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.
Full textRombach, 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.
Full textMykolaichuk, 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.
Full textBland, 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.
Full textLe, Hanie Linda. "Teaching mathematics to oral hearing impaired learners in an inclusive environment." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65440.
Full textDissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
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/.
Full textMaloka, 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.
Full textThesis (Ph.D. (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2011
Elom, Roslynn Darnell. "Increasing Inclusive Students' Achievement Through Use of USATestPrep's Integrated Learning Systems." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3878.
Full textJordan, Byron S. "The Effects of Common Core State Standards in Mathematics on Inclusive Environments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6591.
Full textMotloung, 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.
Full textPhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012
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.
Full textEd. D.
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/.
Full textHall, 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.
Full textMotloung, 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.
Full textThesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.
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.
Full textEl 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.
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.
Full textRea, 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.
Full textUnger, 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.
Full textDijk, 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.
Full textMonteiro, 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.
Full textThis 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.
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.
Full textBarco, 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.
Full textPh. D.
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.
Full textCampbell, 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.
Full textThe 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.
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.
Full textPletsch, 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.
Full textA 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.
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.
Full textRadecki, Melissa Anne. "Instructional Methods and Attitudes Among Nursing Faculty Related to Students With Disabilities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7502.
Full textPyle, 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.
Full textWoodcock, Stuart. "Diagnosing potential preservice teachers' understanding and expectations of students with learning disabilities /." Access electronically, 2008. http://ro.uow.edu.au/theses/127.
Full textRoquejani, 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.
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.
Full textO 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.
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.
Full textMEd, Learner Support, North-West University, Vaal Triangle Campus, 2012
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.
Full textWilliams, 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.
Full textSantos, 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.
Full textThis 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.
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.
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.
Full textBello, 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.
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 textPURPOSE: 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.
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.
Full textKatz, 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.
Full textFerreira, 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.
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.
Full textMello, 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.
Full textNeste 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.
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/.
Full textIt 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.
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.
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.
Full textSer 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.
Full textSplett, 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.
Full textNo 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.