with disabilities.
Este estudio tuvo como objetivo comprender las configuraciones asumidas por la actual Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva, en laRedMunicipal de Educación de Vitória da Conquista (BA), con énfasis en los ‘posibles efectos’ del proceso de implementación de los Salones de Recursos Multifuncionales en las escuelas. En el transcurso de la investigación, fueron asumidos como prioritarios los conceptos batesonianos y la producción de estudiosos en el campo del análisis de políticas, como Muller y Surel. En Bateson, se encuentran ideas disparadoras que hacen hincapié en las relaciones, en el contexto, en la comprensión del proceso. En la producción de Muller y Surel, se percibe la multiplicidad de factores que rodean a la producción de las políticas. La unión de las perspectivas permitió la comprensión de la acción de implementación de las políticas públicas como un proceso de aprendizaje. La tesitura propuesta por el estudio sugirió una forma de investigación del tipo cualitativo, en la cual se utilizaron las siguientes herramientas metodológicas: análisis de documentos, entrevistas semiestructuradas, observación participante y cuestionarios. Sobre la base de este movimiento de investigación, se llegó a la comprensión de que la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva, cuyo documento guía fue publicado en 2008, puede ser comprendida como ‘un punto de referencia’global que sigue siendo interpretado por la Red Municipal de Educación de Vitória da Conquista (BA) según las direcciones dadas a las políticas locales. Con respecto al proceso de implementación de los Salones de Recursos Multifuncionales, en este contexto, el estudio y el análisis de los datos permitieron observar que la existencia de estos salones dentro de las escuelas, aunque no garantiza inclusión escolar, sigue generando significativos movimientos: en primer lugar, en su alcance general; a continuación, más específicamente, pues están ligados a las prácticas. En su alcance más general, se pudo inferir que el proceso de implementación de los Salones de Recursos Multifuncionales sigue contribuyendo para la construcción de la comprensión de que la escuela común y pública es también un espacio de las personas con discapacidad. Más específicamente, se observa que la constitución de esos espacios, dentro de las escuelas, sigue resultando en la producción de un tipo de interconexión entre las prácticas de la escuela común y las de la Educación Especial. Ese movimiento podrá permitir cambios significativos en las acciones que se desarrollarán cotidianamente en las escuelas, pues se puede percibir que hay una apuesta por el proceso educativo y por el aprendizaje del estudiante con discapacidad.
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Falkoski, Fernanda Cristina. "Análise do processo de comunicação de pessoas com surdocegueira congênita a partir da produção e do uso de recursos de comunicação alternativa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165681.

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Esta pesquisa teve como objetivo geral compreender como ocorre o processo de comunicação de pessoas com surdocegueira congênita a partir da produção e do uso de recursos de comunicação alternativa. Foram utilizados como referencial teórico os estudos de Maia (2004, 2011), Galvão (2010), Keller (2008), Cormedi (2011, 2012), Cambruzzi (2007) e Silva (2012). Para conhecimento do campo teórico, foram realizadas buscas nas plataformas: Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd), Banco de Teses e Dissertações da CAPES e SciELO. Essas buscas ocorreram em tessitura com a prospecção de dados sobre a matrícula de alunos com surdocegueira em escolas do Estado do Rio Grande do Sul, a partir das informações constantes no site do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) e do contato com a Secretaria de Educação Especial do Estado do Rio Grande do Sul (SEDUC), com a Fundação de Articulação e Desenvolvimento de Políticas Públicas para Pessoas com Deficiência e com Altas Habilidades no Rio Grande do Sul (FADERS) e com gestores de municípios. A partir das informações obtidas dos dados do INEP, foram selecionadas duas crianças com surdocegueira congênita. Em consequência, suas famílias e professoras também foram envolvidas na pesquisa. Os critérios de seleção foram ser uma criança com surdocegueira e estar matriculada nos anos iniciais do Ensino Fundamental de alguma escola do Estado do Rio Grande do Sul. A metodologia de pesquisa constituiu-se por 10 encontros com os alunos na escola. A fim de identificar estratégias e recursos utilizados em situações comunicativas, foram utilizados quatro instrumentos: construção de mapas, visitas realizadas nas casas das crianças, entrevistas com as professoras e observações. Os resultados das observações evidenciaram que os mediadores: família e professoras tinham formas de se comunicar com as crianças, algumas ações e reações eram percebidas com sentido e significado, mas não havia reconhecimento disso. Essas formas de comunicação expressiva e receptiva precisavam ser reconhecidas como tal pelos interlocutores. As crianças estavam em momentos diferentes do processo comunicacional. A menina se valia da baixa visão para a comunicação, e o menino, dos demais sentidos (principalmente, tato e olfato). Esta pesquisa proporcionou diversos aprendizados, entre eles: compreender que a comunicação muitas vezes precisa ser descoberta pelo mediador, pois as crianças oferecem indícios e possibilidades comunicacionais a serem reconhecidas e nomeadas; existem diferentes recursos que podem ser utilizados pelas e com as crianças; as famílias dispõem de formas de comunicação e informações sobre as crianças que podem auxiliar no processo de comunicação. A pesquisa também indica a importância do uso da comunicação alternativa por meio de objetos de referência e fotografias no sistema de calendários, organizando a rotina e proporcionando a antecipação das atividades e das ações das crianças.
This research aimed to understand how the communication process happens between people with congenital deafblindness, as of the production and use of alternative communication resources. The utilized theoretical references were the studies of Maia (2004, 2011), Galvão (2010), Keller (2008), Cormedi (2011, 2012), Cambruzzi (2007) and Silva (2012). For the theoretical field knowledge, the following searches were performed on the platforms: National Association of Graduate Studies and Research in Education (Associação Nacional de Pós-Graduação e Pesquisa em Educação - ANPEd), Theses and Dissertations Bank of CAPES (Banco de Teses e Dissertações da CAPES) and SciELO. Those searches were intervened with the data collection on the enrollment of students with deafblindness in schools in the State of Rio Grande do Sul, from the information contained in INEP's (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira) website and from the contacts with the Department of Special Education of the State of Rio Grande do Sul (SEDUC), the Foundation for Articulation and Development of Public Policies for People with Disabilities and with High Abilities in Rio Grande do Sul (FADERS) and with public managers of municipalities. From the information obtained from INEP data, two children with congenital deafblindness were selected. As a result, their families and teachers were also involved in the research. The selection criteria were to be a child with deafblindness and to be enrolled in the initial years of the Elementary School of any school in the State of Rio Grande do Sul. The methodology consisted of 10 meetings with the students at school. In order to identify strategies and resources used in communicative situations, we used four instruments: map construction, visits in the children's homes, interviews with teachers and observations. The results of the observations showed that the mediators family and teachers have their own ways of communicating with children; some actions and reactions were perceived with meaning and significance, but there was no recognition of it. These forms of expressive and receptive communication needed to be recognized as such by the interlocutors. The children were at different times of the communicational process. The girl took advantage of the low vision for communication, and the boy used the other senses (mainly touch and smell). This research has provided several lessons, such as: understanding that communication often needs to be discovered by the mediator, because children provide evidence and communicational possibilities to be recognized and named; there are different features that can be used by and with the children; the families have forms of communication and information about the children which can assist in the communication process. The research also indicates the importance of using the alternative communication by means of reference objects and pictures in the calendar system, which organizes the children's routine and enables their anticipation of activities and actions.
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Calabrese, Anna-Letizia. "We are special, just the way we are!Listening to children's voices in an Inclusive Multicultural Environment." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131423.

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The aim of this research is to provide insight into how middle school learners experience an inclusive multicultural learning environment. Increasing diversity is challenging European educational systems, which have the arduous task to foster inclusion of learners with diverse educational needs. In order to explore the participants’ descriptions, a qualitative approach based on semi-structured interviews with six learners was employed. Learners’ positions in the educational scenery are central and unique; they are the main experts on their own situations and therefore precious contributors to educational research. Results have been discussed according to a sociocultural perspective. The analysis of my data suggests that the learners perceive their inclusive environment as beneficial. Moreover, they perceive their cultural diversity as strength, reckon social interaction and teamwork with peers as favorable conditions for learning, feel competent in multicultural communication and believe that respect and acceptance towards others are necessary common values. Some implications of multiculturalism in special education are discussed according to the results of a recent European study, which shows that in all the participating European countries, Sweden included, there is a consistent discrepancy in the proportions of learners with immigrant background within special education. Assessment methods developed for mono-cultural learners appear to be a valid reason why multicultural learners are over-or under-represented in special education. Research also shows that inclusion of diversity in educational environment enables the development of social skills in all learners.
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Uzukwu, Elochukwu Eugene. "Review: Rose N. Uchem, "Overcoming Women's Subordination - an Igbo African Perspective: Envisioning an Inclusive Theology with Reference to Women."." Bulletin of Ecumenical Theology, 2002. http://digital.library.duq.edu/u?/bet,2400.

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19

Wang, Minzhi. "How are the strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland : From teachers’ perspective." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40644.

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Inclusion enable children with special needs pursue their education or activities with their peers who are not disabled. Participation of children can be promoted by inclusion. Teachers are key for developing inclusive schools and improve the participation of children with special needs. The aim of this study is to describe strategies teachers use to facilitate participation of children in need of special supports in three ‘inclusive schools’ in Finland. To study this issue, interviews were conducted with eight participants from these three schools. The ICF-CY model was used to analyze the interview data. Results show that teachers’ strategies of promoting children’s participation in these Finnish ‘inclusive’ schools are diverse, teachers use strategies that focus on children’s environmental factors as well as factors that relate to children themselves. Most of teachers believe strategies that make changes on children environmental factors can help children participate in classroom tasks and activities. Some factors to influence difference of the strategies in different schools were found, different school situations and seems to be a decisive role on teachers’ strategies of improving the participation of the children. This study gives a promising view of the actions that teachers take to promote participation of children in need of special support.
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20

Sene, Saliou. "Perspective internationale en éducation inclusive et réalités des enfants en situation de handicap en Afrique subsaharienne francophone : cas du Sénégal." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0005.

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Pour opérationnaliser la vision décrite dans le document de référence du Sénégal intitulé « Plan Sénégal Emergent (PSE) », plusieurs politiques publiques sont mises en œuvre. Pour certains secteurs qui s’occupent essentiellement de l’enfance, l’objectif est d’améliorer le bien-être des enfants conformément aux orientations nationales et internationales. En effet, les programmes suivants: Couverture Maladie Universelle, Gratuité des Soins Enfants (-5 ans), Bourses de Sécurité Familiale et Carte d’Egalité des Chances sont à mettre en exergue. Dans le secteur de l’éducation et de la formation, le Programme d’Amélioration de la Qualité, de l’Equité et de la Transparence (2018-2030), lutte contre les inégalités en éducation. Le souci est de respecter les orientations gouvernementales visant constamment à rester en cohérence avec la perspective internationale notamment la feuille de route de l’agenda 2063 de l’Union africaine et les Objectifs de développement durable.Cependant, en 2016, les statistiques ont révélé que pour les enfants de 6 à 16 ans estimés à 4.022.229, on dénombre un effectif de 1.174.077 enfants jamais scolarisés dont 43 % de filles et 23 425 enfants en situation de handicap (Etude USAID, 2016). Bien conscient de la théorie d’une société inclusive (Gardou, 2012) qui soutient que nul n’a le droit de s’approprier le patrimoine commun de l’humanité, ce nombre d’enfants est suffisamment mobilisateur pour une recherche de leviers capables d’adapter les orientations mondiales en politiques publiques d’éducation inclusive. En effet, la recherche vise à enrichir le savoir existant dans une stratégie participative de compréhension commune d’enjeux de mondialisation d’une vision pour des réalités aussi disparates que celles des enfants en situation de handicap.Pour ce faire, des concepts clefs sont revisités et des entretiens menés en se basant sur les principes du positivisme d’Auguste Comte qui a pour but ultime l’établissement d’un nouvel ordre social, politique et moral. En termes de résultats, le principal problème à résoudre est l’alignement à la lettre à la perspective internationale qui pourrait induire des injonctions absurdes. Pour vérifier cette hypothèse d’injonctions absurdes, la technique appliquée à une démarche hypothético-déductive a permis une collecte et une analyse de données menées en méthodes d’échelle servant à quantifier des aspects qualitatifs. L’amélioration des conditions de l’environnement des apprentissages en termes de classes physiques construites, d’adductions d’eau, de murs de clôture, de toilettes séparées (garçons, filles, adultes), de manuels et supports didactiques adaptés s’impose comme levier incontournable des stratégies d’inclusion scolaire en Afrique subsaharienne francophone en général.Au Sénégal, la politique d’éducation inclusive est confrontée aux conditions de l’environnement des apprentissages incluant la communication pour le changement de comportements et la requalification des personnels de l’éducation. La construction d’une vision pour une prise en compte correcte des enfants en situation de handicap dans un pays de faibles revenus aligné aux orientations mondiales devient une exigence. Les types de handicaps combinables dans des classes ordinaires et non une élimination risquée des écoles spéciales pour certains types d’enfants, contrairement à l’injonction d’inscrire l’enfant à l’école du quartier avec des salles de classe bondées et un environnement d’apprentissage de qualité limitée semblent être le chemin
To operationalize the vision described in the Senegal’s reference document titled “Plan Senegal Emergent”, several public policies are being implemented. For sectors that at first hand concerned with childhood, the objective is to improve the well-being of children based on the national and international guidelines. In fact, the following programs: Universal Health Coverage, Free Child Care (-5 years), Family Security Scholarships and Equal Opportunities Card are to be highlighted. In the education and training sector, the Program for Improving Quality, Equity and Transparency (2018-2030), fights inequality in education. The main objective of the Ministry of education is to apply the government’s policies that maintain consistency with the international perspective, in particular the roadmap of the African Union’s Agenda 2063 and the Sustainable Development Goals.However, in 2016, statistics revealed that for children from 6 to 16 years old, which represent 4,022,229, there are 1,174,077 children ever in school, including 43% girls and 23,425 children with disabilities without formal education (USAID Study, 2016). We are very conscious about the theory of an inclusive society (Gardou, 2012) that stipulates that no one has the right to grasp for himself the common heritage of Mankind. Then,, this large number of children is a key booster to mobilize for a research of mechanisms capable to adapt worldwide orientations to inclusive public education policies. Indeed, this research aims to enrich existing knowledge in a participatory strategy of common understanding of globalized issues with a vision for realities as disparate as those of children with disabilities.To do this, key concepts are reviewed and interviews conducted and based on the principles of positivism of Augustus Comte, whose ultimate goal is the establishment of a new social, political and moral order. In terms of results, the main challenge to be faced is the strict alignment with international policy regulations that could probably lead to absurd injunctions. In order to verify this absurd injunction hypothesis, the technique applied to a hypothetico-deductive approach allowed collection and analysis of data through scale methods used to quantify quality issues. Upgrading the learning environment in terms of built physical classes, water supply, fencing walls, separate toilets (boys, girls, adults), textbooks and appropriate learning materials are an essential lever for school inclusion strategies in African, Francophone sub-Saharan Countries in general.In Senegal, the full application of inclusive education policy faces hard conditions like the learning environment including communication for behavioral change and the retraining of education staff. The construction of the vision for a proper consideration of children with disabilities in low-income countries aligned with worldwide guidelines becomes a requirement. Types of disabilities that can be combined in ordinary classrooms and not a risky elimination of special schools for some type of children, contrary to the injunction to register the child in the neighbourhood school with crowded classrooms and a limited quality learning environment seem to be the way out
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Mathews, Paul Samuel. "Plasticity, life history and inclusive fitness : an evolutionary demography perspective on individual variation in fertility and fertility preferences in contemporary Britain." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/438/.

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This thesis consists of three papers that explore variation in individual fertility and fertility preference. The setting for all three papers is the contemporary UK, though the conclusions have utility for a general understanding of human fertility. All three papers are motivated by theories arising from evolutionary biology, principally inclusive fitness theory and life history theory. The first two papers investigate actualised fertility and whether patterns of fertility in contemporary Britain are consistent with inclusive fitness theory. Both papers conduct secondary data analysis of the British Household Panel Study. Inclusive fitness theory predicts that because relatives share genes an individual may obtain fitness benefits by increasing the reproduction of a relative. Results support this hypothesis showing that for contemporary British women kin having more opportunities to influence reproductive decision-making is associated with pro-fitness fertility outcomes. In the first paper I find kin accelerate the transition to first birth, and the second paper shows kin also accelerate the transition to second birth. The final paper tests a different hypothesis derived from evolutionary theory. Life history theory predicts that reproductive strategy should have ‘plasticity’ and be liable to alter as perceived environmental risk changes. This paper uses primary data collected from University students using an internet experiment and finds that priming respondents using preceding questions on mortality does alter reported fertility preferences, though the effects depend upon the priming, fertility preference measure and the sex of the respondent. The paper also has methodological relevance as it demonstrates the potential for ‘context effects’ from preceding questions to influence the reporting of fertility preferences. All three papers present evidence that the incorporation of theories from evolutionary biology have utility in the understanding of contemporary fertility patterns and processes.
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Silva, Josiane Marcela Andrade. "Salas de recursos multifuncionais: a interação entre família e escola no Município de Matelândia - Paraná." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/4071.

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This research aims to understand and analyze if there is a participation and also the way it occurs the family interaction in education policy, specifity of multifunctional classes which help the special education students in the perspective of inclusive education at the public education network in Matelândia – Paraná. In order to reaching the study objective, there were specific goals: Identify the family engagement and comprehension about the learning disability of the child; Understand the performance of the inclusive education policy worldwide and in Matelândia-PR; Check the teachers’ understanding about the family interaction to the student learning process; Apprehend the conception of inclusive education in the current legislation which implant the multifunctional classes; Comprehend and discuss the family into the inclusive education policy. In this regard, the question which directed the investigation was this one: In the face of the child educational needs of the target audience in the national policy of special education and the inclusive education perspective, how does the interaction between school and family happen? That way, it was necessary specific methodological procedures, defining it as qualitative, descriptive and exploratory research.During the documental research, they prioritized the federal, state and city legislation which treat about inclusive education.The bibliography subsidized a debate about the social policies and among them, the educational policy in the inclusive perspective and the family in the context of the social policies. The field researchcontemplated nine individuals, and among them, commom teachers, special education students’ families and multifunctional class teachers. The current investigation looks back the history of assisting people with disabilities in Brazil, special education progress to the inclusive perspective and also social policies in the specifity of education and family participation. On the basis of this study, it can be stated that there are weaknesses in the interaction among family, school and professionals who assist people with disabilities, development disordersand high levelskills. The main result of the researchwas the occurrence of communication between school and family, but not as desired, it needs to be improved. It will also be necessary to build strategies with the family and school in order to ease reliable and friendly environment for the children, the members of the family and the education professionals.
Essa pesquisa objetiva compreender e analisar se ocorre a participação e o modo como acontece a interação da família na Política de educação, na especificidade das Salas de Recursos Multifuncionais que atendem aos alunos da Educação Especial na Perspectiva da Educação Inclusiva na rede de ensino pública do Município de Matelândia-Paraná. Para dar conta de atingir o proposto na pesquisa, elencou-se como objetivos específicos: Identificar o envolvimento da família e entendimento da família sobre a dificuldade de aprendizagem da criança; compreender a execução da Política de Educação Inclusiva em nível, mundial, nacional e municipal em Matelândia – PR; verificar o entendimento dos professores de salas de recursos multifuncionais e de sala comum sobre a interação da família para a aprendizagem dos alunos; apreender a concepção de educação inclusiva na legislação vigente que implanta as salas de recursos multifuncionais; compreender e discutir a família na política educacional inclusiva. Com este propósito, a questão que direcionou a investigação foi a seguinte: Diante das necessidades educacionais da criança do público alvo da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva como ocorre a interação entre escola e família? Nesse sentido, recorreu-se a determinados procedimentos metodológicos definindo-se a pesquisa qualitativa, descritiva e exploratória. Na investigação documental, foram priorizadas as legislações Federais, Estaduais e Municipais, que tratam da Educação Inclusiva. A bibliografia subsidiou o debate sobre as políticas sociais, dentre elas a política de educação na perspectiva inclusiva e família no contexto das políticas sociais. Quanto à pesquisa de campo realizada, contemplou nove sujeitos entre eles, professores de sala comum, famílias de alunos público alvo da educação especial na perspectiva inclusiva e professores de Salas de Recursos Multifuncionais. A presente investigação percorreu a história de atendimento às pessoas com deficiência no Brasil, sobre os avanços da educação especial para a educação especial na perspectiva inclusiva, como também sobre a política social na especificidade da Educação e a participação da família. Com base no estudo desenvolvido, pode-se afirmar que a interação entre a família, a escola e os profissionais que atendem estudantes com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação possui fragilidades. A investigação apresentou como resultado principal que ocorre a comunicação entre as instituições família e escola, mas não a desejada sendo uma questão a se avançar. Por fim, para que os objetivos em torno dos alunos sejam alcançados será necessário construir estratégias conjuntas entre família e escola de forma que favoreçam e possibilitem ambientes acolhedores e confiáveis, tanto para as crianças como para os membros das famílias e os profissionais de educação.
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Al, Amri Raiya R. S. "An Institutional Perspective on Talent Management. Four Case Studies in the Banking and Petroleum Sectors in the Sultanate of Oman." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/15867.

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Talent Management (TM) is of growing interest within academia and in the strategic HRM literature in particular. Despite many attempts to study TM from different perspectives, it remains an ambiguous and elusive concept that is difficult to define and hence challenging to explore and address. Studies on TM are based within Western contexts and therefore it is questionable whether TM models and theories are transferable to other nations and contexts. This research examines the nature of TM in the Middle Eastern context of Oman, from the perspective of Institutional Theory. Through a qualitative, multiple case-study approach, data was collected from four banking and petroleum-sector organisations through semi-structured interviews. The findings suggest that the different influences of institutional pressures (e.g. nationalisation, competition, organisational characteristics) have significantly shaped TM in these organisations. The findings show that TM effectiveness and sustainability depends upon a range of factors including: generational differences, employee expectations, the role of expatriates and national culture. Thus, TM and its approach has to be understood and framed within the context of institutions which interact with organisational characteristics; this shapes the way in which the organisations define their TM approach in order to seek legitimacy, business continuity and effectiveness.
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Rashid, Saif AL Amri Raiya. "An Institutional Perspective on Talent Management: Four Case Studies in the Banking and Petroleum Sectors in the Sultanate of Oman." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/16002.

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Talent Management (TM) is of growing interest within academia and in the strategic HRM literature in particular. Despite many attempts to study TM from different perspectives, it remains an ambiguous and elusive concept that is difficult to define and hence challenging to explore and address. Studies on TM are based within Western contexts and therefore it is questionable whether TM models and theories are transferable to other nations and contexts. This research examines the nature of TM in the Middle Eastern context of Oman, from the perspective of Institutional Theory. Through a qualitative, multiple case-study approach, data was collected from four banking and petroleum-sector organisations through semi-structured interviews. The findings suggest that the different influences of institutional pressures (e.g. nationalisation, competition, organisational characteristics) have significantly shaped TM in these organisations. The findings show that TM effectiveness and sustainability depends upon a range of factors including: generational differences, employee expectations, the role of expatriates and national culture. Thus, TM and its approach has to be understood and framed within the context of institutions which interact with organisational characteristics; this shapes the way in which the organisations define their TM approach in order to seek legitimacy, business continuity and effectiveness.
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PEDREIRA, SILVIA MARIA FANGUEIRO. "BECAUSE THE WORD IS NOT ENOUGH: A STUDY OF THE RELATIONS AMONG DEAF AND HEARING PEOPLE INSIDE AN INCLUSIVE SCHOOL IN INTERCULTURAL PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9041@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Esse trabalho tem como questão central problematizar o discurso da escola inclusiva como a forma mais eficaz de promover a universalização do acesso à educação e a atenção à diversidade, tendo como foco a inclusão escolar de alunos/as surdos/as na perspectiva intercultural. Com base na concepção de linguagem e de aprendizagem como processos sociais e dialógicos, de surdez como uma diferença cultural e dos/as surdos/as como indivíduos que se constituem como sujeitos na Língua de Sinais, foi realizado um estudo de caso de cunho etnográfico numa escola inclusiva por um período de seis meses, com o objetivo de investigar os limites e as possibilidades das relações entre surdos/as e ouvintes com a presença de intérpretes de Língua de Sinais. Para tanto, foram feitas observações do cotidiano escolar e realizadas um total trinta e sete entrevistas individuais e semi-estruturadas com professores/as, alunos/as surdos/as, alunos/as ouvintes e intérpretes de Língua de Sinais. Os resultados obtidos nessa pesquisa apontam a necessidade de refletir sobre as implicações negativas da inclusão escolar de surdos/as, sob os pontos de vista lingüístico, educacional e identitário e sobre o papel do/a intérprete educacional na escola inclusiva.
The central point of this work is to discuss, in the intercultural perspective, inclusive schooling discourse as the most efficient way of promoting universalization of access to education and attention to diversity, focusing on the inclusion of deaf students. Based on the concepts of language and learning as social and dialogical processes, of deafness as a cultural difference and of deaf people as individuals that become subjects in Sign Language, an etnographic study was carried out for six months, inside an inclusive school, in order to investigate the limits and possibilities of the relations among deaf and hearing people in the presence of Sign Language interpreters. Daily school observations were realized during this period and thirty-seven semi- structered individual interviews were conducted with hearing teachers, deaf students, hearing students and Sign Language interpreters. This research indicates the necessity of reflection on the negative implications of deaf people inclusive schooling in linguistic, educational and identitary aspects and on the role of the educational interpreter inside inclusive school.
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Denis, Pierre. "Stress, coping et sentiment d’auto-efficacité des enseignants ayant à inclure un enfant présentant un TSA en maternelle : quelle incidence sur la perspective parentale ?" Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3144.

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Depuis la loi du 11 février 2005, la scolarisation des enfants présentant un handicap s’inscrit dans une logique d’inclusion, les enseignants du milieu ordinaire sont obligés d’accueillir et d’adapter leur pédagogie à leurs besoins. Or, la littérature montre que le comportement d’enfants avec autisme peut être source de stress pour leurs enseignants. Dans cette étude, nous avons posé l’hypothèse que le stress perçu par les enseignants, accueillant des enfants avec autisme, serait essentiellement aversif. Nous avons également supposé que la fonctionnalité de leurs stratégies de coping, serait corrélée à leur sentiment d’auto-efficacité. Conjointement, nous avons fait l’hypothèse que les parents d’enfants avec autisme, percevraient un stress aversif lié au désarroi des enseignants qui accompagnent leurs enfants. Pour répondre à ces questions, nous avons soumis aux participants l’Alescale puis le Brief Cope et un entretien clinique. Pour les enseignants, nous avons ajouté la passation d’une échelle d’auto-efficacité. Nos résultats font apparaître que les enseignants percevraient la définition d’objectifs scolaires pour ces enfants comme un défi pédagogique, même s’ils douteraient encore de leurs compétences pour les accompagner. En écho, les incertitudes de ces professionnels conduiraient les parents à percevoir un stress lié à la scolarisation de leurs enfants, sur un versant plus aversif. Cependant, le recours des parents et des enseignants à des stratégies de coping hautement fonctionnelles, tendrait à montrer que, ensemble, ils seraient en passe d’écrire une nouvelle page de l’histoire de la scolarisation des enfants avec autisme
Since the 11 February 2005 legislative act, disabled children are to be educated in normal schools. Teachers need to adjust to their needs. But academic studies show that autist children's behaviour can be stressful for teachers. In this study, we assumed that autistic children's teachers' perceived stress is mostly linked to aversion. We also assumed that coping strategies' functionality is correlated to self efficacy belief. Additionally, we assumed that autistic children's parents perceive aversion-linked stress due to teachers' distress. To answer these questions, we assessed participants with the ale scale, the brief cope and a clinical interview. For teachers we added the self efficacy test. Our results show that teachers perceive setting academic goals for autistic children as an educational challenge, even if they doubt their ability to help them. Mirroring this feeling, autistic children's parents feel stress linked to teachers' self doubt. However highly functional coping strategies used by parents and teachers alike show that they can write a new chapter in autistic children's education
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LIMA, Marcela Francis Costa. "O que significa mediar o processo de escolariza??o de alunos com defici?ncia intelectual? Concep??es e pr?ticas docentes." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2215.

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CAPES
This dissertation is linked to the line of research: Contemporary Studies and Educational Practices of the Graduate Program in Education, Contemporary Contexts and Popular Demands (PPGEduc) of the Federal Rural University of Rio de Janeiro (UFRRJ) and the Observatory of Education Program (OBEDUC), funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) entitled "The schooling of students with intellectual disabilities: public policies, cognitive processes and evaluation of learning". Three postgraduate programs participate in this project: Federal Rural University of Rio de Janeiro (UFRRJ), State University of Santa Catarina (UDESC) and University of Vale do Itaja? (UNIVALI). This dissertation aims to analyze the multiple dimensions of school inclusion, at the interfaces between the teaching conceptions and the mediation processes of the learning of students with intellectual disabilities, in the common classes of schools in the Baixada Fluminense. For this, the following specific objectives were outlined: analyze the conceptions of mediation and school inclusion from the perspective of teachers; Identify the level of involvement of students with intellectual disabilities and their learning in this process. As a theoretical basis, we refer to the historical-cultural perspective of Vygotsky. The methodology was based on the qualitative perspective because we believe that research of this magnitude allows us an analysis that considers the particularities of the investigated reality. As data collection instruments, we used classroom observation, the scale of involvement, open interviews and semi-structured questionnaires. For the analysis of the data we used the content analysis that allowed us to relate the data obtained in the research with the theoretical reference that guides the study. In these aspects, after the data analysis, the results indicate that the level of involvement of the subjects with intellectual disability in the proposed activities is entirely related to the pedagogical mediations directed to them. In addition, the data showed that quality mediations work as compensatory in the schooling process of subjects with intellectual disability, providing the acquisition of scientific concepts and the development of higher psychological functions. However, it has become clear that it is not any kind of mediation that provides learning opportunities for people with intellectual disabilities. The research also presents the teaching conceptions about the policy of school inclusion, the historical-cultural perspective and its concepts. Finally, contemporary reflections on the schooling process of students with intellectual disabilities in the Baixada Fluminense are presented.
A presente disserta??o vincula-se a linha de pesquisa: Estudos Contempor?neos e Pr?ticas Educativas do Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares (PPGEduc) da Universidade Federal Rural do Rio de Janeiro (UFRRJ) e ao Programa Observat?rio da Educa??o (OBEDUC) financiado pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) intitulado ?A escolariza??o de alunos com defici?ncia intelectual: pol?ticas p?blicas, processos cognitivos e avalia??o da aprendizagem?. Participam desse projeto tr?s programas de P?s-Gradua??o, a saber: Universidade Federal Rural do Rio de Janeiro (UFRRJ), da Universidade Estadual de Santa Catarina (UDESC) e da Universidade do Vale do Itaja? (UNIVALI). Esta disserta??o tem como objetivo analisar as m?ltiplas dimens?es da inclus?o escolar, nas interfaces entre as concep??es docentes e os processos de media??o da aprendizagem de alunos com defici?ncia intelectual, nas classes comuns de escolas da Baixada Fluminense. Para isso, os seguintes objetivos espec?ficos foram delineados: analisar as concep??es de media??o e inclus?o escolar na perspectiva dos professores; identificar o n?vel de envolvimento dos alunos com defici?ncia intelectual e suas aprendizagens neste processo. Como fundamenta??o te?rica, nos remetemos a perspectiva hist?rico-cultural de Vigotski. A metodologia apoiou-se na perspectiva qualitativa por acreditarmos que pesquisas dessa envergadura nos possibilitam uma an?lise que considera as particularidades da realidade investigada. Como instrumentos de coleta de dados utilizamos a observa??o em sala de aula, a escala de envolvimento, entrevistas abertas e question?rios semiestruturados. Para a an?lise dos dados utilizamos a an?lise de conte?do que nos permitiu relacionar os dados obtidos na pesquisa com o referencial te?rico que norteia o estudo. Sob esses aspectos, ap?s a an?lise dos dados, os resultados apontam que o n?vel de envolvimento dos sujeitos com defici?ncia intelectual nas atividades propostas est? inteiramente relacionado com as media??es pedag?gicas direcionadas aos mesmos. Al?m disso, os dados evidenciaram que as media??es de qualidade funcionam como compensat?rias no processo de escolariza??o de sujeitos com defici?ncia intelectual, proporcionando a aquisi??o de conceitos cient?ficos e o desenvolvimento das fun??es psicol?gicas superiores. Contudo, ficou evidente que n?o ? qualquer tipo de media??o que propicia possibilidades de aprendizagem para os sujeitos com defici?ncia intelectual. A pesquisa tamb?m apresenta as concep??es docentes sobre a pol?tica de inclus?o escolar, a perspectiva hist?rico-cultural e seus conceitos. Por fim, s?o apresentadas reflex?es contempor?neas sobre o processo de escolariza??o de alunos com defici?ncia intelectual na Baixada Fluminense.
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28

MacIntosh, Jolene. "Teachers' experiences of teaching learners diagnosed with autism." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40461.

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The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various educational settings to best support learners with ASD. Furthermore, I explored whether learners with ASD can be included within mainstream or remedial schools and what assistance they will need if they can be accommodated within these school environments. A case study design was utilized. A total of six participants participated in the study. Data was collected by means of a focus group interview as well as one-on-one interviews. Two research sites were used and the information obtained from these sites was used to establish similarities and differences between teachers’ experiences in the respective school environments. The findings of the studies indicate that teacher training programmes need to be revisited in order to achieve the ideal of authentic inclusive school environments.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted
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29

Chantler, Susan Anne. "'Is this inclusive?' : teachers' perspectives on inclusion for children labelled with autism." Thesis, Sheffield Hallam University, 2013. http://shura.shu.ac.uk/17142/.

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This dissertation is an account of a phenomenological investigation which was undertaken with a group of teachers working in primary schools in one locality in England. It examines their perspectives of the process of inclusion for children with the label of autism, as for many of these children inclusion into mainstream schools can be a problematic process. The study has as a central focus the impact of the individual and social models of disability on how these teachers conceive of their practice. The teachers were participants on a module on a university based professional development programme. Data were gathered from discussions between the teachers and from weekly reflective logs which were written by the teachers as part of their participation on the module. The teachers engaged in a process of reflection on their practice and the discussions in the module sessions were constructed as ‘conversation research communities’ (Dadds 2005). Teachers find themselves affected by existing political developments, pulled between the competing agendas of performativity and inclusion which have conflicting relationships with the individual and the social models of disability. It emerged that for the teachers in this study, the agenda of performativity has a limiting effect on inclusive practice, affecting as it does the formation of a teacher’s professional identity and also their ability to act as an agent of change. In addition, the fact that these teachers did not readily name or identify the social model of disability as an influence on their practice, despite evidence that it does have an impact, illustrates the need for more overt debate about educational inclusion in a wider social and political context. It is argued in this study that there should be wider opportunities for teachers to engage with debate about the social model of disability as a platform for them to be able to interrogate educational policy development and to explore their own professional identities. In this way teachers may be better enabled to develop inclusive professional identities and to act as agents of change. It is also argued that one way towards articulating a model of inclusive education is for teachers and education researchers to work together in conceptualising practice.
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Andersson, Pernilla, and Sandra Lindsjö. "Framgångsfaktorer i undervisningen : ur ett specialpedagog-, lärar- och elevperspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20866.

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Syftet med föreliggande studie är att undersöka vilka framgångsfaktorer som finns i undervisningen, ur ett specialpedagog-, lärar- och elevperspektiv. På vilket sätt kan lärare arbeta med ledning och stimulans på gruppnivå, för att undvika för många extra anpassningar på individnivå? Utifrån studiens syfte har tre frågeställningar utformats och dessa är; Vad anser eleverna gynnar deras lärande i den undervisning de möter? Vad anser specialpedagoger och lärare gynnar eleverna i deras lärande? Vilka specialpedagogiska perspektiv framkommer i synen på elever? Metoden är kvalitativa intervjuer med tre lärare, tre specialpedagoger, och tre fokusgruppsintervjuer med fem elever i varje. De teoretiska perspektiv studien utgår från är det sociokulturella perspektivet med utgångspunkt i Vygotskijs fokus på relationer och samspel. Även de specialpedagogiska perspektiven, relationellt- och kategoriskt perspektiv ligger till grund för studien. Resultatet visar att det finns många framgångsfaktorer när det handlar om undervisningsmetoder och planering. Elever, lärare och specialpedagoger påvisar samma saker som centrala för att uppnå kunskapskraven. Visuellt stöd, begreppsinlärning, olika stödstrukturer och samarbete är några av de faktorer som lyfts. Resultatet visar även att relationen mellan lärare och elev har en central roll i elevernas lärande och utveckling. Relationen skapar trygghet, ökar elevernas självförtroende och får eleverna att känna tillhörighet, vilket skapar bättre förutsättningar för elevernas lärande.
The purpose of this study is to identify the key success factors in teaching, from a special educator, teacher and pupil perspective. How can leadership and stimulation at a group level be applied in order to avoid excessive personalized adaptations at an individual level? Based on the purpose of the study, three questions have been formulated; What do the pupils consider to be beneficial in the education they get? What do special educators and teachers consider to be beneficial in the education they conduct? What special educational perspectives emerge with the pupils in mind? The chosen method is qualitative interviews with three teachers, three special educators and three focus groups with five pupils in each. The theoretical perspective this study is based on is the sociocultural perspective using Vygotskijs’ focus on relationship and teamwork. The study is also based on the special educational perspective, the relational perspective and the categorical perspective. The result shows that there are several success factors when it comes to teaching methods and planning. , teachers and special educators identify the same factors to be critical in order to achieve the required educational proficiency. Visual aids, learning concepts, different support structures, and collaboration are some of the main factors identified. The result also shows that the relationship between the teacher and the pupil is key when it comes to learning and development. A good relationship creates safety, increases students’ self-confidence and generates a sense of belonging. This environment creates a better foundation for the pupils’ learning.
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Lagerqvist, Hanna. "“Seen it, enjoyed it, bye!”: Using and interacting on the Instagram platform from the perspective of autistic users." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-429773.

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Despite the growing interest for autistic users within the field of Human-Computer Interaction (HCI), the research is mostly limited to assistive technology and often neglects autistic users' own perspectives. Exploring autistic users’ experiences of different mainstream technologies that they use may give valuable knowledge. Using Instagram as a case for a qualitative study with 30 autistic adults, this paper contributes with such knowledge and in the process, it challenges preconceptions about autism that are common in HCI-research. Data from interviews and a survey (N=30) is analysed in the context of previous research and design concepts, discussing the implications for design and future research. Findings show that autistic users' needs are often similar to those of users in general, but may be more pronounced, and that if design recommendations are to be useful, researchers need to take the diversity within the autistic population into account more than is currently done.
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32

Tomaino, Giorgia Caroline [UNESP]. "Do ensino especializado à educação de jovens e adultos: análise das trajetórias escolares na perspectiva dos alunos, familiares e professores." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90289.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A presente pesquisa adota como referencial teórico a perspectiva bioecológica de Bronfenbrenner. De acordo com o pressuposto, os contextos são salientados como importantes influências para o desenvolvimento humano no decorrer do ciclo vital, resultado da função conjunta das características da pessoa e dos processos proximais que se estabelecem nesses ambientes. Os objetivos da pesquisa foram constituídos das descrições das trajetórias escolares de alunos oriundos de ambientes institucionalizados e incluídos em escolas regulares, especificadamente em uma sala de aula do segmento da EJA e a elaboração de uma análise comparativa entre os dois ambientes destacados nas descrições, a partir das concepções dos alunos com deficiência e as perspectivas de seus familiares e professoras sobre o processo de inclusão escolar. Os participantes foram seis alunos com deficiência egressos de instituições e que estavam frequentando a EJA, seis familiares e quatro professoras sendo que duas ministram aulas de língua portuguesa na sala da EJA e duas são professoras da sala de recursos, especializadas em Educação Especial. Os instrumentos utilizados foram três roteiros de entrevistas semi estruturado. Os dados da pesquisa foram aglutinados em quatro categorias de análise: 1)Descrição do ambiente escolar 2) Aprendizagem 3) Relação família-escola 4) Processo de inclusão, todos subdivididos em tópicos temáticos que descrevem os dois contextos destacados. Os resultados obtidos revelaram que os alunos e seus familiares não reconheciam a terminologia “inclusão escolar” e tão sua aplicabilidade, os participantes estabelecem comparações estruturais entre um ambiente e outro, pois de acordo com os dados ficou perceptível que o ambiente das instituições de acordo com as relações estabelecidas e a rotina das atividades oferecia maiores oportunidades de socialização...
The present research adopts the bioecological perspective of Bronfenbrenner as theoretical reference. According to its tenet, the contexts are regarded as important influences for human development throughout the life cycle, which is the result of the combined functions of the individual’s characteristics and the nearby processes that are set in such environments. The goals of the research were set from the descriptions of school backgrounds of students who come from institutionalized environments and who are included in regular schools, particularly in classrooms of the EJA segment, and also from the constitution of a comparative analysis between the two environments which are highlighted in the descriptions taken from disabled students’ conceptions and their relatives and teachers’ perspectives about the inclusive school process. As for the participants, we had six disabled students coming from random institutions who were attending the EJA, as well as six relatives and four teachers, the two of whom were teaching Portuguese at EJA’s classroom while the other two, who are specialized in Special Education, work as teachers of the learning resource center. The instruments used in the research were three semi-structured scripted interviews. The collected data were merged into four analytic categories: 1) Description of the school environment 2) Learning 3) School – family rapport 4) Inclusive Process, all of which subdivided into thematic topics that describe the two highlighted contexts. The obtained results revealed that the students and their relatives were neither familiar with the “inclusive school” terminology nor with its applicability. The participants established structural comparisons between the two environments and, according to the data, it was noticeable that the environment of the institutions offered more socializing opportunities because of the established... (Complete abstract click electronic access below)
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33

Tomaino, Giorgia Caroline. "Do ensino especializado à educação de jovens e adultos : análise das trajetórias escolares na perspectiva dos alunos, familiares e professores /." Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/90289.

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Orientador: Silvia Regina Ricco Lucato Sigolo
Banca: Ana Lucia Aiello
Banca: Roseli Aparecida Parizzi
Resumo: A presente pesquisa adota como referencial teórico a perspectiva bioecológica de Bronfenbrenner. De acordo com o pressuposto, os contextos são salientados como importantes influências para o desenvolvimento humano no decorrer do ciclo vital, resultado da função conjunta das características da pessoa e dos processos proximais que se estabelecem nesses ambientes. Os objetivos da pesquisa foram constituídos das descrições das trajetórias escolares de alunos oriundos de ambientes institucionalizados e incluídos em escolas regulares, especificadamente em uma sala de aula do segmento da EJA e a elaboração de uma análise comparativa entre os dois ambientes destacados nas descrições, a partir das concepções dos alunos com deficiência e as perspectivas de seus familiares e professoras sobre o processo de inclusão escolar. Os participantes foram seis alunos com deficiência egressos de instituições e que estavam frequentando a EJA, seis familiares e quatro professoras sendo que duas ministram aulas de língua portuguesa na sala da EJA e duas são professoras da sala de recursos, especializadas em Educação Especial. Os instrumentos utilizados foram três roteiros de entrevistas semi estruturado. Os dados da pesquisa foram aglutinados em quatro categorias de análise: 1)Descrição do ambiente escolar 2) Aprendizagem 3) Relação família-escola 4) Processo de inclusão, todos subdivididos em tópicos temáticos que descrevem os dois contextos destacados. Os resultados obtidos revelaram que os alunos e seus familiares não reconheciam a terminologia "inclusão escolar" e tão sua aplicabilidade, os participantes estabelecem comparações estruturais entre um ambiente e outro, pois de acordo com os dados ficou perceptível que o ambiente das instituições de acordo com as relações estabelecidas e a rotina das atividades oferecia maiores oportunidades de socialização... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present research adopts the bioecological perspective of Bronfenbrenner as theoretical reference. According to its tenet, the contexts are regarded as important influences for human development throughout the life cycle, which is the result of the combined functions of the individual's characteristics and the nearby processes that are set in such environments. The goals of the research were set from the descriptions of school backgrounds of students who come from institutionalized environments and who are included in regular schools, particularly in classrooms of the EJA segment, and also from the constitution of a comparative analysis between the two environments which are highlighted in the descriptions taken from disabled students' conceptions and their relatives and teachers' perspectives about the inclusive school process. As for the participants, we had six disabled students coming from random institutions who were attending the EJA, as well as six relatives and four teachers, the two of whom were teaching Portuguese at EJA's classroom while the other two, who are specialized in Special Education, work as teachers of the learning resource center. The instruments used in the research were three semi-structured scripted interviews. The collected data were merged into four analytic categories: 1) Description of the school environment 2) Learning 3) School - family rapport 4) Inclusive Process, all of which subdivided into thematic topics that describe the two highlighted contexts. The obtained results revealed that the students and their relatives were neither familiar with the "inclusive school" terminology nor with its applicability. The participants established structural comparisons between the two environments and, according to the data, it was noticeable that the environment of the institutions offered more socializing opportunities because of the established... (Complete abstract click electronic access below)
Mestre
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34

Tesfaye, Gebremedhin Markos. "Litteraturstudie om betydelsen av begreppet inkludering för elever som har matematiksvårigheter utifrån specialpedagogiska perspektiv." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-87217.

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Grunden för begreppet inkludering är Salamancadeklarationen. Den antogs 1994 men det finns fortfarande otydlighet i vad som menas med inkludering i praktiken. I den här litteraturstudien undersöks innebörden av inkludering i matematikundervisningen för elever som har matematiksvårigheter utifrån ett specialpedagogiskt perspektiv. Studien utgår ifrån tre specialpedagogiska perspektiv: individperspektivet, det kritiska perspektivet och dilemmaperspektivet. Resultaten visar att forskning med utgångspunkt i ett individperspektiv föreslår olika strategier för lärare för att möta behov hos elever som har svårigheter. Det kritiska perspektivet fokuserar på mer på en organisatorisk nivå, men resultaten understryker att lärarnas metoder är viktiga. De lyfter också fram brister på olika former av resurser, såsom lärartid och lärarutbildning. Forskning ur dilemmaperspektivet betonar att alla lösningar innebär en avvägning av för- och nackdelar och att en inkluderande undervisning samtidigt kan vara både positiv och negativ för eleven.
THe Salamanca Statement (1994) is the base for inclusive education. This international declaration came to establish the concept of inclusion. However, after all these years the meaning of inclusion in implementation is not clear. To address this unclarity, this literature review attempts to examine the impact of inclusion in mathematics education for students having difficulties with mathematics. The study focuses on special education research from three different viewpoints: the individual perspective, the critical perspective and the dilemma perspective. Results show that the research from the individual perspective suggest several strategies for a teacher to address the needs of the pupils that have difficulties. The critical perspective research focuses more on an organizational level, but the findings also suggest that teaching methods are important. These studies also imply the importance of resources such as teacher time or teacher education. The dilemma perspective focuses on the trade-offs between different solutions, inclusion can have both positive and negative impacts on the student.
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D'Alessio, Simona. "A critical analysis of the policy of integrazione scolastica from an inclusive education perspective : an ethnographic study of disability, discourse and policy making in two lower secondary schools in Italy." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020551/.

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36

Fagliari, Solange Santana dos Santos. "A educação especial na perspectiva da educação inclusiva: ajustes e tensões entre a política federal e a municipal." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28092012-135842/.

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A perspectiva da construção de uma educação inclusiva em nossa realidade brasileira acentuou-se a partir dos anos 90, em um contexto desencadeado por reformas significativas que envolveram a educação básica e, mais especificamente, o ensino fundamental, com vistas a responder ao desafio de promover uma educação para todos. Com a democratização do acesso, em meio a essa diversidade de alunos que necessita ser incluída nos sistemas de ensino, encontra-se o público-alvo da educação especial. Se desde o final da década de 1980 o locus prioritário de atendimento desse público tem sido, preferencialmente, a classe comum, identifica-se, a partir de 2008, uma série de diretrizes e documentos legais que anunciam e induzem que a classe comum seja o seu espaço de matrícula. O documento Política Nacional de Educação Especial na perspectiva de educação inclusiva, publicado em 2008, preconiza o acesso, a participação e a aprendizagem dos alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação nas escolas regulares, e foi reiterado em legislação posterior, regulamentadora do financiamento do atendimento educacional especializado. Diante do exposto, essa pesquisa investigou como o município de São Bernardo do Campo, em São Paulo, ajustou sua política local no período de 2009 a 2011 às diretrizes preconizadas pela Política Nacional de Educação Especial na perspectiva da educação inclusiva, bem como aos demais documentos orientadores emanados do governo federal. Em 2009, o município passou a ser administrado por um prefeito pertencente ao mesmo partido do governo federal; além disso, destaca-se o fato de o município possuir, desde a década de 1950, uma trajetória no atendimento ao público-alvo da educação especial. Com o intuito de alcançar os propósitos deste estudo, optou-se por uma pesquisa qualitativa, por meio da análise de legislação, de documentos produzidos pela Secretaria de Educação e Seção de Educação Especial e de entrevistas com a equipe de orientação técnica e gestora municipal da Seção de Educação Especial. A análise dos dados considerou os documentos orientadores e legais do governo federal e o referencial teórico concernente a políticas públicas, educação especial e educação inclusiva. A partir de 2009, o município definiu que a política de atendimento ao público-alvo da educação especial seria implementada de acordo com as diretrizes e normas oriundas do governo federal. Identificou-se uma reversão significativa dos serviços que operavam em uma perspectiva substitutiva, embora ajustes não preconizados no âmbito federal tenham sido operacionalizados no plano local. O ponto de tensão entre a política federal e a local ocorreu em relação à educação de surdos, pois, além de ser ofertado o atendimento educacional especializado em uma perspectiva complementar da educação infantil à educação de jovens e adultos, manteve-se a escola especial que atua em uma perspectiva substitutiva. Concluímos que a implementação dessa decisão, ajustar a política local às diretrizes federais, demonstrou ser tarefa bastante complexa, sobretudo em um município com trajetória e histórico de investimento público em serviços educacionais especializados; até o término desta pesquisa, ainda não havia sido possível implantar totalmente o modelo preconizado pelo governo federal no plano local.
The perspective of building an inclusive education in the Brazilian reality has emphasized from the 90s, in a context triggered by significant reforms involving basic education and, more specifically, the elementary education, in order to answer to the challenge of promoting education for all. With the democratization of the access, in midst of this diversity of students that needs to be included in education systems, we can find the target people of special education. If since the end of the 80s, the priority locus of public service, has been preferentially, the common class, from 2008 were identified a series of guidelines and legal documents that announce and induce that the common class is the enrollment space. The National Policy on Special Education document from the inclusive education perspective, published in 2008, recommend the access, participation and learning of students with disabilities, pervasive developmental disorders and high abilities/giftedness in regular schools, and reiterated in subsequent legislation, regulatory of the financing for educational specialized services. Given the above, this study investigated how the town of São Bernardo do Campo, Sao Paulo, has adapted the local policy from 2009 to 2011 to the guidelines recommended by the National Policy of Special Education from the inclusive education perspective and other documents originated from the federal govern. From 2009, the town was administrated by a mayor belonging to the same party as the federal government, and stands still, the fact that the town has since the 50s, a career of assistance to the target people of the special education. In order to achieve the purposes of this study, we chose a qualitative research, through the legislation analysis and documents produced by the Education Department and Special Education Section, as well as interviews with the technical orientation team and the municipal manager of the Special Education Section. The data analysis considered the legal and policy documents of the federal government and the theoretical references related to the public policy, special education and inclusive education. From 2009, the town defined that the policy of assistance to the target people of special education will be implemented in accordance with the guidelines and regulations originated from the federal government. A significant reversal of the services that operated in a replacement perspective was identified, although, adjustments not recommended by the federal government has been implemented at the local level. The tension point between the local and federal policy is related to deaf education, because, besides being implemented the specialized educational services in a complementary perspective of the infant education in comparison with young and adults education, has remained a special school that works in a replacement perspective. We conclude that the implementation of this decision, to adjust the local policy to the federal guidelines, demonstrated to be a very complex task, especially in a town with a career and a history of public investment in specialized educational services and until the end of this study, the model recommended by the federal government has not been possible to be fully implemented at the local level yet.
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Cardoso, Deytivan Oliveira. "Formação de professores em educação especial na perspectiva da educação inclusiva: a deficiência visual no cerne da questão." Faculdade de Educação, 2018. http://repositorio.ufba.br/ri/handle/ri/26607.

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Este Projeto de Intervenção-PI enfoca as contribuições do estudo sobre formação continuada de professores em educação especial na perspectiva da educação inclusiva, tendo a deficiência visual no cerne da questão. Aborda a importância da preparação docente dentro da profissão-“in loco”- e suas implicações no processo de ensino e aprendizagem dos alunos com deficiência visual. A investigação teve o caráter de uma abordagem qualitativa e consistiu em analisar se os docentes do Ensino Fundamental- Anos Finais da Escola Municipal Odete Nunes Dourado-EMOND, situada no município de Irecê, no estado da Bahia, estão preparados/capacitados para ensinar alunos com deficiência visual (cegos) na sala regular e de que modo uma formação docente, na área da deficiência visual contribui na promoção de uma escola mais inclusiva. Para isso, foi realizado uma pesquisa de campo, cuja estratégia metodológica consistiu num estudo de caso, no qual utilizei como instrumento: um (01) questionário semiestruturado, respondido por 09 professores do 6º ano vespertino e um(01) formulário Google Forms respondido por 18 professores da EMOND. Nesse âmbito, foi possível apreender através destes questionários impressos e eletrônicos as reais necessidades dos professores de profissão e como seus saberes ou não saberes sobre inclusão, deficiência visual, Sistema Braille, Tecnologia Assistiva-TA e outras especificidades repercutiam nas experiências escolares com alunos cegos. No tocante ao referencial teórico, esse PI tem o aporte de autores como Nóvoa (1992, 2009, 2015) ao defender uma formação dentro da profissão, na qual os professores exerçam papéis importantes na formação de seus colegas e na sua própria formação; Tardif (2014) e a questão dos saberes docentes; Miranda, Galvão Filho e colaboradores (2012) discorrendo sobre o professor e a educação inclusiva; além de outros autores que contribuíram na fundamentação dos dispositivos elementares de uma formação docente. Em relação aos fundamentos legais, o estudo se baseou em documentos e legislações, a exemplo da Lei de Diretrizes e Bases da Educação- LDB, Nº 9.394/96, da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008), entre outros. Para composição desse Projeto de Intervenção e caracterização do lócus da pesquisa, fiz uso de levantamento bibliográfico, análise documental da Proposta Curricular da Rede Municipal de Ensino de Irecê (2013) e do Projeto Político Pedagógico da EMOND. A pesquisa interventiva apontou a necessidade de propor um plano de formação continuada em educação especial na perspectiva da educação inclusiva, cujos pressupostos teóricos/metodológicos possibilitam aos professores refletir sobre os desafios e possibilidades frente a escolarização dos alunos com deficiência visual no Colégio Odete, Irecê/Bahia.
ABSTRACT This Intervention Project-PI focuses on the contributions of the study on continuing education of teachers in special education from the perspective of inclusive education in the area of visual impairment, addressing the importance of professional preparation "in loco" and its implications in the teaching and learning process of students with visual impairment. The research had the character of a qualitative approach and consisted in analyzing if the teachers of the Elementary School - Final Years of the Municipal School Odete Nunes Dourado-EMOND, located in the municipality of Irecê, in the state of Bahia, are prepared / trained to teach students with visual impairment (blind) in the regular classroom and how a teacher training, with visual impairment at the heart of the issue, contributes to the promotion of a more inclusive school. For that, a field research was carried out, whose methodological strategy consisted of a case study, in which I used semistructured questionnaires as instruments, which were answered by 09 teachers of the 6th grade in the afternoon, and a Google Forms form answered by 18 teachers from EMOND. In this context, it was possible to perceive through these questionnaires printed and electronic the real needs of professors of profession and as their knowledge about continued education, inclusion, visual impairment, Braille System, Assistive Technology, had repercussions in the school experiences with blind students. With regard to the theoretical reference, this PI has the support of authors such as Nóvoa (1992, 2009, 2015) in defending a formation within the profession, in which teachers play important roles in the formation of their colleagues and in their own formation; Tardif (2014) and the question of teacher knowledge, Miranda; Galvão Filho et al. (2012) discussing teacher and inclusive education; besides the discussion of the elementary devices of a teacher formation. Regarding the legal grounds, the study was based on documents and legislation, such as LDB 9394/96, the National Policy on Special Education in the Perspective of Inclusive Education (2008), among others. For the composition of this Project of Intervention and characterization of the locus of the research, I made use of a bibliographical survey, documentary analysis of the Curriculum Proposal of the Municipal Education Network of Irecê (2013) and the Political Educational Project of EMOND. The intervention research pointed out the need to propose a continuous training plan in the perspective of inclusive education, whose theoretical / methodological assumptions make it possible to reflect on the challenges and possibilities faced by students with visual impairment at Odete College Irecê/Bahia.
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Scussiatto, Caroline Carminatti. "Prática pegagógica e dificuldades de aprendizagem : processos de inclusão e exclusão na perspectiva dos professores." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/970.

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A presente dissertação constitui-se em um estudo qualitativo exploratório sobre os discursos dos professores acerca de sua prática pedagógica em face de estudantes com dificuldades de aprendizagem no contexto da educação inclusiva. Nosso objetivo foi analisar, a partir do discurso dos professores, as concepções de dificuldades de aprendizagem e compreender as relações que se estabelecem entre a prática pedagógica com estudantes com dificuldades de aprendizagem e os processos de inclusão/exclusão na sala de aula. Foram entrevistados dez professores do Ensino Fundamental I de uma escola pertencente ao município de Caxias do Sul – RS. A construção dos dados desta pesquisa foi realizada por meio de uma adaptação da entrevista adotada no Método Clínico Piagetiano e o procedimento de análise dos dados, baseado na Análise Textual Discursiva. Os resultados indicaram que a inclusão escolar apresenta-se como um conceito em construção, caracterizado por um conjunto de crenças e valores que aparecem nos discursos com concepções relacionadas às deficiências. As dificuldades de aprendizagem tendem a ser vistas a partir de perspectivas isoladas e não pertencentes ao público destinado à inclusão. São descritas como déficits pedagógicos que ocorrem em decorrência de aspectos familiares, sociais ou orgânicos. Os discursos sobre a prática pedagógica mostraram-se heterogêneos, e observamos que alguns evidenciam reestruturação e possibilidades diferenciadas e qualificadas à diversidade dos estudantes com dificuldades de aprendizagem, enquanto outros demonstram permanências tradicionais, homogeneizantes que promovem a conservação de paradigmas excludentes. Concluímos que a educação, na perspectiva da inclusão, caracteriza-se como um movimento em constituição, em que as dimensões inclusão/exclusão se inter-relacionam e que está diretamente relacionada às questões sociais. O estudo apresenta possibilidades de qualificação da prática pedagógica no contexto escolar e sugere possibilidades de continuidade à reflexão desse tema nos meios acadêmico, escolar, político e social.
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This master’s thesis is an exploratory qualitative research on teachers’ discourse about their pedagogical practice regarding students with learning difficulties in the inclusive education context. The purpose was to, based on their discourse analyze concepts of learning difficulties and understand connections related to the pedagogical practice with those students and the processes of inclusion/ exclusion in the classroom. Ten teachers from an Elementary School in Caxias do Sul – RS – were interviewed. Construction of data of this research was carried out from an adaption of interview procedures used in Piaget’s Clinical Method and data analyses was based on Discourse Textual Analyses. Findings showed that the inclusion in school is a concept under construction, characterize by a set of beliefs and values that are present in the discourse with concepts related to disabilities. Learning difficulties tend to be seen from isolated perspectives and not belonging to the public to whom inclusion is concerned. They are described as pedagogical deficiencies usually caused by family, social and organic aspects. The discourses about the pedagogical practice are heterogeneous, and we can observe that some show restructuring and differentiated and qualified possibilities towards the diversity of students with learning difficulties, while others remain traditionally conservative, showing homogenization and conservation of excluding paradigms. Conclusions point to inclusive education as an on-going process, in which the dimensions of inclusion/ exclusion are interrelated and which is directly related to social issues. This study shows some possibilities of pedagogical practice qualification in school context and suggests further reflections on the theme in the social, political, educational and academic environments.
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Pio, Déborah Nogueira Araújo e. "Currículo e diferença na educação especial em uma perspectiva inclusiva." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8256.

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Brazilian education is currently undergoing one of its biggest changes, in terms of its structure and functioning. In 1996, we witnessed the promulgation of the Law on the Guidelines and Bases of National Education (9394/96), which for the first time established a specific chapter on special education. Rumors show us changes that frighten us, such as the possible approval of the National Curriculum Base (BNCC), the reform of secondary education among others, and none of these emphasize special education in an inclusive perspective. Against this background, we decided to discuss the process of inclusion of deaf people in the spaces of Regular Education. In this sense our research problem was: the deaf student in the regular school and the curriculum in an inclusive perspective. Thus, we decided to aim for the following objectives: To reflect historically on people with disabilities, as well as legal and referential documents related to the theme; discuss initial and continuing education in regular schools; to analyze whether the curriculum proposed by the educational system has contributed to the process of inclusion in diversity; discussing the importance of Portuguese bilingual education / pounds in inclusive schools; to observe if the legislation is being fulfilled in the pedagogical practices of the school in front of the inclusive student; reflect on the barriers that prevent school from being effectively inclusive. Our theoretical reference was based on authors discussing education, teacher training, the constitution of the curriculum aimed at the inclusion of the deaf, the training of the sign language interpreter translator, as well as their performance with deaf students enrolled in the common school. Our option was qualitative, bibliographical and documentary research, since we use official documents such as: decrees, laws, resolutions, conferences, guidelines and others. Our final considerations have shown that we need to invest heavily in the initial and continuing training of current and new teachers, since they are unsafe to work in schools, where the enrollment of students with disabilities is registered, in this case in particular the deaf students .
A educação brasileira vem passando atualmente por uma de suas maiores mudanças, no que diz respeito a sua estrutura e funcionamento. Presenciamos em 1996, a promulgação da Lei de Diretrizes e Bases Da Educação Nacional, (9394/96), que pela primeira vez instituiu um capítulo específico sobre a educação especial. Rumores nos mostram mudanças que nos assustam como por exemplo, a possível aprovação da Base Nacional Comum Curricular (BNCC), a reforma do ensinomédio dentre outras e nenhuma dessas dão ênfase a educação especial em uma perspectiva inclusiva. Frente a esse cenário, decidimos dissertar sobre o processo de inclusão das pessoas surdas nos espaços de Educação Regular. Nesse sentido nosso problema de pesquisa foi: o aluno surdo na escola regular e o currículo em uma perspectiva inclusiva. Assim, decidimos almejar os seguintes objetivos: Refletir historicamente sobre as pessoas com deficiência, bem como os documentos legais e referenciais relacionados ao tema; discutir a formação inicial e continuada nas escolas regulares; analisar se o currículo proposto pelo sistema educacional vem contribuindo para o processo de inclusão na diversidade; discutir sobre a importância da educação bilíngue português/libras nas escolas inclusivas; observar se a legislação está sendo cumprida nas práticas pedagógicas da escola frente ao aluno inclusivo; refletir sobre as barreiras que impedem a escola de ser efetivamente inclusiva. Nosso referencial teórico versou em autores que discutem a educação, a formação docente, a constituição do currículo voltado à inclusão de surdos, a formação do tradutor intérprete de língua de sinais, bem como sua atuação junto aos estudantes surdos matriculados na escola comum. Nossa opção foi pela pesquisa qualitativa, bibliográfica e documental, uma vez que lançamos mão de documentos oficiais como: decretos, leis, resoluções, conferencias, diretrizes e outras. Nossas considerações finais nos mostraram que é preciso investir maciçamente na formação inicial e continuada dos atuais e novos professores, uma vez que esses se mostram inseguros para atuarem nas escolas, onde se registra a matrícula de estudantes com deficiência, nesse caso em especial os estudantes surdos.
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Maria, Araujo Sant'ana Fernanda. "Desvelando o lugar da educação especial nas matrizes curriculares dos cursos de Pedagogia e do Curso Normal Superior à luz da Teoria da Inclusão." Universidade Federal de Pernambuco, 2005. https://repositorio.ufpe.br/handle/123456789/4697.

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O presente trabalho de pesquisa, intitulado DESVELANDO O LUGAR DA EDUCAÇÃO ESPECIAL NAS MATRIZES CURRICULARES DOS CURSOS DE PEDAGOGIA E DO CURSO NORMAL SUPERIOR À LUZ DA TEORIA DA INCLUSÃO , investiga as matrizes curriculares dos cursos de Pedagogia e do curso Normal Superior das Instituições de Ensino Superior da cidade de Recife- PE, identificando a existência de conteúdos nas disciplinas de Educação Especial ou afins, que contribuam para a formação do professor para a Educação Inclusiva. Os resultados da pesquisa revelaram que a existência de conteúdos nessas disciplinas sobre Educação Especial/Educação Inclusiva atende ao conceito de professor capacitado, presente na Resolução CNE/CEB2/11/09/2001 do MEC, pois, através do currículo prescrito, o professor pode comprovar que esses conteúdos estão inclusos na sua formação. Porém, apenas a existência deles (dos conteúdos) não é suficiente para o professor ser considerado capacitado para atuar em classes comuns com alunos que apresentam Necessidades Educacionais Especiais, visto que é necessário, também, que as proposições sobre currículo, avaliação do processo de ensino-aprendizagem e formação de professores apresentem perspectivas inclusivas, que contribuam para a construção de uma escola que priorize uma educação de qualidade para todos, baseada em fundamentos democráticos e na valorização de toda e qualquer diversidade que esteja presente no sistema educacional
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Nascimento, Amanda Sousa Batista do. "A política nacional de educação especial na perspectiva da educação inclusiva: o processo de implementação na rede municipal de Santo André (2008-2016)." Universidade Nove de Julho, 2018. http://bibliotecatede.uninove.br/handle/tede/1913.

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The object of study of this dissertation lies in the broad context of Inclusive Public Educational Policies. Specifically, this research studies the implementation process of the National Policy on Special Education in the perspective of Inclusive Education, established in 2008 by the federal government in the Santo Andre municipal education network. The research problem that we formulated and guided our research aimed to know how the process of implementing this policy has been in the perspective of teachers and pedagogical assistants in the Municipal Schools of Early Childhood and Elementary Education (EMEIEF). The objectives of the research are to analyze the implementation process of the National Policy of Special Education in the perspective of Inclusive Education in two schools of the municipal network of Santo André through the statements of teachers and pedagogical assistants, mapping possible practices as well as the obstacles found in the implementation of the policy. The methodological procedure consisted in reviewing the literature on the implementation of inclusive educational policies, in the analysis of both national and foreign documents on the subject and in a set of semi-structured interviews with teachers and pedagogical assistants of the two School Units of the Network. The broader context of the research was based on the policy cycle approach (BALL, 2011, VIDOVICH, 2002 and MAINARDES, 2006) and the analysis of interviews was based on discourse analysis (ORLANDI, 2009). The results of the research allow us to affirm that inclusive educational policies at the municipal level have been strengthened in view of the vanguardism of this educational network in the formulation of inclusive policies, through the support of national and international documents, with an apex in adherence to the National Education Policy Special Report on the Inclusive Education Perspective (2008). However, they also showed negative aspects during the implementation process, such the influence of political-party changes in municipal management, which modify the guidelines of inclusive policies.
El objeto de estudio de esta disertación se sitúa en el contexto amplio de las Políticas Públicas Educativas Inclusivas. En concreto, esta investigación estudia el proceso de implementación, en la red municipal de enseñanza de Santo André, de la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva, instituida en 2008 por el gobierno federal. El problema de investigación que formulamos y que orientó nuestra investigación visó saber cómo ha sido en la perspectiva de profesores y asistentes pedagógicos el proceso de implementación de esa política en las Escuelas Municipales de Educación Infantil y Enseñanza Fundamental (EMEIEF). Los objetivos de la investigación son analizar el proceso de implementación de la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva en dos escuelas de la red municipal de Santo André por medio de las palabras de las profesoras y asistentes pedagógicos, mapear las prácticas posibles así como los obstáculos encontrados en aplicación de la política. El procedimiento metodológico consistió en la revisión de literatura acerca de la implementación de políticas educativas inclusivas, en el análisis de documentos tanto nacional como extranjera sobre el tema y, en un conjunto de entrevistas semiestructuradas realizadas con profesores y asistentes pedagógicos de las dos Unidades Escolares de la Red. El contexto más amplio de la investigación fue fundamentado en el abordaje del ciclo de políticas (BALL, 2011, VIDOVICH, 2002, y MAINARDES, 2006) y el análisis de las entrevistas fue fundamentado en el análisis de discurso (ORLANDI, 2009). Los resultados de la investigación permiten afirmar que las políticas educativas inclusivas en ámbito municipal se fortalecieron, teniendo en vista el vanguardismo de esta red de enseñanza en la formulación de políticas inclusivas, mediante el respaldo de documentos nacionales e internacionales, con ápice en la adhesión a la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva (2008). Sin embargo, también evidenciaron aspectos negativos en el transcurso del proceso de implementación, como la influencia de los cambios político-partidarios en las gestiones municipales, que modifican los encaminamientos de las políticas inclusivas.
O objeto de estudo dessa dissertação situa-se no contexto amplo das Políticas Públicas Educacionais Inclusivas. Especificamente, essa pesquisa estuda o processo de implementação, na rede municipal de ensino de Santo André, da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, instituída, em 2008, pelo governo federal. O problema de pesquisa que formulamos e que orientou nossa investigação visou saber como tem sido, na perspectiva de professores e assistentes pedagógicos, o processo de implementação dessa política nas Escolas Municipais de Educação Infantil e Ensino Fundamental (EMEIEF). Os objetivos da pesquisa são analisar o processo de implementação da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva em duas escolas da rede municipal de Santo André por meio das falas das professoras e assistentes pedagógicos, mapear as práticas possíveis, bem como os obstáculos encontrados na implementação da política. O procedimento metodológico consistiu na revisão de literatura acerca da implementação de políticas educacionais inclusivas, na análise de documentos tanto nacionais como estrangeiros sobre o tema e em um conjunto de entrevistas semiestruturadas realizadas com professores e assistentes pedagógicos das duas Unidades Escolares da Rede. O contexto mais amplo da pesquisa foi fundamentado na abordagem do ciclo de políticas (BALL, 2011; VIDOVICH, 2002; e MAINARDES, 2006) e a análise das entrevistas foi fundamentada na análise de discurso (ORLANDI, 2009). Os resultados da pesquisa permitem afirmar que as políticas educacionais inclusivas em âmbito municipal se fortaleceram, tendo em vista o vanguardismo desta rede de ensino na formulação de políticas inclusivas, mediante o respaldo de documentos nacionais e internacionais, com ápice na adesão à Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008). Contudo, também evidenciaram como aspectos negativos a influência das mudanças político-partidárias.
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42

Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.

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Magister Educationis - MEd
Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.
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43

Taylor, Teresa Brooks, Lance Alexis, Cynthia Chambers, and Jacqueline E. Jacobs. "Pathways and Perspectives for Inclusion." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3642.

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44

Taylor, Teresa Brooks, L. Alexis, Cynthia R. Chambers, and J. E. Jacobs. "Pathways and Perspectives for Inclusion." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3882.

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45

Nunes, Allison. "Inclusion Teachers' Perspectives on Coteaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5762.

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The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and special education teachers' lived experiences in relation to the inclusion classroom and their attitudes and beliefs that influenced them in the classroom. This study was guided by Vygotsky's zone of proximal development theory, which addressed the importance of socialization and the development of relationships among all learners. Purposeful sampling was used to select 7 general education and 7 special education teachers who had coteaching experience. Data were collected through semistructured interviews and field notes. Data were analyzed using thematic analysis. The results showed a need for additional professional development focused on the areas of teamwork, trust, and cooperative planning. Based on the findings, a 3-day professional development was created to increase teachers' growth and self-efficacy of the implementation of successful collaboration in the inclusion classroom. This professional development may bring about positive social change by providing coteaching teams with the guidance needed to implement the coteaching framework with fidelity.
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Lamonier, Elisângela Leles. "Perspectivas de futuro profissional das pessoas com deficiência e com necessidades educacionais específicas." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8425.

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The inclusion of people with disabilities and other specific educational needs poses a major challenge to education. This work intends to collaborate so that this educational paradigm seen as a challenge is broken. The same is linked to the line of research on Educational Policies, Management and Teacher Training, of the Programa de Pósgraduaçaõ em Educação - PPGE, of Universidade Federal de Goiás / Regional Jataí. The objective of this study is to understand the social representations of people with disabilities and other specific educational needs of the Instituto Federal de Educação, Ciência e Tecnologia Goiano - Campus Iporá, about their perspectives of professional future, as well as to identify and analyze the laws that support inclusive education, in the scope of public educational policies that safeguard their rights, both educational and professional. It presents as a starting point the questions: What are the public inclusion educational policies that ensure the rights of people with disabilities and other specific educational needs in vocational training courses? What are the social representations of people with disabilities and other specific educational needs about their future career prospects? In an attempt to answer them, the research will make use of the Theory of Social Representations TSR, as a theoretical-methodological contribution; also of the knowledge built on these historical subjects, as well as bibliographical and documentary research that will support the analysis of reality in what concerns the subjects of the research. For the data collection, we used the semi-structured interview. The research starts from the need to understand that inclusive education is present in all educational institutions and it needs observations of how it is happening and to understand if these contribute to the professional formation, creating perspectives of professional future in the subjects involved in the educational process. The study will be guided by Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), among other authors who see in TRS a search for answers to social phenomena; and the indictment of legislation that supports Inclusive Education in Brazil, such as: Constituição Federal/ 88, Estatuto da Criança e do Adolescente/ 90, Jomtien Convention (1990), Salamanca Declaration (1994), Law of Guidelines and Bases of Education - LDB (1996), Disability Rights of the UN (2006), National Policy on Special Education from the perspective of Inclusiva (2008), Lei Brasileira de Inclusão - BLI (2015), among several others considered relevant to the research. From the analysis, it is concluded that the subjects of the research value formation, anchor their future perspectives in education and work, by personal necessity, but mainly by valuing their "self" that historically and socially was excluded and marginalized. Even though they are aware of their future prospects, they are aware of the difficulties they will face in order to enter the labor market and the challenges that are still to come, mainly because it is not a natural process; on the contrary, the whole process of these subjects was historically marked by struggles and compulsion, as evidenced by the numerous laws that protect their rights as citizens.
A inclusão das pessoas com deficiência e com outras necessidades educacionais específicas representa um grande desafio para a educação. Este trabalho pretende colaborar para que esse paradigma educacional visto como desafio seja rompido. O mesmo está vinculado à linha de pesquisa sobre Políticas Educacionais, Gestão e Formação de Professores, do Programa de Pós-Graduação em Educação - PPGE, da Universidade Federal de Goiás/Regional de Jataí-GO. O objetivo deste estudo é compreender as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas, do Instituto Federal de Educação, Ciência e Tecnologia Goiano – Campus Iporá, sobre suas perspectivas de futuro profissional, bem como identificar e analisar as legislações que amparam a educação inclusiva, no âmbito das políticas públicas educacionais que resguardam seus direitos, tanto educacional como profissional. Apresenta como ponto de partida os questionamentos: Quais são as políticas públicas educacionais de inclusão que asseguram os direitos das pessoas com deficiência e com outras necessidades educacionais específicas nos cursos de formação profissional? Quais são as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas sobre suas perspectivas de futuro profissional? No intento de respondê-las, a pesquisa fará uso da Teoria das Representações Sociais – TRS, como aporte teórico-metodológico; também dos conhecimentos construídos sobre estes sujeitos históricos, além de pesquisa bibliográfica e documental que subsidiarão a análise da realidade no que tange os sujeitos da pesquisa. Para a coleta de dados utilizamos a entrevista semiestruturada. A investigação parte da necessidade de compreender que a educação inclusiva está presente em todas as instituições de ensino e necessita de observações de como ela está acontecendo e compreender se estas contribuem para a formação profissional, criando perspectivas de futuro profissional nos sujeitos envolvidos no processo educativo. O estudo será norteado pela TRS, representada por Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), entre outros autores que veem na TRS uma busca de respostas para os fenômenos sociais; e pelo indiciário de legislações que amparam a Educação Inclusiva no Brasil, como: Constituição Federal – CF/88, Estatuto da Criança e do Adolescente – ECA/90, Convenção de Jomtien (1990), Declaração de Salamanca (1994), Lei de Diretrizes e Bases da Educação – LDB (1996), Convenção sobre os Direitos das Pessoas com Deficiência da ONU (2006), Política Nacional da Educação Especial na perspectiva da Inclusiva (2008), Lei Brasileira de Inclusão – LBI (2015), entre diversas outras consideradas relevantes para a pesquisa. A partir das análises, conclui-se que os sujeitos da pesquisa valorizam a formação, ancoram suas perspectivas de futuro na educação e no trabalho, por necessidade pessoal, mas principalmente por valorização do seu “eu” que histórica e socialmente foi excluído e marginalizado. Porém, mesmo conscientes de suas perspectivas futuras, são conhecedores das dificuldades que enfrentarão para inserirem-se no mercado de trabalho e os desafios que ainda estão por vir, principalmente porque não é um processo natural; pelo contrário, todo o processo que tange estes sujeitos foi historicamente marcado por lutas e obrigatoriedade, como comprovado pelas inúmeras legislações que amparam os seus direitos como cidadão.
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47

Morás, Nadjanara Ana Basso. "A cultura da escola inclusiva na perspectiva dos alunos surdos." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3533.

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The inclusive education has been a theme of global discussion since the 1990s, causing the beginning of perspectives and confrontations of obstacles in its concretization process. The general objective of this study was to investigate the inclusive school culture from the perspective of deaf students who study in the context of regular education. Aside from the bibliographic sources recompiled and read, covered with importance by being able to provide actual and relevant informations, also was held semistructured interviews, with theoretical benchmark in Pierre Bourdieu (2013). The interviews happened in one of the classrooms of the school that has as proposal the bilingual education for deaf. The questions were made in Brazilian signals language (Libras) by the researcher – who has a degree in Mathematics as well as of Translator and Interpreter of Libras/Portuguese -.The interviews were made at the end of June, during July and beginning of August 2016. It is emphasized that in the moment of the interview only the researcher and the interviewed person remained in the room, in order to preserve the anonymity. The participants of this research were deaf students who studied from kindergarten until the elementary school in a school with a proposal of bilingual education for the deaf and that nowadays attend to an inclusive regular school. The participants of this research were deaf students who studied from kindergarten until the elementary school in a school with a proposal of bilingual education for the deaf and that nowadays attend to an inclusive regular school. Therefore, the results obtained along the research presented difficulty in the participants’ inclusion development based on the respect for their cultural and linguistic differences, in the inclusive state school, since the school did not reach to overcome the tendency of a homogenization culture present in the “school culture”. Thus, for inclusion of deaf students in the school environment, it is fundamental to adapt this environment so that the individuals in question feel part of a whole. It is necessary to elaborate the inclusion as a broad process, with ideological, social, cultural, political and economic dimensions, involving all the interpersonal relationship existing in the school and outside it. It is considered necessary to be cautious so that school inclusion is not caught in the trap of standardization, or rather, in the deaf student’s inclusion in the mainstream education being the sign language seen as a set of facilitating codes of communication, as teaching instrument, disregarding the cultural nature present in Libras
La educación inclusiva ha sido tema de discusión mundial desde la década de 1990, provocando el inicio de perspectivas y enfrentamientos de obstáculos en su proceso de concreción. El objetivo general de este estudio fue investigar la cultura de la escuela inclusiva en la perspectiva de alumnos sordos que estudian en el ámbito de la enseñanza regular. Además de las fuentes bibliográficas recopiladas y leídas, revestidas de importancia por ser capaces de proporcionar informaciones actuales y relevantes, también se realizaron entrevistas semiestructuradas, con referencial teórico en Pierre Bourdieu (2013). Las entrevistas se realizaron en una de las aulas de la escuela de educación bilingüe para sordos. Las preguntas fueron hechas en Lengua Brasileña de Señales (Libras) por el investigador - que tiene un fondo en el grado en Matemáticas, así como traductor e intérprete de Libras / portugués. Las entrevistas se realizaron a finales del mes de junio, durante el mes de julio y principios del mes de agosto de 2016. Se subraya, aún, que en el momento de la entrevista sólo permanecieron en la sala la investigadora y la persona entrevistada, a modo de preservar el anonimato. Los participantes de esta investigación fueron alumnos sordos que estudiaron desde la Educación Infantil hasta la Enseñanza Fundamental I en una escuela de educación bilingüe para sordos y que actualmente frecuentan una escuela inclusiva. Los resultados obtenidos en el curso del estudio presentaron dificultad en el desarrollo de la inclusión de los involucrados con base en el respeto a su diferencia cultural y lingüística en la escuela inclusiva ya que la escuela aún no logró superar la tendencia de una cultura de homogeneización presente en la "cultura escolar ". De esta forma, para que la inclusión de los alumnos sordos ocurra en el ambiente escolar, es fundamental adecuar este ambiente para que los individuos en cuestión se sientan parte de un todo. Se hace necesario elaborar la inclusión como un proceso amplio, con dimensiones ideológicas, sociales, culturales, políticas y económicas, involucrando toda relación interpersonal existente en la escuela y fuera de ella. Se considera necesario tener cautela para que la inclusión escolar no esté presa en las trampas de la normatización, o mejor, en la inclusión de alumnos sordos en la enseñanza regular, siendo la lengua de signos vista como un conjunto de códigos facilitadores de la comunicación e instrumento de enseñanza, desconsiderando la naturaleza cultural presente en la Libras.
A educação inclusiva tem sido tema de discussão mundial desde a década de 1990, provocando o início de perspectivas e enfrentamentos de obstáculos no seu processo de concretização. O objetivo geral deste estudo foi investigar a cultura da escola inclusiva na perspectiva de alunos surdos que estudam no âmbito do ensino regular. Além das fontes bibliográficas recopiladas e lidas, revestidas de importância por serem capazes de fornecer informações atuais e relevantes, também foram realizadas entrevistas semiestruturadas, com referencial teórico em Pierre Bourdieu (2013). As entrevistas aconteceram em uma das salas de aula da escola de educação bilíngue para surdos. As perguntas foram efetuadas em Língua Brasileira de Sinais (Libras) pela pesquisadora – que tem formação em licenciatura em Matemática assim como de Tradutora e Intérprete de Libras/ Português. As entrevistas foram empreendidas no final do mês de Junho, durante o mês de Julho e início do mês de Agosto de 2016. Salienta-se, ainda, que no momento da entrevista só permaneceram na sala a pesquisadora e a pessoa entrevistada, a modo de preservar o anonimato. Os participantes desta pesquisa foram alunos surdos que estudaram desde a Educação Infantil até o Ensino Fundamental I em uma escola de educação bilíngue para surdos e que atualmente frequentam uma escola inclusiva. Os resultados obtidos no decorrer do estudo apresentaram dificuldade no desenvolvimento da inclusão dos envolvidos com base no respeito à sua diferença cultural e linguística, na escola inclusiva uma vez que a escola ainda não conseguiu superar a tendência de uma cultura de homogeneização presente na “cultura escolar”. Dessa forma, para que a inclusão dos alunos surdos aconteça no ambiente escolar, é fundamental adequar este ambiente para que os indivíduos em questão se sintam parte de um todo. Faz-se necessário elaborar a inclusão como um processo amplo, com dimensões ideológicas, sociais, culturais, políticas e econômicas, envolvendo toda relação interpessoal existente na escola e fora dela. Considera-se necessário ter cautela para que a inclusão escolar não esteja presa nas armadilhas da normatização, ou melhor, na inclusão de alunos surdos no ensino regular, sendo a língua de sinais vista como um conjunto de códigos facilitares da comunicação e instrumento de ensino, desconsiderando a natureza cultural presente na Libras.
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48

Miralha, Jussara Oliveto [UNESP]. "A prática pedagógica de professores do ensino fundamental na perspectiva de uma educação de qualidade para todos." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92390.

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O presente estudo vinculado á linha de pesquisa Práticas Educativas e Formação de Professores, pretende contribuir com o processo de inclusão. Para tanto, investiga quais são as práticas pedagógicas que os professores do 1º ciclo do Ensino Fundamental consideram as mais adequadas para a valorização das diferenças na sala de aula em um município do Estado de São Paulo. Durante anos, alicerçada num paradigma segregacionista que separava as crianças “normais” das crianças com deficiência, a escola perdeu uma grande oportunidade de rever suas práticas para garantir a aprendizagem de todos os seus alunos. A construção de uma escola inclusiva alicerçada no princípio de qualidade para todos, constitui-se em um grande desafio. Exige reconhecer e valorizar as diferenças e a adoção de uma prática pedagógica que possibilite a participação, a interação, a cooperação e a melhor aprendizagem de cada um dos alunos. Implica ainda em mudanças na compreensão das diferenças, na concepção de aluno, do que é ensinar e aprender, do papel do professor e de seus saberes neste contexto. A pesquisa, constituída por meio da metodologia “estudo de caso”, teve como sujeitos os professores que receberam no ano de 2006 alunos com deficiência mental em suas classes. Optou-se por escolher professores de alunos com deficiência mental uma vez que tal deficiência, via de regra, põe em cheque a maneira como a escola lida com o conhecimento. Os dados foram coletados por meio de questionários e da realização de entrevistas grupais do tipo grupo de discussão. Como resultado, constatou-se que os professores têm desenvolvido várias alternativas para valorizar as diferenças na sala de aula como, por exemplo, a metodologia de projetos, trabalho em grupos, trabalho com apoio dos colegas, atitudes de acolhimento...
The present study linked on the research line of Educative Practice and Teachers’ Development, wants to contribute with the inclusion process. For this, it investigates which are the pedagogical practices that teachers from the 1st grade of the Fundamental Studies consider the most adequate to the valorization of the differences in the classroom in a city in the state of São Paulo. During years, based on a segregationist paradigm that divides “normal” children from the ones with disabilities, the school lost a great opportunity to review its practices to guarantee the learning of all its students. The construction of an inclusive school based on quality for all, becomes a big challenge. It demands recognizing and valorizing the differences and adopting choice a pedagogical practice that makes possible the participation, interaction, cooperation and the best learning of each student. It also involves changes in the comprehension of the differences, conception of student, what is teaching and learning and the teacher’s duties and knowledge in this context. The research, made through “case study” methodology, had as subject the teachers who got in 2006 students with mental deficiency in their classrooms. The option chosen was teachers of students with mental deficiency, since this deficiency, generally, put in check the way how the school deals with knowledge. The information was collected through questionnaires and group interviews, in a kind of group discussion. As a result, it has been observed that teachers have developed many alternatives to valorize the differences in the classroom, for example, the project methodology, group work, task with friends’ help, welcoming attitude, and more. These alternatives keep an approach with recent discussions of the educational view and official documents, however, in a diffuse way... (Complete abstract click electronic access below)
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49

Svensson, Linda, and Karin Trulsson. "Hälsofrämjande faktorer ur barns perspektiv : En intervjustudie med barn i förskola och förskoleklass." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19612.

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This essay is about children’s voices and their reflection in what causes them Wellbeing duringschool. The aim is also to clarify children’s reflections when they learned something difficult and how they are experiencing support. The theoretical foundation is based on Antonovsky KASAM theory and Scheffs theory with the processing and interpretation toward hermeneutics perspective. This essay is based on a qualitative method with semi-structured interviews. The empirical foundation is based on interviews with 7 children in preschool and 6 children from kindergarten. The resultat shows that being with friends and participations with other pupils are important for young children’s prosperous and wellbeing. Result also shows that mathematics and science are subject which pupils found difficulty and leaned on friends for help. Majority of children experience that their teacher listened and were there to help when they needed support.The conclusion is that health-promoting factors from children’s perspective is showing us that feeling safe and being able to participate with other friends promote wellbeing for children.Children who didn´t have any friends or stable friendship also didn´t like school. This study shows that liking school has a connection with meaningful friendship and a feeling off belonging.
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50

Daveta, Mereoni Laveti. "Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes." The University of Waikato, 2009. http://hdl.handle.net/10289/2769.

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The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school settings. Three of the participants were from special schools, three were from primary schools and three were from secondary schools. Data collected showed that teachers support inclusive education, however, they had reservations on the inclusion of students with severe disabilities. Several factors were identified to influence teachers' attitudes towards inclusion. The most common factors were severity of disability that the students had, inadequate training of teachers on teaching students with disabilities, inadequate government funding, lack of specialised resource personnel and lack of appropriate equipment and resources to support students and teachers in the teaching learning process. Limited commitment from the Ministry of Education and limited participation and consultation of teachers on policy and curriculum design were also identified as contributing factors for non inclusion of students with disabilities in regular schools. Teachers need to change their perspectives and attitudes and schools need to be welcoming and prepared to accept all students with disabilities into the general education system in Fiji.
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