Dissertations / Theses on the topic 'Inclusive teaching and learning'
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James, Brenda Joyce. "Faculty who create inclusive teaching/learning environments /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871784447.
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Rombach, Kimberly Ann. "Teaching in inclusive classrooms: General elementary educators' learning experiences." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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Mykolaichuk, A. I., S. I. Kuzmych, I. A. Makhovych, and V. R. Mykolaichuk. "Inclusive teaching challenges in adapting the ESP and STEM learning materials." Thesis, Громадська наукова організація "Всеукраїнська Асамблея докторів наук з державного управління", 2022. https://er.knutd.edu.ua/handle/123456789/19479.
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In the post-soviet Ukraine the problem of the inclusive education has had a long way to being 'seriously'discussed and, which is more important, implemented into the educational environment following the positive practices worldwide. While inclusion approach in higher education has moved beyond education into employment, the Covid-19 pandemic has reflected the challenges Ukrainian university teachers face.
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Bland, C., and Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.
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Le, Hanie Linda. "Teaching mathematics to oral hearing impaired learners in an inclusive environment." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65440.
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Inclusive education came into the spot light with the World Conference on Special Needs Education: Access and Quality, held in Salamanca, Spain in June 1994. The problem investigated in this study is how teaching oral hearing impaired learners in an inclusive school affects the classroom practice of the mathematics teacher as teaching-and-learning expert. In this study, the term hearing impaired refers to learners with a bilateral, moderate to profound hearing loss who have hearing aids and/or cochlear implants. These learners communicate orally, in other words, they have developed spoken language and do not communicate using sign language. The study focused on the classroom practice of three teachers in three different phases, namely the Intermediate Phase (Grade 4-6), the Secondary Phase (Grade 7-9) and the Further Education and Training phase (Grade 10-12) and explored how they teach mathematics to Hearing Impaired (HI) learners in an inclusive school. A qualitative research approach was followed and the research design was an exploratory case study. The data was collected in an inclusive school that includes oral HI learners which was purposefully chosen due to its model of inclusion where oral HI learners attend the same classes and lessons as their hearing peers. Three data collection instruments were used, namely semi-structured interviews, lesson observations and documentation analysis. The data was analysed deductively according to the themes reflected in the conceptual framework. The conceptual framework was based on ten practices mathematics teachers should apply when teaching HI learners (Easterbrooks & Stephenson, 2006), but through the lens of the mathematics teacher as teaching-and-learning expert and the language factors in teaching mathematics to HI learners. The research revealed that not all teachers who teach at an inclusive school truly understand the concept of inclusion and that continuous training is a pre-requisite for inclusion to be successful.Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
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Burns, Leslie. "How do teaching assistants support teaching and learning and, in doing so, help create an inclusive environment?" Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17915/.
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This study examines the role of teaching assistants (TAs) in a town situated in the North-East England between 2010 and 2012. I was motivated to carry out the research by one fundamental question “How do teaching assistants support teaching and learning and, in doing so help create an inclusive environment?” The aims of this holistic, qualitative study were to investigate and clarify, through the lens of teaching assistants, how learning was supported and inclusion facilitated. Using a qualitative approach to examine this question, the study includes a theoretical literature review and empirical field work. The fieldwork consists of semi-structured interviews with ten teaching assistants, employed in the town. Thematic analysis is used to then analyse and interpret the data collected. The research explores, clarifies, and advances our understanding of how, and to what extent, the teaching assistants support learning and inclusion. The findings from this study show that teaching assistants support learning in education. It also illustrates that the teaching assistants support an inclusive environment. The original contribution to our knowledge from this research is that, within the town in the North East of England, through the lens of the teaching assistants, they do support learning, development, inclusive education and social inclusion. The results, inferences and possible implications for managers, training of teaching assistants and for future research are discussed. The findings offer support for key arguments around the quality of leadership, how teaching assistants are deployed and the impact their training has on their role. They challenge many of the present views of teaching assistants, and the study suggests they have a positive impact on learning and inclusion. They indicate that there is a need for further research that accommodates the “voice” of the teaching assistants, supporting the social and emotional development and the inclusive learning environment.
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Maloka, Mojaki Moses. "A teaching and learning programme to enhance the teaching and learning needs of visually impaired learners in an inclusive natural sciences classroom / Moses Mojaki Maloka." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8508.
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The purpose of this study was to investigate perceptions of visually impaired learners and their teachers regarding the extent to which the teaching and learning needs of learners with visual impairment are addressed in inclusive classrooms. The first phase of the study was characterized by a literature review. A literature review was undertaken to elucidate the concept visual impairment and to highlight the magnitude of visual impairment in South Africa. Attention was also paid to the place of visual impairment in the context of an inclusive education and training system. Furthermore, the literature study explored the characteristics and causes of visual impairment, provided insight into the curricular considerations that underpin the teaching, learning and assessment of visually impaired learners and highlighted the problematic nature of language development, cognitive development, social development and self-esteem development among learners with visual impairment. The second phase of the study comprised empirical research. Within a positivist framework, quantitative research by means of non-experimental descriptive survey research was undertaken to collect data in order to determine to what extent the teaching and learning needs of visually impaired learners are accommodated in inclusive classrooms. This was achieved by administering a closed questionnaire to a purposively selected sample of teachers (n = 80) and learners (n = 92) from the Fezile Dabi District in the Free State Department of Education to determine their perceptions regarding the characteristics of classroom teaching, learning and assessment for visually impaired learners. In addition to this, the questionnaire administered to the teachers also set out to determine whether the teachers possess adequate knowledge to identify learners with visual impairments in their classrooms. The data analysis revealed that general teaching and learning needs of visually impaired learners are addressed to a certain extent, but developmental needs related to language, cognitive, social and self-esteem development, appear to be underemphasized. In this regard, the benefits of a mediated learning approach in the context of teaching visually impaired learners was investigated and utilized in the design of learning activity examples that could be included in a curriculum-based teaching and learning programme for Grade 7 Natural Sciences classrooms. In the absence of curriculum-based teaching and learning programmes that address the language, cognitive, social and self-esteem development of visually impaired learners in inclusive classrooms, this research makes a distinct contribution.Thesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011
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Elom, Roslynn Darnell. "Increasing Inclusive Students' Achievement Through Use of USATestPrep's Integrated Learning Systems." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3878.
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Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely's conditions of change theory. Research questions focused on educators' perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in a southeastern U.S. state. Administrator participants were familiar with the ILS USATestPrep (UTP) and teacher participants had either limited or discontinued their use of that ILS in the classroom. Data were collected through the use of semi structured interviews and then analyzed for key themes. Findings showed that barriers of time, leadership, and available resources affected full implementation of the technological program in the local setting. Recommendations for future technology implementation included encouraging school leaders to provide teachers with time for implementation and pursue grant funding to minimize the impact of insufficient technological resources. Improving access to an ILS such as UTP may help teachers enhance the learning of students including those with disabilities and foster positive student successes and social change in the school and community environments.
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Jordan, Byron S. "The Effects of Common Core State Standards in Mathematics on Inclusive Environments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6591.
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The Common Core State Standards for Mathematics (CCSSM) require students with learning disabilities in mathematics to use a range of cognitive, skills, and foundational numerical competencies to learn and understand complex standards. Students with learning disabilities in mathematics experience deficits in cognitive processes skills and foundational numerical competencies which have emerged as underlying barriers associated with mastering CCSSM. Examining the impact of high-stakes assessments on readiness for college and careers and student achievement may provide evidence that deficits in cognitive processing skills and numerical competencies can impact achievement levels. Using the cognitive theoretical frameworks of Bandura and Gagné, along with the concepts of cognitive learning, instructional interventions, and inclusion, the relationship between students' scores in the algebraic foundations (AF) intervention inclusion method and the regular algebra (RA) nonintervention inclusion method, as measured on the end of the year assessments were examined in this study. An ANCOVA design was used to test the statistical significance of the relationship between the two intervention methods and the use of cognitive and numerical competencies for the two groups and to analyze the disparity in achievement scores between the AF intervention inclusion method and RA nonintervention inclusion method. The results revealed a statistically significant relationship between cognitive processing skills and foundational numerical competencies as measured on the final exam for both methods. The intended audience include academic communities using evidence-based inventions to improve college and career readiness results, leading to positive social change.
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Motloung, Phindiwe Aletta. "A teaching and learning programme to address learning style diversity in an inclusive life orientation classroom setting / Phindiwe Aletta Motloung." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10323.
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The purpose of the study was to gauge Grade 4 Life Orientation educators‟ understanding of what learning style diversity entails, and to explore how they accommodate diverse learning styles during teaching and learning in inclusive Life Orientation classrooms. The study explored the educators‟ choice of teaching methods and strategies, learning activities and assessment approaches to accommodate diverse learning styles in their classrooms. The first phase of the study was characterized by a literature review, which guided the formulation of focus group interview questions as well as observation criteria. The literature review explored the notion of accommodating diverse learning style needs as an important aspect of inclusive education, as well as the teaching methods and strategies, learning activities and assessment approaches that could be employed to accommodate learning style diversity in inclusive Life Orientation classrooms. The second phase of the study comprised the empirical research. Within an interprevistic framework, qualitative research by means of focus group interviews and observations was undertaken to collect data in order to determine educators‟ understanding of learning style diversity and to explore how they accommodate diverse learning style needs in their inclusive Grade 4 Life Orientation classrooms. Focus group interviews were conducted with a convenient and purposively selected sample of Grade 4 Life Orientation educators (n=40) who teach at Township schools in the Sedibeng West District of the Gauteng Department of Education. In addition to the focus group interviews, observations were done in the classrooms of five willing educators who took part in the focus group interviews to observe how the educators accommodate diverse learning style needs in practice during their teaching. The data analysis revealed that educators do not have an adequate understanding of what diverse learning style needs imply, and do not accommodate diverse learning style needs in a balanced way in their classrooms. Both the findings from the focus group interviews and observations indicated that educators experience challenges in accommodating diverse learning style needs during the teaching of Grade 4 Life Orientation in inclusive classrooms. These challenges inter alia relate to time, workload, overcrowded classrooms and a need for guidance on how to accommodate diverse learning style needs. Based on the data obtained, examples of teaching, learning and assessment activities that could form part of a teaching and learning programme for Grade 4 Life Orientation was developed to guide educators in addressing learning style diversity during teaching. In the absence of curriculum-based teaching and learning programmes that guide educators in accommodate diverse learning styles during the teaching of Life Orientation, this study makes a valuable contribution. Key concepts: learning style diversity, learning preferences, pedagogical barriers to learning, inclusive educationPhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012
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Myers-Daub, Roni. "Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29938.
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Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997 set higher standards for the education of students with disabilities. In addition, to the original purposes of the law that ensured a free and appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE), amendments mandated that students with disabilities be included in state accountability and assessment systems, moving educators from an age of accessibility to an age of accountability. This legislation also ensured that students with disabilities have access to the general curriculum to the maximum extent appropriate, which has influenced educators toward including more students with disabilities in the general education environment.
With the increasing numbers of students with learning disabilities (LD) educated in the general education environment, educators face the challenge of providing these students opportunities to access the general curriculum, while ensuring that they receive FAPE. Therefore, the purpose of this study was to explore the teaching practices of special and general educators in the planning, instruction, classroom management, progress monitoring, clinical assistance, and caring of students with LD in inclusive instructional settings to examine how they are aligning their practices to ensure FAPE for these students.
Data were collected through a qualitative design, using focus group methodology. A total of 3 special educator and 3 general educator focus groups were conducted for data collection. Major findings that emerged included (a) the absence of common planning time, (b) the use of whole group instruction rather specialized instruction, (c) the unshared responsibility of classroom management, (d) the limited time dedicated to monitoring the learning and academic progress of students with LD, (e) the controversy surrounding adjusting instruction for students with LD, and (f) the importance of teachers showing students with LD that they care about them and their success. Data revealed that the practices of special and general educators align only in the areas of classroom management, particularly in providing classroom routines, and caring. In all other areas, not only do their practices not align, emphasis placed on each area varies within and between special and general educator focus groups.Ed. D.
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Alamri, Abdulrahman Saleh. "University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984244/.
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This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability (n = 21), and international students (n = 28) regarding their attitudes toward and actions associated with inclusive instruction based on the universal design for learning (UDL) principles and practices. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a large, public Southwest university (N = 134). The ITSI and ITSI-S contain seven subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, (e) inclusive classroom, (f) inclusive assessment, and (g) disability laws and concepts. A series of multivariate analyses of variances (MANOVAs) measured the overall of attitude subscales and overall action subscales, and an independent-samples test (t-test) compared mean scores on the seven Attitude subscales and seven Action subscales to identify predictors of these attitudes and actions among faculty and students. The main findings were (a) significant differences among diverse students, where students with disability responded negatively on the Action subscales and (b) significant differences between faculty and diverse students where international students had a positive attitude on the Attitude subscales, whereas students with disability had a negative attitude on the Action subscales toward the actual practices of their faculty. Results of the current study respond to the gap in the literature by examining the inclusive instruction environment based on UDL in a university environment. The implications of these findings and recommendations for future research are discussed.
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Hall, Katy. "Creating a strategic teaching dialogue with students and teachers on the World Wide Web /." [Rohnert Park, Calif.], 2000. http://petal.fortbragg.k12.ca.us/success.
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Motloung, Phindiwe Aletta. "The choice of learning and teaching support materials in inclusive classroom settings : "educators' experiences" / Phindiwe Aletta Motloung." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2266.
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This study investigates educators' experiences in choosing material for learners in the inclusive classroom setting as clearly stated in chapter one. Chapter two explored the literature on the learning and teaching support materials and the processes involved. The definition of learning and teaching support materials was explored. The kinds, importance and role of learning and teaching support, were discussed and the role is seen as a vehicle which enhances the awareness for expression and opportunities to capture evidence of learners knowledge. Guidelines to consider in the process of selecting learning and teaching support materials and the utilization thereof, as well as the funding of learning and teaching support materials received attention. This chapter further explored the inclusive classroom where inclusion is defined; the nature of inclusive classroom was discussed. The benefits and the criticism of inclusive classroom settings were also explored. In chapter three, the empirical research design used in the study is discussed. Focus group interviews in qualitative study were used to explore educators' experiences in choosing learning and teaching support material in inclusive classroom settings.
Chapter four highlighted the research methods used to investigate the problems of this study. The application of the focus interview was explained in detail because the focus group was used for the collection of data which was analysed and interpreted. The data revealed that educators experience a number of difficulties in choosing learning and teaching support materials for learners in inclusive classroom settings.
The last chapter concludes the study with recommendations on the way to assist educators in choosing materials for learners in the inclusive classroom setting.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.
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Luz, Mariana Helena Silva Da, Candido Alberto Gomes, and Adriana Lira. "Narratives on the Inclusion of Autistic Students: Challenges and Teaching Practices." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117380.
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Autism is a widely explored theme in the literature. Nevertheless, school inclusionamong autistic children still constitutes a challenge. On this basis, the generalgoal of this research was to identify the challenges of teaching practices in themonitoring of an autistic student and in which conditions his inclusion occurs.The qualitative research, descriptive and exploratory in its nature, is characterizedas a case study that was conducted in the months of August to October 2014 in aprivate institution of Brasilia. In summary, the study, by means of semi-structuredinterviews and on-site observations, concluded that the school»s inclusionproposal, in which parents seem to trust, is weakened by the lack of professionalpreparation, a fact derived by the precariousness of initial and continuous trainingof these professionals.El autismo es un tema ampliamente explorado en la literatura. Sin embargo, lainclusión escolar de los niños autistas sigue constituyendo un desafío. Basándoseen esta suposición, el objetivo general de esta investigación fue indentificar losdesafíos de la práctica docente en el seguimiento de un niño autista y en quécondiciones se produce su inclusión. El carácter cualitativo, descriptivo yexploratorio, está caracterizado como un estudio de caso que se realizó en losmeses de agosto a octubre de 2014 en una institución privada de Brasília. Enresumen, el estudio, através de entrevistas semi-estructuradas y observaciones insitu llegó a la conclusión de que la propuesta de inclusión de la escuela, en la queapuestan los padres, está debilitada por la falta de preparación profesional, hechoderivado de la precariedad de la formación inicial y continua de los mismos.
O autismo é tema amplamente explorado na literatura. Apesar disso, a inclusãoescolar da criança autista ainda se constitui um desafio. Partindo deste pressuposto,o objetivo da pesquisa foi identificar quais os desafios da prática docente noacompanhamento de uma criança autista e em que condições a sua inclusãoocorreu. A pesquisa qualitativa, de natureza descritiva e exploratória foi realizadanos meses de agosto a outubro de 2014 em uma instituição privada de Brasília.Em síntese, o estudo leva, por meio de entrevistas semiestruturadas e observaçãoin loco, a concluir que a proposta de inclusão da escola, na qual parecem apostaros pais, é fragilizada pela falta de preparo dos profissionais, fato oriundo daprecariedade da formação inicial e continuada destes.
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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.
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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.
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Rea, Patricia Jordan. "Comparison of the performance of students with learning disabilities in inclusive classrooms and in pull-out special education programs." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618499.
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The purpose of this study was to investigate the relationship between placement in inclusive and pull-out special education programs and academic and behavior outcomes for students with learning disabilities. Demographic data such as age, gender, ethnicity, socio-economic status, IQ, education level of the mother, years receiving special education services, and years in the school district established comparability of two groups of middle school students. Qualitative and quantitative methods were used to describe two schools and their special education service delivery models, one inclusive and the other pull-out. IEP goals and objectives, classroom accommodations, and teacher collaboration were examined to provide functional definitions of the models. Results indicated that the two programs differed significantly. Further, students with learning disabilities served in inclusive classrooms earned higher grades, achieved higher or comparable scores on standardized tests, committed no more behavioral infractions, and attended more days of schools than students with learning disabilities served in pull-out special education programs.
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Unger, Mary Ann. "Traversing the tracks : students with learning disabilities speak up /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7788.
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Dijk, Wilhelmina Van, and Lori Jean Marks. "English Language Learners with Learning Disabilities and the Language in Mathematics: Inclusive Instruction to Support the Acquisition of Both Languages." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3533.
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Monteiro, Maria Rosangela Carrasco. "Educação inclusiva e implicações no currículo escolar : a invenção de outros processos de ensinar e de aprender." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131029.
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Esta tese, intitulada EDUCAÇÃO INCLUSIVA E IMPLICAÇÕES NO CURRÍCULO ESCOLAR: a invenção de outros processos de ensinar e de aprender, tem como objetivo discutir as implicações que a proposta de Educação Inclusiva pode produzir nas formas de organização do currículo escolar. O estudo está inserido no campo dos Estudos Culturais em Educação, em uma perspectiva pós-estruturalista e utilizou uma abordagem qualitativa com estratégias metodológicas de inspiração etnográfica. A pesquisa visa analisar de que modo a proposta de Educação Inclusiva, defendida no Plano Político Pedagógico da escola investigada, uma escola pública municipal de Porto Alegre, vem operando mudanças na organização curricular das turmas dos diferentes Ciclos de Formação do Ensino Fundamental. A proposta investigada está fundamentada no trabalho com alunos com Deficiência Intelectual ou Autismo e também os considerados de vulnerabilidade social, enturmados em turmas regulares. Dessa forma é dado enfoque aos projetos desenvolvidos na escola, entre eles o da Docência Compartilhada, as diferenciadas metodologias empregadas nos processos de planejamento e avaliação e a implicação de tais estratégias na produção do que pode ser chamado de currículo inclusivo. Autores como Antônio Flavio Moreira, Michael Foucault, Tomaz Tadeu da Silva, José Gimeno Sacristán e Maria Teresa Esteban, entre outros, foram referencias no trabalho desenvolvido. Conceitos como representação, identidade, diferença e relações de poder se articularam nas análises empreendidas. O estudo da proposta pedagógica investigada indica que a partir da presença de alunos ditos de inclusão, especialmente, daqueles com Deficiência Intelectual e ou com Autismo, foi possível produzir alterações curriculares. Tais alterações, efetivadas por meio dos modos de exercer a docência, centradas nas condições e possibilidades dos alunos e planejadas coletivamente, têm produzido o que se pode chamar de um currículo inclusivo. Tal currículo constitui-se através de um processo contínuo que tem por finalidade garantir o direito de todos a uma escolarização em que as formas de conviver com as diferenças produzam relações que se pautem no respeito, na igualdade de direito, no atendimento das necessidades individuais. Enfim, um currículo em que todos os alunos possam ser avaliados como sujeitos com diferentes possibilidades. O estudo também indicou que os alunos considerados de vulnerabilidade social continuam desafiando as formas de organização escolar no que se refere à inclusão escolar.This thesis, entitled INLCLUSIVE EDUCATION AND ITS IMPLICATIONS ON SCHOOL PROGRAM: the invention of other learning and teaching processes, has as goal to discuss the implications that an Inclusive Education propose may produce in forms of organize a school program. This study is in the field of Cultural Studies in Education, under a poststructuralist perspective, and used a qualitative approach with methodological strategies of ethnographic inspiration. The research aims to analyze in which way the propose of an Inclusive Education defended on the Pedagogical Political Plan of the school studied, a public and municipal school in Porto Alegre, has been operating changes in the program organization of classes of different Training Cycles of Elementary School. The investigated propose is grounded on work with students with Intellectual Disability or Autism, and also those considered in social vulnerability situation, fitted in regular classes. This way, the focus are projects developed at school, among them the Shared Teaching project, the different methodologies used in the planning and evaluation processes, and the implication of those in what can be called inclusive program. Authors such as Antonio Flavio Moreira, Michael Foucault, Tomaz Tadeu Da Silva, Jose Gimeno Sacristán and Maria Teresa Esteban, among others, have been references to the developed work. Concepts like representation, identity, difference e power relations in the undertaken analysis. The study of the investigated pedagogical propose indicates that, from the presence of inclusion students, especially those with intellectual disability and or autism, it was possible to produce changes in the programs. These changes, done by the ways of exercise teaching, centered in conditions and possibilities of students and planned collectively, have been producing what can be called an inclusive program. Such program is constituted through a continuous process that has as goal to guarantee the right of all to schooling in a way that forms of living together with differences produce relations which are based on respect, equal rights, support of individual necessities. Ultimately, the program in which all students may be evaluated as individuals with different possibilities. The study also identified that students considered of social vulnerability keep challenging forms of school organization regarding to school inclusion.
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van, Limbeek Catherine A. H. "What adaptations and modifications do regular classroom teachers report making to their programs and practices in order to meet the needs of students with mild disabilities and learning difficulties? /." Canberra, 2008. http://erl.canberra.edu.au/public/adt-AUC20081216.113453/index.html.
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Barco, Margaret Jackson. "The Relationship Between Secondary General Education Teachers Self-Efficacy and Attitudes As They Relate To Teaching Learning Disabled Students In The Inclusive Setting." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26648.
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The purpose of this study was to examine the relationship between teacher efficacy and attitudes of secondary general education teachers towards teaching learning disabled students in the inclusive classroom setting. An online survey, along with a telephone interview was conducted with secondary teachers as a means to gathering data regarding teacher attitudes and efficacy toward inclusion.
Results from the online survey suggested that secondary teachers have both positive and negative attitudes toward inclusion. These attitudes varied when it came to issues of making accommodations and modifications for disabled students, whether part time or full time in the inclusive classroom setting. Responses to items concerning sufficient/insufficient training to teach disabled students brought about differences in responses from male and female participants. The female respondents were undecided as to whether or not they had sufficient training to teach learning disabled students in the inclusive classroom setting. The female respondents also were undecided as to whether or not more undergraduate classes would have given them more confidence working with learning disabled students in the inclusive classroom.
As for efficacy, making adaptations, and training, female teachers tended to have a greater degree of confidence in teaching disabled students in the regular classroom setting in comparison to the male teachers whose confidence levels were lower than their female counterparts. The same can be seen with the rural and urban/suburban teacher groups in regards to adaptations and training. Both urban/ suburban teachers tended to project positive attitudes towards making accommodations and modifications for disabled students. They tended to respond in a positive manner when it came to modifying teaching style and adapting the curriculum for disabled students in the inclusive classroom setting.
Results from the telephone interview survey concluded that secondary teachers feel that inclusion works for some disabled students, but not others. Some respondents felt that inclusion is responsible for teachers “dummying down” lessons. The respondents also suggested that they have had positive, as well as, negative experiences with inclusion. The positive experiences included making methodological and curricular changes in teaching styles, employing best teaching practices, and reorienting the way assignments are given. The respondents found these changes to be positive for all students, which in turn, helped to change the mindset that lessons were being “dummied down.” Negative experiences included not having a voice in which students would benefit from the inclusion construct.
This study concluded that inclusion does have its benefits, as well as it flaws, but its success rests on the attitudes of the teachers in the classroom. The study also concluded that a relationship does exist between teacher self-efficacy and teacher attitudes as they relate to teaching learning disabled students in the inclusive setting.Ph. D.
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Dakada, Alinda. "Teachers’ experiences in identifying learners with learning barriers in a Full Service School." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/6147.
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This study investigates teachers‟ experiences in identifying learners with learning barriers in one primary school in the East London District. It focuses on diversity and inclusive education as well as practices and procedures within the school. This is a phenomenological study conceptualized in terms of social constructivism(Leatherman, 2007), Kurt Lewin‟s Field Theory(Neill, 2004) and ecological systems theory(Maddock, 2000).The literature review encompasses four focal points: conceptualisation of inclusive education, inclusive education in South Africa, policy implementation, and lessons learned from inclusive education implementation both internationally and in South Africa. A qualitative research method is employed in this study through the use of semistructured interviews and observations. The findings are analysed using content analysis. The key findings of this might help the teachers working in full service or mainstream schools to have a good understanding and a sense of what diversity and inclusive education entails. The findings might attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need in order to be competent inclusive teachers. Recommendations are developed that point to how practices could be put in place to facilitate an effective implementation strategy for the development of an inclusive education system.
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Campbell, Anita. "The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1913.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.
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Bertelsen, Cynthia Diane. "The nature of teaching and literacy learning of primary special education children within an inclusive child-centered environment : a qualitative case study /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951214940397.
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Pletsch, Márcia Denise. "O professor itinerante como suporte para a educação inclusiva em escolas da rede municipal de educação do Rio de Janeiro." Universidade do Estado do Rio de Janeiro, 2005. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8.
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Conselho Nacional de Desenvolvimento Científico e TecnológicoA prática da inclusão de pessoas com necessidades educacionais especiais em rede regular de ensino tem assumido uma importante posição nos debates educacionais nacionais e internacionais, embora as experiências no Brasil sejam ainda isoladas e pouco difundidas. A falta de formação sobre as especificidades do processo de ensino e aprendizagem das pessoas com necessidades especiais por parte dos professores tem sido apontado, frequentemente, como um dos principais obstáculos para a efetivação da inclusão escolar. Partindo desse pressuposto, a modalidade de ensino itinerante parece representar uma proposta educativa viável para a inclusão de pessoas com necessidades especiais em rede regular de ensino, principalmente em grandes centros urbanos, quando não há disponibilidade de professores especialistas em todas as necessidades especiais para todas as escolas. Esta dissertação discute o trabalho do professor itinerante em escolas que têm alunos com necessidades educacionais especiais incluídos em rede regular de ensino. Participaram da pesquisa duas professoras itinerantes que atuam em três escolas municipais localizadas na zona oeste do Rio de Janeiro. Para realizar a investigação optou-se pela pesquisa qualitativa com abordagem etnográfica, utilizando como instrumentos de coleta de dados a observação participante, a análise de documentos, a microanálise e as entrevistas aberta e semi-estruturada. Os resultados evidenciaram que o trabalho realizado pelas professoras itinerantes desempenha diversas funções no ambiente escolar, indo além do suporte aos professores regulares e do auxílio aos alunos especiais incluídos. Na prática, atuam como agentes de mediação, sensibilização e mobilização pró-inclusão nas escolas que trabalham.
The proposition of including special needs students in the regular school system, has reached an important position in the national and international educational debates, although the Brazilian inclusion experiences have been isolated and not very well publicized. The lack of appropriate understanding from the part of regular teachers about the teaching-learning process of people with special needs, has been considered, frequently, as one of the main obstacles for the implementation of inclusive education. From this perspective, the modality of itinerant teaching, seems to represent a valid educational alternative for the inclusion of special needs students in the regular school system, especially in the great urban centers, where there is no availability of teachers specialized in all the different areas of handicap in all the schools. This study discusses the work of the itinerant teacher in schools that have special needs students included in regular classroom. Two itinerant teachers who work in three public schools located in the West Zone of the City of Rio de Janeiro were participants in this research. The research methodology chosen was qualitative with an ethnographic approach. For data collecting tools were used participant observation, documental analysis, microanalysis, and open and semi-open interviews. The results have shown that the work done by the itinerant teachers involves many functions in the school setting, going beyond the support to the regular teachers and help to the special needs students included. In reality they act as agents of mediation, sensibility and mobilization pro-inclusion in the schools where they work.
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Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.
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Radecki, Melissa Anne. "Instructional Methods and Attitudes Among Nursing Faculty Related to Students With Disabilities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7502.
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Nurse educators are tasked with preparing safe, competent nurses but are faced with unique challenges in helping students with disabilities. Students with learning disabilities require accommodations which are alterations or adjustments within the learning environment and are developed by the instructor. The purpose of this 3-manuscript dissertation, guided by the universal design for instruction (UDI), was to explore the attitudes and instructional methods used among nursing faculty related to teaching students with learning disabilities. Three research questions were framed as parallel studies to address the gap in understanding how faculty view nursing students with disabilities, how clinical specialty influences faculty's teaching methods, and what UDI teaching methods faculty use. Nursing faculty who teach in the classroom for prelicensure nursing programs were recruited to complete the Instructional Methods and Attitudes Faculty Survey. Data from 102 participants were analyzed using a Wilcoxon-Mann-Whitney test, which indicated significant differences between the use of inclusive teaching methods (hands-on or interactive and problem solving, communication and interaction among students brainstorming, and providing class outlines or lecture slides before class). There were no differences when comparing faculty attitudes toward UDI familiarity, disability familiarity, and clinical specialty. The implementation of UDI promotes social change by creating an inclusive learning environment that increases the likelihood of success for students with learning disabilities. Future research should focus on best practices to educate faculty about inclusive teaching paradigms, such as UDI and explore faculty and student perspectives about the use and implementation of UDI.
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Pyle, Daniel. "The Effects of Unidirectional Peer Tutoring on Mathematics Outcomes for Students with Learning Disabilities in an Inclusive, Secondary Setting." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4634.
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Students with disabilities included in general education settings often require varying levels of supports and services to execute classroom routines effectively while maximizing their learning opportunities. One support that holds potential to increase outcomes for students with disabilities in general education settings is peer tutoring. Therefore, the purpose of this study was to determine the effects that a targeted, unidirectional tutoring intervention had on the math outcomes for students with learning disabilities in a Secondary Mathematics I class. High school students that had advanced skills in mathematics served as interventionists (i.e., peer tutors) and were trained to deliver the unidirectional tutoring intervention to students with learning disabilities who were identified as low achievers in mathematics. All three tutees increased their criterion and normative (i.e., as compared to their peers) performance on teacher-developed weekly mathematics quizzes when receiving the tutoring intervention. Furthermore, all three tutees increased their quantity and quality of mathematics problems completed as well as academic engagement during the tutoring intervention. Finally, tutees, tutors, and a general education teacher indicated that they perceive the unidirectional tutoring intervention as effective and socially desirable.
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Woodcock, Stuart. "Diagnosing potential preservice teachers' understanding and expectations of students with learning disabilities /." Access electronically, 2008. http://ro.uow.edu.au/theses/127.
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Roquejani, Ticiana Couto. "O ensino de geografia com adequações curriculares em salas inclusivas do ensino fundamental - anos finais." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153104.
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O direito ao acesso, permanência e aprendizagem na escola dos estudantes com deficiência vêm sendo um campo de muitos debates. No entanto, o fato é que diversas barreiras ainda precisam ser quebradas quando se fala de uma inclusão escolar com acessibilidade e qualidade. A maneira como o professor de Geografia do Ensino Fundamental - Anos finais vem desenvolver o currículo da disciplina, frente à perspectiva da Educação Inclusiva, foi o foco desse trabalho. A existência de poucos estudos voltados ao ensino da Geografia e o Público-Alvo da Educação Especial, sobretudo, que trouxessem os princípios do Desenho Universal para Aprendizagem, impulsionou esta pesquisa a contribuir com a elaboração de práticas e métodos de ensino dos conteúdos da Geografia, que contemplassem a singularidade de cada estudante, tendo por base o Currículo do estado de São Paulo. Para isso, a partir das dificuldades elencadas pelos professores da rede pública estadual paulista de diferentes municípios, a pesquisa trouxe o apontamento por eles, de que, a Cartografia seria o conteúdo mais difícil para ser trabalhado em sala de aula inclusiva. O que veio delimitar os objetivos de: a) elaborar, descrever e analisar adequações curriculares para algumas Situações de Aprendizagem contidas nos Cadernos do Professor e do Aluno da rede estadual, referentes ao sexto e ao sétimo ano do Ensino Fundamental, envolvendo a temática da Cartografia, apontada pelos próprios professores da área, durante esta pesquisa; b) verificar a opinião do professor sobre a aplicação das adequações em sala de aula; c) construir, como produto final, um material de apoio ao professor de Geografia com as propostas de adequações para os anos indicados, como forma de auxiliar e proporcionar mais alternativas para a construção de aulas mais inclusivas. O resultado apontou que a inclusão ainda é considerada, pelo professor de Geografia, uma dificuldade, tendo em vista que não se sente preparado para receber os estudantes do Público-Alvo da Educação Especial e, muito menos, acredita estar apto para adequar o conteúdo curricular. Sobretudo, ao pensar na diversidade de uma sala inclusa, este estudo demonstrou, após aplicações das adequações, que, mudanças metodológicas são necessárias e possíveis de serem realizadas quando se considera os princípios do Desenho Universal para Aprendizagem. Considerou-se fundamental, mais pesquisas na área, pois, embora as adequações aplicadas nesta pesquisa tenham sido benéficas para a inclusão dos estudantes durante as aulas, o contexto escolar em relação ao ensino da Geografia ainda demonstra a necessidade de mudanças, no que se refere às carências na formação inicial do professor, nas orientações específicas, na estrutura física e nos materiais/recursos, além da ineficiência ou inexistência de planejamento entre profissionais do ensino comum e da Educação Especial. Por esta razão, mesmo que não garanta a melhoria da qualidade de ensino da Geografia, espera-se, ao menos, que este estudo tenha problematizado a temática, ao passo de afirmar que todos têm a capacidade para aprender quando o ensino ofertado considera as potencialidades e as características de cada um.
The right to access, retention and learning in schools for students with disabilities has been a field of many debates. However, the fact is that large barriers still need to be overcome in terms of educational inclusion with accessibility and quality. The focus of the present work is the approach used by Geography teachers in elementary schools (final years) while developing course syllabuses, facing the prospect of inclusive education. The lack of studies on Geography teaching applied to Special Education, and above all, the ones that should address the principles of Universal Design for Learning, have stimulated this research to contribute to the elaboration of practices and methods of teaching Geography contents that contemplate the singularity of each student, based on the Curriculum of the State of São Paulo. Under that purpose, based on the difficulties listed by the teachers of the São Paulo State public education network, from different municipalities, the research brought the point that Cartography would be the most difficult content to be explored in an inclusive classroom. What has come to define the objectives of: a) to elaborate, describe and analyze curricular adaptations for some Learning Situations that are part of the Teacher's and Student's Notebooks of São Paulo State educational network, involving subject of Cartography, pointed out by the teachers of that very field during the development of this research; b) verify teachers’ opinions about the application of the adjustments made in the classroom; c) build as final product a support material for the Geography teacher with proposals for curricular adaptations for the indicated grades, as a way to help and provide more alternatives to build more inclusive classes. The results pointed out that inclusion is still considered a difficulty by Geography teachers, considering that they do not feel prepared to receive the students from Special Education, much less believe that they are able to adapt the curricular content. Above all, when considering the diversity of an inclusive classroom, this study has demonstrated that, after adjustments, the methodological changes are necessary and possible to be realized when considering the principles of the Universal Design for Learning. The study has also revealed the need for more research on this topic, because although the adaptations created and applied in this research were beneficial to the inclusion of students during the classes, the educational context of Geography teaching still needs improvements in observed deficiencies in the initial training for teachers, in specific orientations, in infrastructure and in materials / resources, besides the inefficiency or lack of planning between professionals of regular teaching and the Special Education. Therefore, even if this study will not result in any improvement in the quality of Geography teaching, it is at least expected that it will have problematized the subject, while affirming that everyone has the capacity of learning when education considers the potential and characteristics of each one.
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Silva, Flávia Calheiros da. "Estratégias utilizadas por professores da escola regular no processo de ensino-aprendizagem de crianças com deficiência visual." Universidade Federal de Alagoas, 2015. http://www.repositorio.ufal.br/handle/riufal/1262.
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The knowledge about visual impairment (VI) including the use of appropriate mediation strategies are crucial in the learning process of children with visual disabilities. According to the Vigotskyan point of view, the development of cultural functions of thought and action of these children follow the same laws of development observed in children without VI. This exploratory study, inteded to trace the strategies used by regular school teachers in teaching VI children enrolled in primary schools (public and private) in the metropolitan área of Maceió. Data were obtained through systematic observation and checklist designed to map teaching strategies. Semi-structured interviews were conducted aiming to draw the teachers profile and their conceptions about VI. The results show that teachers have limited knowledge about VI, and lack of training to deal with these children. Itwas also noted and absence of strategies involving planning and appung specific materials and resources to work with VI children. The results of this research have the potential to contribute in the develoment of resources that help teachers in their own assessment about the teaching-learning process VI children.O conhecimento sobre a deficiência visual (DV) e o uso de estratégias mediacionais adequadas são cruciais no processo ensino-aprendizagem de crianças com cegueira ou baixa visão. Do ponto de vista vigotskiano, o desenvolvimento das funções culturais de pensamento e ação destas crianças segue as mesmas leis do desenvolvimento típico das demais. Este estudo, de caráter exploratório, buscou mapear as estratégias utilizadas pelos professores da escola regular no ensino a crianças DV matriculadas em escolas de ensino fundamental, públicas e privadas, da cidade de Maceió e sua região metropolitana. Os dados foram obtidos por meio de observação sistemática, através de um checklist para mapeamento de estratégias docentes; assim como por uma entrevista semiestruturada, cuja finalidade foi traçar o perfil formativo do docente e suas concepções sobre DV. Os resultados apontam pouco conhecimento dos docentes a respeito da DV, falta de capacitação para atuar em sala de aula com crianças deste perfil; e baixa frequência de uso de estratégias que envolvem planejamento e uso de materiais e recursos específicos para o trabalho com crianças DV. Espera-se com os resultados desta pesquisa desenvolver recursos que auxiliem os docentes a avaliarem de forma continuada e específica suas ações no processo ensino-aprendizagem destas crianças DV.
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Slater, Brenche. "An analysis of lesson plan design for teaching ESL learners with limited English language proficiency / B. Slater." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10359.
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According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As a result many parents choose English as the Language of Learning and Teaching (LOLT) for their children, since they believe English is the language of empowerment. Although English Second Language (ESL) learners pose a challenge to educators in the class, they still have a right to quality education. Therefore, thorough planning is essential to ensure that these learners are taught according to their needs. The primary aim of this research study was to determine if primary school educators designed their lesson planning to accommodate ESL learners with a limited English proficiency. The primary aim could only be determined if the following sub-aims were successfully analysed: *To determine through a literature investigation which specific language barriers ESL learners, with limited English language proficiency, experience during a lesson. *To determine through a literature investigation why lesson planning is important; *To determine to what extent educators accommodate language barriers to learning of ESL learners, with a limited English language proficiency, in their lesson plans. *To determine how educators reflect on their lesson plan, in order to determine whether ESL learners, with limited English language proficiency, coped with the lesson. *To establish which modifications, if any, educators make after reflection to accommodate ESL learners with limited English language proficiency in the follow lesson planning? A Qualitative research method was followed during the study. Data was collected for the research study by doing a document analysis and semi-structured interviews with primary school educators who are currently in the teaching profession and have ESL learners in their class. A convenience sample was used, where the nearest parallel medium school was chosen with participants readily available. The following findings emerged from the study: According to the literature study, the most common specific language barriers which ESL learners with limited English proficiency experience in the classroom are: *Experience it difficult to express themselves in English; *Educators disparity in language between learners and educators; *a limited English vocabulary; and *struggling with comprehension of English. Findings of the empirical study showed that the participants do not plan for accommodations for ESL learners who may experience barriers to learning. They indicated that since English is the LOLT of the school and because they feel that the learners should be proficient in the language they do not need to plan for possible misunderstandings or communication problems that could occur because of a language barrier. However, they did acknowledge that a limited vocabulary and ways of expression can cause communication problems.MEd, Learner Support, North-West University, Vaal Triangle Campus, 2012
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Karakosta, Efstathia. "Managing inclusive provision for pupils with speech and language disorders in Greek mainstream primary schools." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17325.
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There is a scarcity of research exploring the field of Speech and Language Disorders (SLD) in the Greek mainstream primary education context. Accordingly, the aim of this study was twofold: (i) to identify the nature and extent of speech, language and communication skills of Greek pupils with noticeably slow progress, and (ii) to examine the provision made for these pupils in Greek mainstream and inclusion classes. The study was in two phases. For the first phase, pupils whose speech and language development was below expectations were assessed using a battery of tests. Data analysis indicated no significant differences in the language profile and non-verbal reasoning ability of the pupils with SLD, General Learning Difficulties (GLD) and other Special Educational Needs (SEN). The data also gave an indication of SLD incidence in Greek mainstream primary classrooms. Phase two involved seven case studies. Together, these provided a rich profile of the speech/language and literacy functioning of the pupils identified with SLD, GLD and Specific Writing difficulties (SpWd) and the provision offered to them in Greek primary mainstream settings. The findings revealed that these pupils shared difficulties in the domains of speech/language and literacy, which impacted on their access to the curriculum and academic attainments. However, teaching practices were not differentiated according to the pupils’ specific needs or year group. Additionally, pupils’ difficulties in the above areas had a negative impact on their social participation and acceptance by peers. Overall, the study highlights the complex nature of SLD, and the similarities in the language profile and the non-verbal reasoning skills of the SLD and other SEN subgroups. This raised questions about whether SLD, as used in these schools, is a distinct area of difficulty or on a continuum with other areas of difficulties. In addition, the study raised questions regarding the assessment and identification of SLD in the Greek context, as well as the practical teaching of pupils who experience such difficulties.
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Williams, Lynda Ann. "Students first : a trans-disciplinary team approach to the education of a student with Battens disease : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2647.
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This New Zealand case study explored how ten members in one trans-disciplinary team perceive and meet the educational needs of a student with Batten’s disease in an inclusive school setting and uses qualitative methodology. This report details the results of ten semi-structured interviews that were conducted with the trans-disciplinary team members. There were three themes that emerged from this research. Firstly, all the team members were in agreement that the student’s happiness was of paramount importance and they wanted her to be included with her peers. Secondly, the family’s goals and aspirations for the student’s education had become a driving force and academic goals were conspicuous by their absence. Thirdly, the team had a holistic trans-disciplinary approach to the student’s education and valued the opportunity to share information and discuss issues. Also the IEP process was adapted to support the trans-disciplinary team members as well as the planning process for a student with deteriorating physical and cognitive skills.
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Santos, Marilene Ferreira dos. "Os desafios da inclusão e a prática docente no nível superior: uma questão de direito fundamental." Faculdades EST, 2014. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=611.
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A presente pesquisa traz uma breve discussão sobre o processo de inclusão no
nível superior, buscando identificar de que maneira ocorre a prática docente junto
aos alunos com Necessidades Educacionais Especiais (NEE), de forma que garanta
não só a acessibilidade, mas a sua permanência nas Instituições de Ensino
Superior (IES). Tem como objetivo geral refletir sobre os desafios da educação
inclusiva no nível superior, e a prática pedagógica dos docentes, identificando as
possibilidades de inserção de discentes que necessitam de atendimento
educacional especial. Inicialmente é feito um resumo histórico da Educação
Especial no Brasil, analisando diversos documentos legais para traçar a visão
acerca da legislação educacional. Posteriormente é feita uma retrospectiva histórica
do Ensino Superior no Brasil, desde os primórdios da escolarização. O terceiro
momento traz uma análise da prática docente universitária, desde a formação inicial
até a formação continuada desse profissional refletindo sobre os desafios
encontrados na docência na área da inclusão. No quarto e último momento são
apresentadas alternativas para a mediação na prática inclusiva através do diálogo
com as abordagens teóricas: pedagógica, teológica e psicopedagógica. Para
efetivar o suporte teórico da pesquisa foi necessário analisar e refletir os estudos de
alguns autores, distribuídos pelos subtemas apresentados: Educação Especial;
Ensino Superior; Prática Docente; Mediação. Também foram analisados os
documentos nacionais e internacionais além das Diretrizes Nacionais para
Educação Especial (2001), dados do IBGE e CENSO (2010). A metodologia usada
para delinear a pesquisa é a bibliográfica de natureza qualitativa que permite um
bom andamento da investigação.This research presents a brief discussion about the process of inclusion in higher learning, seeking to identify in what way the teaching practice takes place with students with Special Educational Needs (NEE), so as to not only guarantee accessibility, but also their permanence in the Higher Learning Institutions (IES). Its general goal is to reflect on the challenges of inclusive education at the higher level and on the pedagogical practice of the professors, identifying the possibilities of insertion of students who need special educational attention. Initially a historical summary is presented of Special Education in Brazil, analyzing various legal documents to outline the perspective on educational legislation. Following this a historical retrospective is made of Higher Learning in Brazil, since the beginnings of school education. The third moment brings an analysis of university teaching practice, from the initial formation up to the continuing education of this professional reflecting on the challenges encountered in teaching in the area of inclusion. In the fourth and last moment alternatives are presented for mediation in inclusive practice through dialog with the theoretical approaches: pedagogical, theological and psychopedagogical. To make effective the theoretical support of the research it was necessary to analyze and reflect the studies of some authors, distributed in the following subthemes: Special Education; Higher Learning; Teaching Practice; Mediation. National and international documents were also analyzed besides the National Guidelines for Special Education (2001), data from the IBGE and CENSO (2010). The methodology used to delineate the research is bibliographic of a qualitative nature which permits a good investigative process.
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Lima, Ana Virginia Isiano [UNESP]. "Trabalho com projetos na perspectiva da Educação Inclusiva com estudantes em uma comunidade de risco." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151735.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A pesquisa de Mestrado apresentada foi desenvolvida no âmbito do Programa de Pós-Graduação em Educação (PPGE), da Faculdade de Ciências e Tecnologia (FCT - UNESP), e encontra-se vinculada à linha de pesquisa "Processos Formativos, Ensino e Aprendizagem". Ao considerarmos a constituição de escolas inclusivas como um dos desafios inerentes ao cenário educacional brasileiro, devemos atuar na construção de práticas de ensino e aprendizagem que garantam o acesso, permanência e valorização das diferenças dos estudantes. Para que isso se efetive, as escolas devem promover a ruptura com abordagens tradicionais de ensino e estimular o desenvolvimento de práticas educativas que despertem a curiosidade, promovam a participação e potencializem o desenvolvimento dos estudantes. Assim, para promovermos a reinvenção do espaço escolar, o trabalho com projetos se configura como uma estratégia para a construção do conhecimento, pois valoriza o contexto dos estudantes e mobiliza diferentes competências e habilidades. Diante dessas premissas, o estudo, desenvolvido no âmbito de uma escola pública do município de Presidente Prudente/SP, teve como objetivo geral analisar os reflexos do desenvolvimento do trabalho com projetos, em termos das estratégias de ensino do docente e da aprendizagem dos estudantes, bem como a construção da consciência sobre a temática vivenciada. Trata-se de uma pesquisa qualitativa do tipo intervenção, que contou com a participação dos estudantes do 5º ano B, da professora da sala de aula e da equipe gestora da instituição de ensino. A coleta de dados foi efetivada por meio das observações sistemáticas, entrevistas semiestruturadas e intervenções realizadas na sala de aula. Considerando os objetivos e os descritores bibliográficos que nortearam a pesquisa, os dados foram selecionados e analisados a partir da leitura sistemática dos registros do diário de campo, da transcrição das entrevistas e da análise das intervenções e das atividades realizadas pelos estudantes. A partir disso, foram definidos eixos que contribuíram para a análise dos dados, a saber: 1. O papel da equipe gestora na instituição de ensino; 2. O desenvolvimento do projeto e a atuação dos estudantes; 3. Contribuição do trabalho com projetos para a reconfiguração da prática docente e para o desenvolvimento da consciência dos estudantes; 4. O trabalho com projetos como apoio à inclusão escolar. A partir do estabelecimento dos eixos de análise foi possível identificar as possibilidades de se trabalhar com projetos em sala de aula, a partir da valorização do contexto educacional e social dos estudantes. A pesquisa revelou que o trabalho com projetos possibilita a promoção de um ensino inclusivo, pois proporciona o desenvolvimento de práticas de ensino e aprendizagem que visam a participação, o desenvolvimento da autonomia e a construção do conhecimento de forma significativa. Em um contexto de risco, o trabalho com projetos se configura como uma estratégia pedagógica eficaz, pois promove o desenvolvimento da consciência dos estudantes em relação ao contexto em que estão inseridos.
The Masters research presented was developed under the Graduate Program in Education (PPGE), from the Faculty of Sciences and Technology (FCT - UNESP), and it is linked to the research line "Formative Processes, Teaching and Learning,". When we consider the constitution of inclusive schools as one of the inherent challenges in the Brazilian educational scenario, we must act in the construction of teaching and learning practices that will guarantee the access, permanence and valuation of students' differences. To be effective, schools must promote a break with traditional teaching approaches and encourage the development of educational practices that raise curiosity, promote participation, and maximize student’s development. Thus, to promote the reinvention of the school space, the work with projects is a strategy for building knowledge, as it values students' context and mobilizes different skills and abilities. In view of these premises, the study, developed within a public school in the city of Presidente Prudente/SP, had the general objective of analyzing the reflexes of the development of work with projects, in terms of teacher teaching strategies and student learning, as well as building awareness of the experienced theme. It is a qualitative research of the type intervention, which counted on the participation of the students from the 5th year B, the teacher of the classroom and the management team of the educational institution. Data collection was carried out through systematic observations, semi-structured interviews and interventions in the classroom. Considering the objectives and bibliographic descriptors that guided the research, the data was selected and analyzed by systematically reading of the records from the field diary, transcription of the interviews and the analysis of the interventions and activities carried out by the students. From this, axes were defined that contributed to the analysis of the data, namely: 1. The role of the management team in the educational institution; 2. The development of the project and the performance of the students; 3. Contribution of work to projects for the reconfiguration of teaching practice and for the development of student awareness; 4. Work with projects to support school inclusion. From the establishment of the axes of analysis it was possible to identify the possibilities of working with projects in the classroom, based on the valuation of the educational and social context of the students. The research revealed that the work with projects makes possible the promotion of an inclusive education, since it provides the development of teaching and learning practices that aim at participation, the development of autonomy and the construction of knowledge in a significant way. In a risk context, work with projects is an effective pedagogical strategy, as it promotes the development of students' awareness of the context in which they are inserted.
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van, Limbeek Catherine A. H., and n/a. "WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?" University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.
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Integration has been the policy of the New South Wales Department of Education and
Training since 1981. Regular classroom teachers are responsible for implementing this policy
at the classroom level. In order to achieve this, teachers need to make informed decisions
about aspects of the class program and practice that may need to be adapted or modified to
provide opportunities for integrated students to participate meaningfully in regular classroom
environments.
The purpose of this study is twofold: to extend research into adaptations made by New South
Wales teachers under a policy of integration by surveying teachers' perceptions on various
adaptations/modifications and to explore factors related to teachers? implementation of these
adaptations/modifications to programs and practices for students with mild disabilities and/or
learning difficulties. Researchers have studied integration (variously named and interpreted)
since the eighties and the current research is based on a body of research conducted over the
last twenty-five years. The current research identified the frequency of different types of
adaptations/modifications used by regular classroom teachers. An attempt is made to identify
various barriers and isolate particular factors that may influence the use of these
adaptations/modifications in regular classrooms.
Results indicated that teachers reported using different adaptations and modifications to
varying degrees. Teachers indicated that they held a preference for adaptations and
modifications that could easily be implemented for all students in the class. Teachers reported
that barriers such as: 'Lack of preparation and planning time'; 'Demands on instruction time';
and 'Inadequate staff ratios' have the greatest affect on their implementation of adaptations
and modifications. The level of qualifications held by the teachers was the only factor that
had a significant correspondence to the frequency of adaptations and modifications
implemented for students with mild disabilities and learning difficulties. Further research is
recommended to investigate across a larger area of population, the type and level of
disabilities experienced by the students and the influence of teachers? choice on frequency of
adaptations and modifications.
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Bello, Márcia Miranda Silveira. "A aprendizagem cooperativa como uma proposta didático-metodológica nos anos iniciais do Ensino Fundamental." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150141.
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A escola no Brasil sempre foi um espaço restrito no qual só tinha acesso pessoas que se encaixavam em um padrão social pré-estabelecido. Atualmente, algumas políticas públicas têm buscado alterar esse cenário direcionando a escola no sentido de torná-la inclusiva a partir da reconstrução seu papel no sentido de oferecer formas de ensino que garantam a participação efetiva de todos os alunos no processo de ensino e aprendizagem. Essas políticas, ainda que tenham um longo caminho a percorrer para garantir o acesso à educação à totalidade da população, já produziram grandes modificações na realidade escolar gerando turmas muito mais heterogêneas. Nessa perspectiva, emerge a questão da pesquisa: como o professor pode atender à diversidade presente em sua sala de aula e possibilitar a aprendizagem de seus alunos considerando suas diferenças? A hipótese apresentada é a de que uma mudança na perspectiva metodológica, que substitua práticas excludentes por uma que permita a participação de todos os alunos, é um caminho possível para responder à diversidade presente no contexto escolar. Dessa forma, o objetivo geral foi analisar o impacto do uso de uma metodologia de ensino e aprendizagem denominada Aprendizagem Cooperativa (AC) na aprendizagem dos alunos. Enquanto que os objetivos específicos foram: colocar em prática a referida metodologia em uma turma do 4º ano do Ensino Fundamental I de uma escola municipal do estado de São Paulo; apontar os entraves e potencialidades do uso dessa metodologia no contexto da escola pública brasileira a partir da experiência realizada e elaborar um material didático pedagógico para o professor de Educação Básica contendo orientações e direcionamentos sobre o uso da AC em sala de aula. A AC é um conjunto de técnicas para organizar o trabalho em grupo que tem se mostrado eficaz na construção da Escola Inclusiva, pois respeita a diversidade humana, propondo-se a ensinar todos os alunos juntos de acordo com suas singularidades. Assim, após intervenção, foi possível observar por meio da coleta dos dados, melhoras no desempenho acadêmico dos alunos, na participação deles nas atividades de ensino-aprendizagem, na autopercepção com relação a seus comportamentos e ações, bem como uma maior autonomia na resolução de conflitos dentro do grupo. Foram constatados ainda alguns entraves com relação ao uso dessa metodologia na realidade da escola onde ocorreu a intervenção e que podem ser “extrapolados” para as demais escolas públicas: pouco tempo para superação de uma postura de passividade por parte dos alunos, falta de continuidade no trabalho com uma metodologia diferenciada e falta de interesse e investimento do poder público na formação de professores para a implementação de práticas inovadoras e inclusivas.
In Brazil, schools have always been a restricted place in which the access is possible since people fit in a pre-established social pattern. Recently, some public politics have been seeking to improve this scenario in order for the school to become inclusive, reconstructing its role in offering ways of teaching that assure the participation of all students in the process of teaching and learning. These politics, besides having a long way to assure access to education for everyone, have already produced major modifications in schools realm, resulting in classrooms that are more heterogeneous. In this perspective, the question of research is: how can the teacher manage the diversity in classrooms and enable the learning of students considering their differences? The hypotheses is: a change in the perspective of methodology, that replaces excluding practices to others that enable the participation of all students, is a possible way to answer to the diversity presented in the context of schools. Thus, the general objective was to analyze the impact of the use of a teaching and learning methodology denominated Cooperative Learning in students learning process. The specific objectives were: put into practice the methodology in a 4th grade classroom (Elementary School) of a municipal school in São Paulo state; point the obstacles and the potentialities of using the methodology in the context of a public Brazilian school and elaborate a pedagogical textbook to the Elementary School teacher with guidelines and orientations about Collaborative Learning in classrooms. The Collaborative Learning is a set of techniques to organize the group work that has been successful in the construction of an Inclusive School, because it respects the human diversity, proposing to teach all the students together according to each singularities. After the intervention, it was possible to observe, through the collection of data, an academic improvement of students in their participation in activities of teaching and learning, in their self-perception related to their behavior and actions, as well as a greater autonomy in solution of conflicts inside the group. In this intervention, some obstacles were verified concerning the use of this methodology in the real school context, which may be extrapolated to other public schools. The obstacles were the following: short time for students to overcome a posture of passivity, lack of continuum in a methodology that is differentiated and lack of interest and public investment in professional training for teachers in order to promote practices that are inclusive and innovative.
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Castanedo, Alonso José Manuel. "Aplicación del aprendizaje dialógico en el área de Educación Física: Modelo inclusivo "Retos interactivos con Responsabilidad Compartida"." Doctoral thesis, Universitat de Barcelona, 2021. http://hdl.handle.net/10803/671546.
Full textAbstract:
OBJETO: El presente trabajo de investigación se centra en demostrar el impacto y validez de un modelo inclusivo contextualizados en el área de Educación Física y fundamentado en el aprendizaje dialógico. Precisamente, comprobar la presencia de los principios del aprendizaje dialógico es otro de los objetivos de investigación. El modelo se denomina ‘Retos Interactivos con Responsabilidad Compartida’ y tiene por objetivo ofrecer una EF dialógica capaz de democratizar los aprendizajes de todos los alumnos y alumnas, sin dejar a nadie atrás.
ESTADO DE CUESTIÓN: Por un lado, y teniendo en cuenta que cualquier programa educativo de calidad debe ser inclusivo y transformador, se procede a analizar la presencia de la calidad, la inclusión y la perspectiva crítica en el contexto educativo general y en la EF específicamente. Por otro lado, en un intento por contextualizar el aprendizaje dialógico en el área de EF, se dedica un capítulo a describir los principios del aprendizaje dialógico y su aplicación al área de EF, configurando el concepto de Educación Física Dialógica. Por último, se dedica un capítulo a presentar el modelo inclusivo Retos Interactivos con Responsabilidad Compartida, detallando el origen, la fundamentación, las claves y la estructura didáctica.
DISEÑO METODOLÓGICO: La metodología de investigación seleccionada para la presente investigación es la Metodología Comunicativa. La elección metodológica se explica por dos motivos. En primer lugar, por a la afinidad dialógica existente entre la metodología de investigación y el modelo inclusivo objeto de estudio. En segundo lugar, porque, ante el desafío de aportar contribuciones que permitan avanzar hacia una EF de éxito, la organización comunicativa de la investigación y el análisis comunicativo de los datos se convierten en aspectos metodológicos esenciales y decisivos para lograr el impacto deseado.
RESULTADOS: la implementación de modelo Retos Interactivos con Responsabilidad Compartida garantiza la presencia de los principios el aprendizaje dialógico independientemente del contexto. Los efectos sobre el aprendizaje derivados de su implementación demuestran aprendizajes de calidad a nivel curricular y convivencial, pero también se reportan aprendizajes relacionados con sentimientos como la amistad y la solidaridad. Por último, se reporta que el modelo inclusivo es un modelo en movimiento, en constante mejora y enriquecimiento gracias a la constante conversación entre las evidencias científicas, la práctica acumulada y las aportaciones de las personas participantes en la investigación.
CONCLUSIONES: El modelo inclusivo Retos Interactivos con Responsabilidad Compartida se configura un modelo de éxito que favorece la democratización de los aprendizajes gracias a la presencia de los principios del aprendizaje dialógico.
APORTACIONES: Una de las aportaciones de esta tesis es ofrecer un modelo inclusivo que, articulado por los principios del aprendizaje dialógico, garantiza un programa de EF inclusivo, de calidad y crítico, además de estar supeditado y ser compatible con el enfoque educativo que se orienta hacia las Actuaciones Educativas de Éxito. En definitiva, esta tesis aporta una importante contribución a la Educación Física Dialógica.PURPOSE: This PhD/Doctoral thesis focuses on demonstrating the impact and validity of an inclusive model contextualized in the area of Physical Education and based on dialogical learning. Furthermore, the verification of the presence of the principles of dialogic learning is another of the research objectives. The model is called 'Interactive Challenges with Shared Responsibility' and it aims to offer a dialogic PE for democratizing the learning of all students. STATE OF THE ART: On the one hand, and taking into account that any quality educational program must be inclusive and transformative, the presence of quality, inclusion and critical perspective in the general education context and specifically in PE was analyzed. On the other hand, in an attempt to contextualize dialogic learning in the area of PE, a chapter is devoted to describing the principles of dialogic learning and its application to the area of PE, creating the concept of Dialogic Physical Education. Finally, a chapter is dedicated to present the inclusive model Interactive Challenges with Shared Responsibility, describing the origin, fundamentals, theoretical keys and teaching structure. METHODOLOGICAL DESIGN: The research methodology selected for this research is the Communicative Methodology. Two reasons explain the methodological selection. Firstly, the dialogic affinity between the research methodology and the inclusive model. Secondly, the communicative organization of the research and the communicative analysis of the data become essential and decisive methodological aspects in order to achieve the desired impact, due to the challenge of making contributions for progressing towards a successful PE. RESULTS: the implementation of the Interactive Challenges with Shared Responsibility model guarantees the presence of the principles of dialogic learning regardless of the context. The effects on learning derived from its implementation demonstrate quality learning at the curricular and social level, but also learning related to feelings such as friendship and solidarity are reported. Finally, the inclusive model is a model in permanent improvement and enrichment, based on the ongoing conversation between scientific evidence, accumulated practice and the contributions of the people participating in this research. CONCLUSIONS: The Interactive Challenges with Shared Responsibility is configured as a successful model promoting to the democratization of learning thanks to the presence of the principles of dialogic learning. CONTRIBUTIONS: One of the contributions of this thesis is to offer an inclusive model that, based on the principles of dialogic learning, guarantees an inclusive, quality and critical PE program, being subordinated and compatible with the educational approach that is oriented towards the Successful Educational Actions. Definitely, this thesis becomes an important contribution to Dialogical Physical Education.
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Toson, Amy Lenee-Monnier. "Examining School Capacity for Inclusion Using a Multi-Dimensional Framework: A Case Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4594.
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With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), the inclusion of students with disabilities (SWDs) in general education classrooms has become more prevalent within our public schools (DuFour & Eaker, 1998; Mcleskey et al., 2010). Current research on inclusion focuses on student outcomes and procedural changes and not the contexts and capabilities of education leaders who are implementing it. Empirical research that examines how schools have built the capacity for sustaining these models, especially through the perspectives of those who implement it, is limited to date.
The purpose of the current study was to examine in depth one school's capacity development during their own inclusive education reform. Specifically, this study (1) explored how school leaders perceived their own capacity in initiating and implementing inclusion reform; (2) explored how leaders perceived the school's capacity to implement inclusion and (3) explored how their capacity to implement inclusion aligned with the school capacity literature.
Case study methodology was used to make meaning of the participants' individual perspectives and weave them into an integral whole. This case study sought to uncover the perspectives that school leaders (teacher leaders and administrative leaders) placed on their capacities to initiate and sustain an effective inclusive education model.
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Katz, Jennifer. "Teaching to diversity : creating compassionate learning communities for diverse elementary school students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/885.
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Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning.
The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s.
Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.
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Ferreira, B?rbara Mercedes Santiago. "Pr?tica pedag?gica em educa??o especial: inclus?o de aluno com defici?ncia." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/449.
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The process of inclusion of students with disabilities at school has triggered prospects for teacher training, the relationship teaching and learning and teaching practice. Thus there has been an exclusive assignment to the teacher who works directly with students with disabilities in establishing and ensuring the school inclusion prospects of access, retention and learning. From these considerations, the present study established the general objective analyze the perception of teachers who work in a special education school for the organization of their teaching in an inclusive perspective. To achieve the proposed goal we chose a qualitative approach by oportunizar a rich detail in the description of the collected data, the data analyzed in the light of Content Analysis (FRANCO, 2005). The choice of this method was due to the possibility of description, analysis and interpretation of messages and statements of all forms of speech, the social context of their production, the ideological influence and conceived with a great deal of meaning. The instrument used was the interview applied to five teachers who work at a special education school in one of Bahia within the municipality. This instrument allowed immediate capture and stream the desired information for the purpose of increasing the understanding of how teachers interpret the everyday aspects of their teaching experience in an inclusive perspective. The theoretical framework used as a subsidy for the development of the research was based on the sources of approaches (2000), Freire (2005), Januzzi (2012), Sacristan (1998), Stob?us and Mosquera (2012), which are based discussions about educational process of students with disabilities and how the teacher can organize their practice in an inclusive perspective. The study provided the presentation of the school setting of a special education unit and conflict and / or challenges faced by teachers of the institution. The analysis of the interviewees testimonies presented specific questions about the teacher look about disability and inclusion, teaching in Special Education and the repercussions of this in schools, especially in the teaching-learning. The accounts showed that there is a substantial gap between what needs to be done and what the teachers perform, but can develop activities that value the individuality of each student, respecting differences and seeking to place the student in various social contexts, in approximating family at school, for example.
O processo de inclus?o do aluno com defici?ncia no espa?o escolar tem desencadeado novas perspectivas para a forma??o do professor, a rela??o ensino e aprendizagem e a pr?tica do professor. Desta forma, observa-se uma atribui??o exclusiva ao professor que atua diretamente com o aluno com defici?ncia, no estabelecimento e garantia da inclus?o escolar nas perspectivas de acesso, perman?ncia e aprendizagem. A partir dessas reflex?es, a presente pesquisa estabeleceu como objetivo geral analisar a percep??o de professoras que atuam em uma escola de educa??o especial acerca da organiza??o da sua pr?tica pedag?gica, em uma perspectiva inclusiva. Para alcan?ar a meta proposta optou-se por uma abordagem qualitativa, por oportunizar um rico detalhamento na descri??o dos dados coletados, estes analisados ? luz da An?lise de Conte?do (FRANCO, 2005). A escolha do referido m?todo deu-se pela possibilidade de descri??o, an?lise e interpreta??o das mensagens e enunciados de todas as formas de discurso, o contexto social de sua produ??o, a influ?ncia ideol?gica e idealizada com uma grande carga de significados. O instrumento utilizado foi a entrevista, aplicada em cinco professoras atuantes em uma escola de Educa??o Especial, em um munic?pio do interior da Bahia. O referido instrumento permitiu uma capta??o imediata e corrente das informa??es desejadas, com o prop?sito de ampliar o entendimento de como as professoras interpretam os aspectos cotidianos de sua experi?ncia docente em uma perspectiva inclusiva. O quadro te?rico utilizado como subs?dio para o desenvolvimento da pesquisa teve como base as abordagens de Fontes (2000), Freire (2005), Januzzi (2012), Sacrist?n (1998), Stoba?s e Mosquera (2012), os quais fundamentam discuss?es acerca do processo educativo do aluno com defici?ncia e como o professor pode organizar a sua pr?tica pedag?gica em uma perspectiva inclusiva. O estudo proporcionou a apresenta??o do cen?rio escolar de uma unidade de educa??o especial e os conflitos e/ou desafios enfrentados pelas professoras da institui??o. As an?lises dos depoimentos das entrevistadas apresentaram quest?es pontuais a respeito do olhar docente acerca da defici?ncia e inclus?o, a doc?ncia na Educa??o Especial e as repercuss?es desta no contexto escolar, principalmente na rela??o ensino-aprendizagem. As narrativas evidenciaram que h? um substancial distanciamento entre o que precisa ser feito e o que as docentes realizam, no entanto conseguem desenvolver atividades que valorizam a particularidade de cada aluno, respeitando as diferen?as e buscando inserir o aluno em diversos contextos sociais e na aproxima??o da fam?lia no espa?o escolar, por exemplo.
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Ashton-Hay, Sally Ann. "Interactive peer-based learning in a comparative case study : what do students gain?" Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46111/1/Sally_Ashton-Hay_Thesis.pdf.
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As English increasingly becomes one of the most commonly spoken languages in the world today for a variety of economic, social and cultural reasons, education is impacted by globalisation, the internationalisation of universities and the diversity of learners in classrooms. The challenge for educators is to find more effective ways of teaching English language so that students are better able to create meaning and communicate in the target language as well as to transform knowledge and understanding into relevant skills for a rapidly changing world. This research focuses broadly on English language education underpinned by social constructivist principles informing communicative language teaching and in particular, interactive peer learning approaches. An intervention of interactive peer-based learning in two case study contexts of English as Foreign Language (EFL) undergraduates in a Turkish university and English as Second Language (ESL) undergraduates in an Australian university investigates what students gain from the intervention. Methodology utilising qualitative data gathered from student reflective logs, focus group interviews and researcher field notes emphasises student voice. The cross case comparative study indicates that interactive peer-based learning enhances a range of learning outcomes for both cohorts including engagement, communicative competence, diagnostic feedback as well as assisting development of inclusive social relationships, civic skills, confidence and self efficacy. The learning outcomes facilitate better adaptation to a new learning environment and culture. An iterative instructional matrix tool is a useful product of the research for first year university experiences, teacher training, raising awareness of diversity, building learning communities, and differentiating the curriculum. The study demonstrates that English language learners can experience positive impact through peer-based learning and thus holds an influential key for Australian universities and higher education.
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Mello, Antônio dos Reis Lopes [UNESP]. "Investigação sobre representações de professores na perspectiva de ensino e da aprendizagem inclusivos." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/102171.
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mello_arl_dr_mar.pdf: 1280299 bytes, checksum: 299f852b267306376a9a97d9d59f7bab (MD5)Neste trabalho analisaram-se representações de professores de 1ª a 4ª série, do ensino fundamental, enfocando o ensino e a aprendizagem com relação à inclusão educacional. Buscou-se compreender algumas dificuldades dos professores sobre esta categoria de ensino, porque a escola ainda segrega e discrimina. Observou-se que tal fenômeno mantém vínculo com a concepção empirista, presente na prática educacional. Por isso o objetivo geral desta pesquisa foi o de investigar, através das representações de professores aspectos denotativos tanto da inclusão quanto da exclusão escolar. Constituíram-se objetivos específicos: identificar no discurso dos professores concepções que denotam elementos de exclusão; constatar práticas, concepções e valores favoráveis à educação inclusiva; reconhecer indícios da lógica que subsidia as concepções e as práticas educacionais. Este trabalho subdividiu-se em dois estudos: um teórico e o outro empírico. O estudo teórico fundamentou aspectos da exclusão contextualizando o fenômeno na história da educação, indicando fatores que contribuíram ao surgimento da educação especial, como as Declarações Internacionais e, no Brasil, as legislações; buscou-se nas teorias das representações conceitos que proporcionariam recursos metodológicos para análise das investigações propostas. As investigações sobre o ensino e a aprendizagem denotaram a predominância da base teórica empirista na educação. Tal fato limita as possibilidades de uma educação inclusiva, porque a lógica prevalente nesse sistema é a de classe, que impossibilita a compreensão da realidade e das relações, a partir da lógica das relações, flexibilizada por suas características dinâmica e dialética.
In this work teachers' representations were analyzed from 1st to 4th series, of the elementary school, focusing the teaching and the learning regarding the education inclusion. It was looked for to understand some the teachers' difficulties with this teaching category, because the school still segregates and it discriminates. It is believed that phenomenon has also a link with the empirist conception present in the educational practice. Therefore the general objective of this research was it of investigating, through the teachers' aspects so much denotatives of the inclusion representations as of the school exclusion. Specific objectives were constituted: to identify in the speech of the teachers conceptions that you/they denote exclusion elements; to verify practices, conceptions and favorable values to the inclusive education; to recognize indications of the logic that subsidizes the conceptions and the education practices. This work was subdivided in two studies: the first a theoretical and the second empiric. The theoretical study based in aspects of the exclusion contextualize the phenomenon in the history of the education, indicating factors that contributed to the appearance of the special education, as the International Declarations and, in Brazil, the legislations; it was looked for in the theories of the representations concepts that would provide methodological resources for analysis of the proposed investigations. The investigations on the teaching and the learning denoted the predominance of the empirist theoretical base in the education. Such fact limits the possibilities of an inclusive education, because the logic prevalente in that system is the one of class, that disables the understanding of the reality and of the relationships, starting from the logic of the relationships, mobilized for their dynamic characteristics and dialectics.
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Nogueira, José Roberto Netto. "Tangências, adjacências e enviesamentos dos discursos brasileiros sobre educação inclusiva: educação, aprender e ensinar." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18062008-153755/.
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A proposta desta dissertação consiste em discutir as expressões educação inclusiva e necessidades educacionais especiais, de uso corrente no campo educacional, tendo em vista a suposição de representarem conceitos ambíguos, cuja elucidação pode ter importância para a estruturação de referências práticas para o trabalho de escolas regulares inclusivas. Pareceram noções ambíguas por não apresentarem com clareza os espaços escolares onde se realizar (se especiais ou comuns, no caso das noções sobre educação inclusiva) e público-alvo preferencial de atendimento escolar (no caso das noções sobre necessidades educacionais especiais e sua relação com a educação de deficientes e de não deficientes). Foram analisadas algumas passagens de documentos oficiais brasileiros e internacionais sobre educação escolar, especial e inclusiva, referentes a apresentação de conceitos sobre educação, aprender e ensinar, objetos de estudo principais dessa pesquisa. Definiu-se como objetivo de pesquisa analisar as noções de educação, aprender e ensinar à luz das propostas e definições encontradas nos documento estudados. Foram realizadas análises de discursos inspiradas nas proposições de Scheffler (1974), inclusive no que se refere às considerações dos discursos sobre educação como discursos gerais de base programática, cuja análise deve considerar as suas funções práticas e ético-políticas. Abordou-se também alguns autores como: Rousseau (2004), Durkheim (1952), Arendt (2005), Dewey (1959), Ryle (1968), Oakeshott (1968), Passmore (1980), Lefort (1999), Mazzotta (2001), entre outros de expressão nacional, utilizando-os como contrapondo para a discussão das noções destacadas dos documentos oficiais estudados. Entre os resultados produzidos, destacou-se a análise da expressão necessidades educacionais especiais e a possibilidade de funcionar como referência positiva para a busca de soluções para os problemas de aprendizagem e de ensino nas escolas regulares inclusivas.It was proposed for this thesis to discuss the expressions inclusive education and special educational needs, of current use in the educational field, having in mind the supposition that they represent ambiguous concepts, whose elucidation may have importance for the structure of practical references for the work of regular inclusive schools. They may seem ambiguous ideas due to the fact that they do not clearly represent the schools where they happen (if special or common, in case of the notions about inclusive education) and the target audience of school system (in case of the notions about special educational needs and its relation with the education of handicapped and of non handicapped). Some passages of official Brazilian documents as well as international documents were analized about school education, special and inclusive, reffered to the presentation of concepts about education, learning and teaching, main objects of study of this research. It was definined as the purpose of this research to analize the notions of education, learning and teaching based on the proposals and definitions found in the documents that were studied. Discourse analisys were done based on the propositions of Scheffler (1974), also in relation to the considerations of the discourses about education as general discourse of programmatic basis, whose analysis may consider its practical as well as ethical-political functions. Some other writers were used such as: Rousseau (2004), Durkheim (1952), Arendt (2005), Dewey (1959), Ryle (1968), Oakeshott (1968), Passmore (1980), Lefort (1999), Mazzotta (2001), among others of national recognition using them as an opposition for the discussion of the notions mentioned in the official documents studied. Among the results obtained, the expression special educational needs and the possibility to use it as a positive refference to the search of solutions for the learning teaching problems at schools.
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Carvalho, Raquel Araújo Mendes de. "Desafios e possibilidades do ensino da língua inglesa para surdos." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4815.
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The present study aims to observe and describe the system of cultural meanings of the English Language teaching and learning process, as well as its challenges and possibilities for deaf students. This qualitative research is an ethnographic based study, which studies a second year high school students inserted in a Youth and Adult Education (YAE). This group of students studies in a public school that has a special education for deaf people and it is also an inclusive school. At first, this school worked only as a special school for deaf students. Nowadays, due to the policy of inclusion, besides deaf students, this school also admits students who are listeners. The participants of this research were compound by eleven students (6 deaf students and 5 listeners), the English Teacher of this group and the Brazilian Sign Language Interpreter, who is also the participant-researcher of this study. This study lasted a whole school semester and the observations were made through audiovisual recordings of classes and interviews, field notes, and gathered documents. Regarding the presented cultural context, there was an attempt to understand the teaching practices of the English Language teaching for deaf students, the English Teacher’s conceptions of Foreign Language teaching, the cultural aspects of each language used in this process (Brazilian Sign Language, English and Portuguese), the influence of the inclusive process in that context and the interaction between the individuals studied. In the analysis, it was used the concept of cultural domains from ethnography (SPRADLEY, 1980). Conceptions about Deaf People Education and public policy of inclusion were discussed in the analysis. The analyzed data show that the researched school makes an effort to adapt itself according to the reality presented by the inclusive education. Another important fact observed during the English classes is that there is a lack of interaction between deaf students and listener students, mainly because of their linguistic inability to communicate and interact with one another. It was noticeable that the activity of copying was used more frequently than any other activity as a way of learning the English Language. Data suggest that many problems and challenges faced in the teaching of the target language for deaf students has its roots in the Brazilian educational system, which does not yet offer an ideal and high quality education for both teachers and student.
O presente estudo propõe-se a observar e descrever o sistema de significados culturais do ensino e aprendizagem da Língua Inglesa, assim como, os seus desafios e possibilidades para alunos com surdez. Esse estudo constitui-se de uma pesquisa qualitativa de natureza etnográfica e tem como objeto de estudo uma sala de aula do segundo ano do ensino médio da Educação de Jovens e Adultos (EJA) de uma escola estadual de ensino especial inclusiva e conveniada. A princípio, esta escola funcionava como uma escola especial para alunos surdos. Atualmente, com a política da inclusão, além dos alunos surdos, ela recebe, também, alunos ouvintes. Participaram da pesquisa onze alunos (6 surdos e 5 ouvintes), a Professora de Inglês da referida turma e a Intérprete de Libras, sendo esta última também pesquisadora/participante do estudo. Com a duração de um semestre letivo, as observações foram feitas através de instrumentos como: gravação audiovisual de aulas e entrevistas, anotações de campo e documentos gerados. Considerando o contexto cultural apresentado, procurou-se compreender as práticas pedagógicas utilizadas no ensino de Língua Inglês para alunos surdos, as concepções de ensino de Língua Estrangeira adotadas pela Professora de Inglês, os aspectos culturais de cada uma das línguas envolvidas nesse processo (Libras, Inglês e Português), as implicações do processo inclusivo neste contexto e a interação dos sujeitos envolvidos. Na análise dos dados foi utilizado o conceito de domínio cultural da etnografia apresentado por Spradley (1980). Foram discutidas na análise as concepções acerca da Educação de Surdos, juntamente com as concepções trazidas pelas políticas públicas de inclusão. Os dados analisados apontam que a escola pesquisada busca adaptar-se à realidade posta pela educação inclusiva. Outro fato observado é que durante as aulas de inglês a interação entre alunos surdos e ouvintes é mínima, devido, em grande parte, ao conhecimento linguístico insuficiente para se comunicarem e interagirem uns com os outros. Percebeu-se que a cópia é predominantemente a atividade mais utilizada no ensino-aprendizagem de inglês para alunos surdos. Os dados sugerem que vários dos problemas e desafios encontrados no ensino da língua-alvo para alunos surdos são frutos do sistema educacional brasileiro, que deixa professor e alunos à mercê de uma educação ainda muito distante do ideal de qualidade.
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Elvas, Mariana Pessoa de Amorim. "O design como facilitador do processo de ensino-aprendizagem, em ambiente escolar de crianças dos 5 aos 7 anos com trissomia 21." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2018. http://hdl.handle.net/10400.5/17821.
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Dissertação de Mestrado em Design, com a especialização em Design de Comunicação apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.Ser criança portadora de Trissomia 21 implica grandes alterações na sua vida, principalmente quando existem estigmas que ainda não foram que¬brados. É importante que os pais se informem acerca da doença, para promover o bem-estar físico, psicológico e emocional à criança, de modo a superar as suas dificuldades diárias. Desta forma, a iniciativa desta investigação surgiu do interesse em inves¬tigar e responder a algumas incógnitas que surgem quando pensamos em aprendizagem e, consequentemente na inclusão escolar de crianças com Trissomia 21 que, apesar das suas limitações intelectuais, são capazes de pensar, ter desejos e iniciativas próprias. Foi neste sentido que direcionamos este projeto com o objetivo de estu¬dar o desenvolvimento da criança com Trissomia 21, focada na aprendiza¬gem em ambiente escolar, de forma a perceber as suas dificuldades e como é que o design inclusivo, design de comunicação e o design de interação poderiam intervir, de modo a que essas dificuldades sejam ultrapassadas. Apesar das complicações destas crianças, a inclusão é uma possibilida¬de e um objetivo a ser alcançado, na medida em que o desenvolvimento cognitivo de todas as crianças, mesmo daquelas que não têm qualquer tipo de condição psicológica, depende também da qualidade das interações so¬ciais que estas estabelecem. Considerou-se que a criação de um objeto interativo impresso, poderia ajudar a criança a ultrapassar as dificuldades durante o processo de ensino¬-aprendizagem, bem como potenciar as suas habilidades. Utilizaram-se e exploraram-se as metodologias: mistas intervencionista e não-intervencionista de base qualitativa, apoiadas por um grupo de amos¬tra que contribuiu para o desenvolvimento da investigação. Foi então, fundamental para o desenvolvimento do projeto e conceção do objeto, fazer uma abordagem teórica, estudando a importância do design gráfico e da comunicação de mensagens visuais. Também, através do estu¬do do design de interação, pôde-se demonstrar o contributo que este trouxe para a temática, conhecendo-se diferentes abordagens importantes para a execução prática do objeto. Realizou-se ainda um estudo preliminar composto por entrevistas, que foram essenciais para a realização do projeto prático. Este compreende a criação de um kit interativo que pretende melhorar e ajudar no desenvol¬vimento da criança e na aprendizagem da leitura e da escrita, integrando várias atividades lúdicas e dinâmicas. Tudo isto visa ser estimulante, de forma a haver uma interação entre a criança e o objeto, a fim de tornar a assimilação de conteúdos mais divertida e prazerosa. Considera-se que se criou um objeto interativo dinâmico, lúdico, divertido e funcional com atividades que requerem a interação e participação do pú¬blico-alvo. É um objeto que responde às necessidades do público-alvo e me¬lhora o seu processo de ensino-aprendizagem, mantendo-o mais motivado.
ABSTRACT: Being a child and a carrier of a genetic disease implies a huge change in a child’s life, and those around them. There is a shift in the family’s routine when a baby with a genetic disease is born, and the impact in their lives is significative. Therefore, it is important that parents keep informed about the disease, in order to promote physical, psychological and emotional well-being to the child. Thus, helping to overcome their daily struggles. For this reason, the initiative of this program started from e interest of researching and answering some of the main issues that arise when thinking about inclusion of children with Down Syndrome in school environments. Children who despite their intellectual limitations, are able to think and have their own desires and initiatives. Under these circumstances, this project as the objective of studying the development of a child with Down Syndrome, focused on learning in a school environment, in order to understand their struggles, and how do inclusive design, communication design and interactive design can intervene as a tool to overcome these obstacles. Despite their limitations and struggles, inclusion is a possibility and a goal to be achieved, in a sense that the cognitive development of every child, even those without any kind of psychological condition, also depends on the quality of the social interactions established by the individuals. It was considered that the creation of a published and interactive object would help the children to overcome the struggles during the learning pro¬cess as well as empower their skills. Different types of methodologies were explored: mixed, interventionist and non-interventionist of qualitative base. All of which were supported by a group sampling and contributed to the structured development and organi¬zation of the investigation. For the development of the project and the crafting of the object, it was fundamental to use a theoretical approach, which meant studying the impor¬tance of graphic design and the visual communication of messages. Through the study of interaction design it could also be demonstrated the influence it brought to the matter, bringing to light new ways of approach which were crucial to the completion of the object. A preliminary study was completed, made up of interviews which were essential to the conclusion of the practical project. The project comprises the creation of an interactive kit that aims to improve the development of the child and his or her learning process, both reading and writing. Ultimately integrating various fun and dynamic activities. All of this seeks to be stimulating, so that there is an interaction betwe¬en the child and the object, in order to make the understanding of subjects more fun and pleasurable. It is considered that the final product is interactive, dynamic, fun and functional, with activities that require the interaction of the targeted audien¬ce. It is an object that responds to the needs of the public and improves the learning process captivating children and making them happy.
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Hawkins, Ruth Carol. "The Impact of Inclusion on the Achievement of Middle School Students with Mild to Moderate Learning Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/864.
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According to IDEA and NCLB requirements, students with disabilities are held to the same standards established for nondisabled students. The purpose of this quantitative study was to examine the impact of a special education inclusion program for middle school students with mild to moderate learning disabilities. Student outcomes were measured based on the Tennessee Comprehensive Assessment Program (TCAP) test scores for reading/language and mathematics. The theoretical foundation for this study was Vygotsky's social development theory applied to special education inclusion programs to support learning within the general curriculum for students with mild to moderate learning disabilities. An independent samples t test was used to measure the difference in the means of the TCAP scores for 2 cohorts of Grade 6, 7, and 8 students with disabilities (one group taught before the implementation of an inclusion program and one group taught after the implementation of an inclusion program). The findings indicated that inclusion had a significant positive impact on TCAP scores in both reading/language and mathematics. The implications for positive social change generated by this research include a better understanding of the impact of an inclusion program on the TCAP scores of students with mild to moderate learning disabilities at one middle school in Tennessee. Effective IEP decisions have implications for social change because positive educational experiences for middle school students with mild to moderate disabilities increase the likelihood such students will graduate from high school to enter higher education or the work force.
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Splett, Elisa Seer. "INCLUSÃO DE ALUNOS CEGOS NAS CLASSES REGULARES E O PROCESSO DE ENSINO E APRENDIZAGEM DE MATEMÁTICA." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/6755.
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In the context of social inclusion, there are many and constant challenges faced by teachers in classrooms. Particularly, regarding the process of teaching and learning mathematics, the difficulties are even bigger, mostly when dealing with blind students. The main objective of this research was to know and analyze such difficulties, as well as understand which methodologies are used by Mathematics teachers that work with blind students in their classrooms. For this, it was decided to develop a case study in a public school in Santa Maria, Rio Grande do Sul, Brazil with an eighth grade class in which a blind student studies. In addition to observing classes, some other research instruments were used, such as a questionnaire with teachers and an interview with the school special educator. Theoretical foundation shows a historical review about the social inclusion policies and a little about the assistive technologies used by blind students to facilitate the process of studying and learning mathematics by them. Then, the adapted teaching materials which have been made to develop a didactic sequence in a class with blind students are presented. This activity was indented to help teachers in classrooms, showing that it is possible to develop methodologies that allow an integrated work with all the class students, which somehow interferes positively in the process of teaching and learning mathematics. In analyzing the data it used Bardin 's content analysis where the categories found and listed during the research were described . During the research, we sought to understand how is going to include in a regular education class, having as one of the research subjects the mathematics teacher who normally does not have special training to work in the context of inclusion. We also seek to show that mathematics when contemplating the use of concrete manipulatives in the classroom , makes this more enjoyable discipline for the student and gives opportunity greater integration among all students, including students with disabilities .No contexto da inclusão, os desafios enfrentados por professores em sala de aula são muitos e constantes. Especificamente, em relação ao processo ensino e aprendizagem de matemática, as dificuldades são ainda maiores, principalmente quando se trata de alunos cegos. O principal objetivo da pesquisa foi conhecer e analisar tais dificuldades, bem como compreender quais metodologias são usadas pelos professores de matemática que possuem alunos cegos em suas salas de aula. Para isso optou-se por realizar um estudo de caso em uma escola da rede pública de Santa Maria/RS, com uma turma de oitavo ano que tem um aluno cego incluído. Além da observação de aulas, foram utilizados, como instrumentos de pesquisa, o questionário com professores e a entrevista com a educadora especial da escola. Na fundamentação teórica é apresentado um resgate histórico sobre as políticas de inclusão e um pouco sobre as tecnologias assistivas utilizadas por alunos cegos para facilitar o processo ensino e aprendizagem da matemática por parte destes alunos. São apresentados também, materiais didáticos adaptados que foram confeccionados para o desenvolvimento de uma sequencia didática em uma turma que possui um aluno cego incluído. Essa atividade teve como finalidade auxiliar os professores em sala de aula, demonstrando ser possível desenvolver metodologias que possibilitem trabalhar de maneira integrada com todos os alunos da turma o que, de certa forma, interfere de forma positiva no processo ensino e aprendizagem da Matemática. Na análise dos dados foi utilizada a Análise de Conteúdo de Bardin onde foram descritas as categorias encontradas e elencadas ao longo da pesquisa. No decorrer da pesquisa, buscamos compreender de que maneira está ocorrendo a inclusão em uma classe regular de ensino, tendo como um dos sujeitos da pesquisa o professor de matemática que normalmente não possui formação específica para atuar no contexto da inclusão. Também procuramos mostrar que a matemática, quando contempla o uso de materiais concretos e manipuláveis em sala de aula, torna essa disciplina mais prazerosa para o aluno e oportuniza uma maior integração entre todos os alunos, incluindo os alunos que apresentam alguma deficiência.