Dissertations / Theses on the topic 'Special classes'
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Pember, Mason James Wyndham. "Special surface classes." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648954.
Full textLoggie, William T. H. "Some special classes of modules." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360131.
Full textFjær, Bjørnar Grip. "Speech adaptation of special voice classes." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for elektronikk og telekommunikasjon, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13646.
Full textZiegler, Konstantin [Verfasser]. "Counting classes of special polynomials / Konstantin Ziegler." Bonn : Universitäts- und Landesbibliothek Bonn, 2015. http://d-nb.info/1077289596/34.
Full textStewart, Anthony Graham. "Graph algorithms and complexity aspects on special graph classes." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12144/.
Full textBidkhori, Hoda. "Classification and enumeration of special classes of posets and polytopes." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/64602.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (p. 91-93).
This thesis concerns combinatorial and enumerative aspects of different classes of posets and polytopes. The first part concerns the finite Eulerian posets which are binomial, Sheffer or triangular. These important classes of posets are related to the theory of generating functions and to geometry. Ehrenborg and Readdy [ER2] gave a complete classification of the factorial functions of infinite Eulerian binomial posets and infinite Eulerian Sheffer posets, where infinite posets are those posets which contain an infinite chain. We answer questions asked by R. Ehrenborg and M. Readdy [ER2]. We completely determine the structure of Eulerian binomial posets and, as a conclusion, we are able to classify factorial functions of Eulerian binomial posets; We give an almost complete classification of factorial functions of Eulerian Sheffer posets by dividing the original question into several cases; In most cases above, we completely determine the structure of Eulerian Sheffer posets, a result stronger than just classifying factorial functions of these Eulerian Sheffer posets. This work is also motivated by the work of R. Stanley about recognizing the boolean lattice by looking at smaller intervals. In the second topic concerns lattice path matroid polytopes. The theory of matroid polytopes has gained prominence due to its applications in algebraic geometry, combinatorial optimization, Coxeter group theory, and, most recently, tropical geometry. In general matroid polytopes are not well understood. Lattice path matroid polytopes (LPMP) belong to two famous classes of polytopes, sorted closed matroid polytopes [LP] and polypositroids [Pos]. We study several properties of LPMPs and build a new connection between the theories of matroid polytopes and lattice paths. I investigate many properties of LPMPs, including their face structure, decomposition, and triangulations, as well as formulas for calculating their Ehrhart polynomial and volume.
by Hoda Bidkhori.
Ph.D.
Hurst, Leah P. "Tennessee's Administrators' and Supervisors' Level of Concern Toward Mainstreaming the Classes for Severely Mentally Retarded and the Classes for Multi-handicapped into the Regular School." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2738.
Full textFunk, Holden E. "A quantitative evaluation of cooking classes taught to college students with Autism Spectrum Disorder." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140473.
Full textThe purpose of this study was to determine the impact a specialized cooking course can have on cooking behaviors in college students with Autism Spectrum Disorder. Specifically, the study aimed to identify if learning how to handle and cook food altered the following variables in young adults with Autism: methods of cooking, frequency of self-prepared meals, and confidence in participants’ ability to prepare meals for themselves.
Subjects were participants in California State University, Long Beach’s Learning Independence For Empowerment (LIFE) Project cooking class- an elective 6-week cooking class offered annually to students with ASD who are students of Disabled Student Services. The class was designed and taught by a Registered Dietitian Nutritionist using recipes that met nutritional considerations for this population. Pre-and post-tests were administered during the first and final sessions of the cooking class; two years worth of data was obtained and combined. Paired samples t-tests data analysis determined that completion of the cooking class significantly increased participant’s cooking frequency, as well as confidence in cooking ability.
Rosa, Maiandra Pavanello da. "Classes especiais: espaços pedagógicos especializados em tempos de inclusão escolar." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12060.
Full textA presente pesquisa teve como objetivo principal conhecer os fatores que contribuem para a permanência das classes especiais, em um atual contexto de políticas de inclusão escolar. Pretendeu-se conhecer também as características dos alunos que frequentam as classes especiais, as práticas pedagógicas desenvolvidas nestes contextos e a forma como os professores, que atuam nestas turmas, compreendem estes espaços e os alunos que as frequentam. Como opção metodológica, a partir de alguns autores como: Passos; Kastrup e Escóssia (2012; 2014) foi utilizado o Método da Cartografia, proposto por Deleuze e Guattari (1995), o qual compreende as bases da filiação teórica desta investigação com o pensamento sistêmico. A pesquisa se desenvolveu em duas classes especiais de uma Escola da Rede Estadual de Ensino do município de Santa Maria /RS. Para a produção de dados foi realizada análise dos documentos dos alunos presentes na escola, observações no contexto das classes especiais e entrevista semiestruturada com as professoras que atuam nestas turmas. A compreensão dos aspectos teóricos e políticos das classes especiais esteve apoiada nas contribuições dos autores: Caiado e Torezan (1995), Ferreira (1994), Machado (1994), Kassar (1995), Omote (2000) e Uhmann (2014). Para compreender a problemática do diagnóstico clínico na escola, baseou-se em autores como Bridi (2011) e Moysés (2001). Como base teórica para análise dos dados produzidos, utilizou-se o pensamento sistêmico, a partir das contribuições de Maturana e Varela (2001), Maturana (2002), Pellanda (2009) e Vasconcellos (2013). A partir da aproximação com o contexto pesquisado, identificou-se que todos os alunos que frequentam as duas classes especiais possuem diagnóstico clínico emitido por médicos de diferentes especialidades. A idade destes alunos é muito variável, entre nove (9) e dezessete (17) anos. Quanto ao percurso escolar dos alunos, alguns iniciaram seu percurso escolar no contexto das classes especiais e outros vieram transferidos do ensino regular, muitos destes após um histórico de reprovação e fracasso escolar. Em relação às práticas pedagógicas desenvolvidas nas duas turmas observou-se que estas são pouco desafiadoras. No decorrer das aulas há uma grande parcela de tempo destinado “atividades livres”, demonstrando uma fragilidade no planejamento pedagógico frente a propostas mais sistematizadas. Referente a forma como os professores compreendem as classes especiais e os alunos que as frequentam, observou-se que há uma visão reducionista das capacidades dos sujeitos, acreditando que estes necessitam das classes especiais, as quais trabalham valorizando as diversidades dos alunos. Com base no pensamento sistêmico, acredita-se que estes fatores funcionam como potentes dispositivos na permanência dos alunos em classes especiais, consequentemente, colaborando para a permanência destes espaços pedagógicos em tempos histórico e político de inclusão escolar.
Huang, Lan-Ting. "Interaction around corrective feedback in elementary English classes in Taiwan." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/106815/.
Full textWood, Shaunda L. "Family, home, and the school environment's influence on gifted girls' perceptions of choice to take extracurricular science classes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52312.pdf.
Full textJohnson, Sarah A. "Awareness, attitudes, and perceptions of regular education students towards students who receive special education services in their classes." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004johnsons.pdf.
Full textZamora, Sánchez María Fernanda. "Teacher Perspectives on Students with Special Educational Needs Enrolled in Secondary-Level World Language Classes in the State of Utah." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9024.
Full textJones, Rodney Sinelair. "Hospital Preparedness: Effects of Designated Preparedness Coordinators on Hospital Preparedness for Special Hazard Classes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2550.
Full textNeugebauer, Nancy Guido. "TAKS scores of general education students in secondary co-teach classes in a Texas school district." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85931.
Full textSilva, Juliana Motta de Assis. "Um estudo sobre o processo de implementação de classes hospitalares : o caso do Hospital Dr. Domingos Adhemar Boldrini." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251865.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo : Esta dissertação tem como objetivo desenvolver um estudo de caso sobre o processo de implementação da classe hospitalar, denominada como SAP ¿ Sala de Apoio Pedagógico no hospital Dr. Domingos Adhemar Boldrini em Campinas-SP. Considerando-se a classe hospitalar como modalidade de atendimento da educação especial, direito de todas as crianças e adolescentes hospitalizados. Tendo como objeto de estudo os atores envolvidos e os processos que culminaram na construção da classe hospitalar do lócus de pesquisa mencionado, construímos nossas possibilidades de análise através do suporte teórico de pesquisadores das áreas de políticas públicas e classe hospitalar, bem como através da realização de entrevistas com cinco pessoas diretamente relacionadas com este processo e com o desenvolvimento da SAP até os dias atuais e da apropriação de documentos e bibliografias sobre o hospital e especificamente sobre a Sala de Apoio Pedagógico, na tentativa de compreender quais as motivações que culminaram na abertura desta e qual a tônica do trabalho que desenvolvem atualmente. O processo de investigação acerca da implementação da SAP, conforme define Rus Perez (1998) configurou-se como o principal procedimento metodológico que orientou a presente pesquisa. O referencial teórico utilizado pautou-se nos estudos de autores como Fonseca (1996; 1998; 1999), Ceccim (1997; 1998), Ruz Perez (1998), Matos (2003), Fontes (2004), Funghetto (1994), Nascimento (2001), Pálmen (2005), Barbier (2002), Fazenda (1989), Freitas (2003), Aquino (2000), Mazzotta (2001), entre outros, a fim de localizar e aprofundar a temática de classes hospitalares, dentro e fora do nosso país, além de compreender as especificidades observadas na classe hospitalar do hospital Boldrini
Abstract : This dissertation has the purpose to developing a case study about hospital class implementation, named SAP ¿ Pedagogical Support Room (Sala de Apoio pedagógico) at the Dr. Domingos Adhemar Boldrini Hospital, Campinas, SP. Considering hospital class as a modality of special education attendance, a right of all hospitalized children and teenagers. As a study object the actors involved and the process that lead into a construction of hospital class locus research mentioned , we built our analyze possibilities through theoretical support of researchers from the public politics and hospital class, as well by the 5 people interviews whose were straightly implicated in that process and in the SAP¿s development until nowadays by the documents and bibliographies¿ appropriation about hospital and specially concerning Pedagogical Support Room on the attempt to comprehend motivations that leaded into its opening and which was the keynote of their recently work. The SAP¿s implementation investigation process, just like Rus Perez (1998) defines, had been configured as main methodological procedure which guides the present research. The theoretical reference used was based on the following authors: Fonseca (1996; 1998; 1999), Ceccim (1997; 1998), Ruz Perez (1998), Matos (2003), Fontes (2004), Funghetto (1994), Nascimento (2001), Pálmen (2005), Barbier (2002), Fazenda (1989), Freitas (2003), Aquino (2000), Mazzotta (2001), in order to locating and deepening hospital class subject, inside and outside country, besides understand the specificities observed on the hospital class at the Boldrini¿s Hospital
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação
Momberg, Naadia. "Teachers' attitudes towards working with students with special educational needs in mainstream classes in Egypt." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/20448.
Full textRecent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools has been promulgated in Egypt. Furthermore, information is lacking regarding teachers' attitudes towards working with students with special educational needs in mainstream classes, despite the fact that teacher attitude are instrumental in determining the success or failure of inclusive education. The aim of the research, therefore, was to identify teachers' attitudes towards inclusive education. For the purpose of this study, a non-experimental quantitative research design with specific reference to survey research was chosen. The population consisted of teachers in five schools in Alexandria and Cairo and a questionnaire was designed. Data was analysed using the statistical programme SPSS (14.0 for Windows). Results indicate that teachers in Egypt have serious reservations about the feasibility of accommodating students with special educational needs in their classrooms. Curriculum development, educational support, funding opportunities, as well as the training of teachers, need to be addressed in order to facilitate the development of inclusive educational strategies.
King, Carole. "The leisure activities of the rural working classes with special reference to Norfolk 1840-1940." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/58540/.
Full textOktem, Zeynep. "Design Guidelines For Special Education Schools For Children With Autism Design And Appraisal Of Private Ilgi Special Education School." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611476/index.pdf.
Full texts age, the severity of symptoms and children&rsquo
s intellectual capabilities. The thesis focuses on the architectural design of special education schools among other education opportunities. The aim is to draw architectural guidelines for the design of a special school for children who are diagnosed with autism and who require special education support. These architectural guidelines are hoped to aid architects who will work with similar architectural programs in the future. The study concludes with an appraisal of the design of Private ilgi Special Education School, realized by the author of this thesis and architect Kadri AtabaS. In the light of information gathered during the study, the preliminary design is evaluated. Suggestions are offered concerning the architectural design, in the subjects of program elements, natural lighting, layout of education and circulation spaces, acoustics and color scheme.
Amaireh, Saleem. "Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44620/.
Full textAloteabi, Youssef Hathal. "An investigation into the perceptions of school counsellors in relation to providing counselling for students with special needs in Saudi Arabia schools." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51259/.
Full textWang, Suyang. "An investigation into the transnational identity of Chinese student returnees from the UK." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49712/.
Full textPeterson, Lloyd Douglas. "Effects of Student Self-Management on Generalization of Student Performance to Regular Classes." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/7488.
Full textEfthymiou, Efthymia. "The discursive positioning of students with special educational needs in four UK primary classrooms." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14399/.
Full textFeustel, Beth Milhoan. "The Perceptions and Experiences of General Education Teachers Toward Cotaught Inclusion Classes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/410.
Full textRussell, Clare. "More than Mrs. Robinson : citizenship schools in Lowcountry South Carolina and Savannah, Georgia, 1957-1970." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11865/.
Full textMallia, Carole. "Mature women students and higher education : do their skills count?" Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11821/.
Full textRodgers, Rob. "Staff development to embed inclusive learning for profoundly deaf learners in further education." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10309/.
Full textNdebele, Kordwick. "An investigation of the impact of formal and informal assessment on the self-esteem of pupils with borderline learning difficulties learning in mixed ability English language classes." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10794/.
Full textDearden, Jackie. "Introducing facilitated communication training : an action research project." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/11136/.
Full textHaw, Kaye. "Education for Muslim girls in contemporary Britain : social and political dimensions." Thesis, University of Nottingham, 1995. http://eprints.nottingham.ac.uk/11026/.
Full textShapira, Faians Adi. "Social skills learning groups : a case study of young people identified with Attention Deficit Hyperactivity Disorder." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54452/.
Full textSalter, Emma. "Challenging the stereotype? : an analysis of the social and educational outcomes of the children of lone parents in the UK." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81205/.
Full textLi, Xian. "The changing nature of Chinese complementary schools in the UK." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42429/.
Full textBooth, Laura. "Parents' perceptions and experiences of the decision making process when choosing secondary school placement for children with statements of special educational needs : an interpretative phenomenological analysis." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39788/.
Full textRobinson, Jane S. "The evaluation of student perceptions of articulation and CTE classes on students with and without special needs." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/ROBINSON_JANE_41.pdf.
Full textLin, Wen Tzeng Cheng. "A methodology for evaluating and improving the integration process of children transferred from special to regular classes." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276854.
Full textReis, Luciana Vaz dos. "Trabalho docente e identidade nas classes hospitalares em Goiás." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7677.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The pedagogical work in the hospital class happens in an environment which is different from the conventional class and it requires specific knowledge due to the peculiarities that its labor demands. In this sense, the following problem arose: How is the performance of the teacher of the hospital class? Based on this question, the following research objectives were established: characterize the teaching work in the hospital class; verify the role of this teacher; and identify the actions that constitute their work. Therefore, the present research focuses on the knowledge inherent to the teaching work and the constitution of the teacher's identity in the hospital class. Moreover, it reflects on the complex reality of teacher performance in the healthcare environment. This study was developed in three hospitals in the city of Goiânia, linked to the Nucleus of Educational Hospital Attendance (NAEH), which offer educational services to hospitalized students. The participants were three teachers from the state education network who perform their craft in a hospital. Data were collected through participatory observation and semi-structured interviews, interpreted from the Content Analysis, according to Bardin (2011). The considerations were grouped in five categories, each one presenting subcategories, which are: routines and environments of educational attendance in hospitals: routines and spaces; school planning and curriculum: school planning and curriculum flexibilization; knowing the student: pedagogical listening, physical and emotional conditions of the student; specificities of care: individualized care and multi-series room, hospital environment; and proof of attendance: daily recording, evaluation. The results showed that the professional identity is constituted in the practice of the teaching activity, given the specificities of the craft, which is part of a socio-historical and cultural process. In addition, it became evident that knowledge is developed throughout the life of the human being, through personal and professional experiences, and, primarily, from initial and continued formation, as well as through the action and reflection of pedagogical practice. As it is, in the hospital, the teacher creates his identity and becomes aware of his role. In this way, in addition to enabling the beginning or continuation of studies, it collaborates with the well-being of the student, who, through overcoming their weaknesses, discovers new knowledge.
O trabalho do docente da classe hospitalar acontece em um ambiente diferente do convencional, que ocorre na escola, e requer conhecimentos específicos devido às peculiaridades exigidas por seu ofício. Nesse sentido, levantou-se a seguinte problemática: Como é a atuação do professor da classe hospitalar? Partindo dessa questão, foram estabelecidos os seguintes objetivos de pesquisa: caracterizar o trabalho docente na classe hospitalar; verificar o papel desse professor; e identificar as ações que constituem seu trabalho. Portanto, a presente pesquisa tem como foco de discussão os saberes inerentes ao trabalho docente e a constituição da identidade do professor na classe hospitalar. Além disso, reflete sobre a realidade complexa da atuação do docente em ambiente da saúde. Este estudo foi desenvolvido em três hospitais da cidade de Goiânia, vinculados ao Núcleo de Atendimento Educacional Hospitalar (NAEH), que oferecem atendimento educacional aos estudantes hospitalizados. Os participantes foram três professoras da rede estadual de educação que exercem seu ofício em um hospital. Os dados foram coletados por meio de observação participativa e entrevista semiestruturada, interpretados a partir da Análise de Conteúdo, de acordo com Bardin (2011). As considerações foram agrupadas em cinco categorias, cada qual apresentando subcategorias, quais sejam: rotinas e ambientes de atendimento educacional nos hospitais: rotinas e espaços; planejamento escolar e currículo: planejamento escolar e flexibilização do currículo; conhecendo o aluno: escuta pedagógica, condições físicas e emocionais do aluno; especificidades do atendimento: atendimento individualizado e sala multisseriada, ambiente hospitalar; e comprovação do atendimento: registro diário e avaliação. Os resultados mostraram que a identidade profissional se constitui na prática da atividade docente, diante das especificidades do ofício, que faz parte de um processo sócio-histórico e cultural. Além disso, ficou evidente que os saberes são desenvolvidos ao longo da vida do ser humano, por meio de experiências pessoais e profissionais, e, primordialmente, a partir de formação inicial e continuada, como também por meio da ação e reflexão da prática pedagógica. Por assim ser, no hospital, o docente cria a sua identidade e toma consciência do seu papel. Desse modo, além de viabilizar o início ou a continuidade dos estudos, colabora com o bem-estar do educando, o qual, por meio da superação de suas fragilidades, descobre novos conhecimentos.
Maduma, Ncube Sitembiso. "Eighth-Grade Teachers' and Students' Experiences With iPads in Math Inclusion Classes." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7486.
Full textIvy, Jonathan. "Manipulating Motivating Operations Within and Across Classes of Reinforcers: Are There Differential Effects?" The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311431966.
Full textArmstrong, James Richard. "Relationships between different staffing models, context variables, and social climate in special classes for children with psychosocial disorders." Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/26141.
Full textTou, Li Esther. "Joy of reading : a combined approach to reading acquisition in special classes - children with learning disabilities in Israel." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323521.
Full textWilcox, Michael Steven. "Assessing attitudes of administrators, core content teachers, and special education teachers at the middle school level toward the inclusion of special education students into general education classes." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-163609/.
Full textNainabasti, Binod. "Role of Students’ Participation on Learning Physics in Active Learning Classes." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3022.
Full textAbijah-Liburd, Maria. ""And your future is looking ...?" "... hopeful" : an interpretative phenomenological analysis study exploring the experience of school for young people of African Caribbean descent." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49566/.
Full textPacco, Aline Ferreira Rodrigues. "Panorama das classes hospitalares brasileiras : formação e atuação docente, organização e funcionamento." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/8687.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
The hospital class is considered an educational service to the scholar in health treatment, which is of great importance to the students. In this way, the main objective of the present work was to describe the training and teaching activities, organization and operation of the hospital classes at national level. The specific objectives were to identify the different specificities of the public served in hospital classes, to characterize the professional profile that operates in the hospital classes, describe the hospital class service in Brazil based on the census data and to verify how many public students of Special Education were served by this service. In order to contemplate the objectives of the present research, two studies were carried out: Context of Hospital Classes in Brazil (Study 1 - census data) and Hospital Classes (Study 2 - teacher training, organization and operation). It was considered necessary to inquire about the subject in question taking into account the lack of similar research, since the last similar study occurred in 2002. For the accomplishment of the Study 1, census data (of 2013 and 2015) were used to characterize the profile of the hospital educational attendance classes and the public with educational needs served. For study 2, field studies were conducted with the use of survey technique, through an online questionnaire for teachers who work in hospital environments that offer educational services. To search participants, the research was disclosed in the Facebook group “Class/Hospital School” and in WhatsApp group. These groups bring together teachers who work in hospital environments across the country. The questionnaire was also sent to researchers and managers of hospital environments, seeking to cover as many participants as possible. For data analysis, quantitative and qualitative approaches were used. The quantitative analysis was performed through table elaboration, indicating percentage. The qualitative analysis was based on results obtained from the open questions of the questionnaire through thematic axis grouping. The census data from Study 1 showed a wide variety of number of hospital groups and public served, comparing the years of 2013 and 2015. Study 2 data pointed out different specificities that the Brazilian hospital class service presents, as well as, the daily challenges faced by teachers. Despite this service does not have recent national legislations and still needs changes in order to guide its organization, achieve greater visibility and reflect on the training of professionals working in this service, most of the teachers show satisfaction in how the hospital class in which work is organized. Therefore, despite the obstacles that still need to be overcome, this service has been gaining more and more important spaces.
A classe hospitalar é considerada um atendimento educacional ao escolar em tratamento de saúde, sendo esse um serviço de suma importância para as crianças e jovens hospitalizados. Desse modo, o presente trabalho teve como principal objetivo descrever a formação e atuação docente, a organização e o funcionamento das classes hospitalares em âmbito nacional. Como objetivos específicos buscou-se identificar as diferentes especificidades do público atendido nas classes hospitalares e caracterizar o perfil do profissional que atua nesse âmbito, bem como descrever o serviço de classe hospitalar no Brasil com base nos dados censitários, além de verificar quantos alunos público-alvo da Educação Especial foram comtemplados por tal atendimento. Para atingir os objetivos da presente pesquisa foram realizados dois estudos: o primeiro - Contexto das Classes Hospitalares no Brasil: dados censitários, e o segundo, Classes hospitalares: formação docente, organização e funcionamento. Julgou-se necessário indagar sobre a temática em questão levando em consideração a escassez de pesquisas recentes sobre tal após a realização de um levantamento bibliográfico, onde foi encontrado que o último estudo similar ocorreu no ano de 2002. Para a realização do estudo 1 foram utilizados os dados censitários do ano de 2013 e 2015 para caracterizar o perfil das turmas de atendimento educacional hospitalar e do público com necessidades educacionais atendidos. Já para a efetivação do estudo 2, escolheu-se realizar um estudo de campo com uso da técnica survey, por meio de um questionário online destinado a professores que atuam em ambientes hospitalares que oferecem serviços educacionais. Para a busca dos participantes foi feita a divulgação da pesquisa no grupo do Facebook “Classe/Escola Hospitalar” e em um grupo do WhatsApp que reúne professores que atuam em ambientes hospitalares de todo o país. Ademais, foi enviado um questionário para pesquisadores e gestores da área através de um grupo de e-mails, buscando assim abranger o maior número de participantes possíveis. Para a análise dos dados, foi elegido utilizar uma abordagem quantitativa e qualitativa, em que a análise quantitativa dos dados foi realizada através da elaboração de tabelas, indicando porcentagem dos dados obtidos, enquanto a análise qualitativa foi realizada a partir dos resultados das perguntas abertas do questionário, organizadas por meio de agrupamentos por eixos temáticos. Os dados censitários do estudo 1 demonstraram uma grande variedade quanto ao número de turmas hospitalares e o público atendido ao comparar os anos de 2013 e 2015. Já os dados do estudo 2 apontaram as diferentes especificidades que o serviço de classes hospitalares brasileiras apresenta, bem como os desafios diários enfrentados pelos professores. Pode-se concluir que, apesar desse serviço não possuir legislações recentes de cunho nacional, e ainda necessitar de mudanças para que se possa direcionar sua organização, atingir uma maior visibilidade e refletir sobre a formação dos profissionais atuantes desse serviço, a maioria dos professores aponta satisfação em como a classe hospitalar em qual trabalha está organizada. Portanto, apesar dos obstáculos que ainda precisam ser vencidos, este serviço vem ganhando cada vez mais espaços importantes.
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Full textPh.D.
This study was designed to evaluate the effects of a note-taking intervention using the Livescribe 4GB Echo SmartpenTM assistive technology on students’ notes and lecture comprehension, with an emphasis on content, vocabulary skills, and total words written. Students both with and without disabilities, including Specific Learning Disability, in 9th grade English Language Arts classes participated in this study. Students with disabilities may struggle with slower processing speed and poor working memory skills, which reduces the quality of their notes. Students in the experimental group were instructed how to use a note-taking intervention in conjunction with the smartpen assistive technology. This note-taking intervention was designed to assist students with disabilities to focus on taking their notes using the smartpen assistive technology, identify vocabulary words and definitions, amend their notes for errors or missed information, and write a brief summary of the important content. Results from the data analysis found statistical significance with special education students in the experimental group; they recorded more words in their notes, as well as an increase in word count and vocabulary words on the Immediate Free Recall (IFR) assessment.
Temple University--Theses
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Fundação para a Ciência e Tecnologia (FCT) and Center for Mathematical Analysis, Geometry and Dynamical Systems of Instituto Superior Técnico, Universidade Técnica de Lisboa