Thèses : « Inclusive school development »

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Chambers, Cynthia R. « Community and School-Based Inclusive Book Club Programming ». Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3865.

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Vernon, Lisa Jo. « Collaborative practices in schools : The impact of school -based leadership teams on inclusive education ». W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.

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Spillane, Nancy Kay. « Teacher Characteristics and School-Based Professional Development in Inclusive STEM-focused High Schools| A Cross-case Analysis ». Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687663.

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Within successful Inclusive Science, Technology, Engineering, and Mathematics (STEM)-focused High Schools (ISHSs), it is not only the students who are learning. Teachers, with diverse backgrounds, training, and experience, share and develop their knowledge through rich, embedded professional development to continuously shape their craft, improve their teaching, and support student success. This study of four exemplars of ISHSs (identified by experts in STEM education as highly successful in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the relationships among the characteristics of STEM teachers, their professional development, and the school cultures that allow teachers to develop professionally and serve the needs of students. By providing a framework for the development of teaching staffs in ISHSs and contributing to the better understanding of STEM teaching in any school, this study offers valuable insight, implications, and information for states and school districts as they begin planning improvements to STEM education programs. A thorough examination of an existing data set that included site visits to four ISHSs along with pre- and post-visit data, provided the resource for this multiple case study with cross-case analysis of the teachers and their teacher professional development experiences.

Administrators in these ISHSs had the autonomy to hire teachers with strong content backgrounds, philosophical alignment with the school missions, and a willingness to work collaboratively toward achieving the schools' goals. Ongoing teacher professional development began before school started and continued throughout the school day and year through intense and sustained, formal and informal, active learning experiences. Flexible professional development systems varied, but aligned with targeted school reforms and teacher and student needs. Importantly, collaborative teacher learning occurred within a school-wide culture of collaboration. Teachers were guided in establishing open lines of communication that supported regular engagement with others and the free flow of ideas, practices, and concerns. As a result of this collaboration, in conjunction with intentional pathways to teacher leadership, teacher professionalization was deliberately and successfully fostered creating an environment of shared mission and mutual trust, and a shared sense of responsibility for school-wide decision-making and school outcomes.

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Feng, Y. « Teacher career motivation and professional development in special and inclusive education in China ». Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3582/.

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Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives on their professional life in this respect. A sample of teachers at seven mainstream schools (N=326), two special schools (N=37) and student teachers from one university (N=565) in a city in China was identified. Triangulation of data collected from questionnaire surveys, interviews and observations facilitated the identification of cases for narrative enquiry. Self-Determination Theory (SDT) was applied in data analysis and discussion. The key findings are as follows: First, teachers researched were mostly extrinsically motivated. Some were amotivated (unwilling) and were regretful of their career choice. The majority of them would have chosen other professions if possible. Second, special school teachers' extrinsic motivation for working in special schools became less controlled and more autonomous with the accumulation of knowledge and skills in teaching practice. Similarly, their initial unwillingness had altered to controlled extrinsic motivation or even autonomous motivation. Third, initial teacher education had prepared teachers with limited knowledge and understanding about special and inclusive education. This contributed to the less positive attitudes towards inclusive education. Despite a high awareness of, and motivation for professional development, most teachers were not taking an active initiative in engaging themselves in professional development. The thesis highlights the impact of teacher recruitment policies on career motivation, models of initial and continuing teacher training on teacher attitudes values and incentives for professional development. This study implies a correlation between the key themes and extends the discussion of the SDT model in terms of the continuum of extrinsic motivation.

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Pather, Sulochini. « Understanding sustainable inclusive education development : lessons from a school and its communities in rural South Africa ». Thesis, University of Kent, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408429.

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Sayser, Nickfred Johane. « Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School ». Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4222.

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Magister Educationis - MEd
The democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector was marked by the adoption of inclusive education as a constitutional imperative in this country. This resulted in attempts to make ordinary mainstreams schools more accessible to learners with disabilities. The transformation of schools into inclusive institutions is a tedious process that is being further complicated by the contentious nature of the notion of inclusion. The challenge to schools and institutions is that there is no measuring instrument against which schools can measure their own development, and which can inform the process they embark on. Against this backdrop this study aimed at developing an instrument that could guide schools through the process of becoming more inclusive. The question that this study seeks to answer is: What are the indicators that can be used to evaluate the development of inclusive practices in mainstream schools in the Western Cape context? Methodologically the study is set in a qualitative research paradigm that employed a participatory action research method (PAR), that matches the spirit of democracy that permeates the society in which participants in study found themselves in. In-depth interviews were used to pursue the aim of the study. Inclusive education is described in literature as an elusive and contentious concept. This description resonated well with the findings of this study as participants conceptualised inclusive education in a variety of ways. The study explored the three interconnected dimensions of inclusive education to direct the development of inclusive education in a school. This exploration yielded a variety of indicators for each dimension that were categorised in general indicators and more specific indicators. These general and specific indicators, as were foregrounded by the participants, were then collated in an instrument that the stakeholders of the school could use to support and monitor the implementation of inclusive cultures, policies and practices in their school.

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Li, Songze. « K-12 STEM Educators and the Inclusive Classroom ». Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81252.

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The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunities in an increasingly STEM-infused society. Professional development associated with teaching students with disabilities and LEP is critical to inform in-service STEM teachers with these students' learning needs and promote student success. Effective preparation and support help maintain teacher satisfaction and retention within the teaching profession. However, the levels and perceptions of STEM teacher participation in such professional development, and whether the service load and professional development regarding the concerned groups of students associated with teacher satisfaction and retention remain unclear. This dissertation addresses these issues through two research studies using secondary analysis of the 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) national dataset. The first study focused on K-12 STEM educator participation and perceived utility regarding their professional development experience concerning students with disabilities and LEP. Quantitative analysis revealed an overall lower level of participation and perceived utility of such professional development for STEM educators compared to all other educators. The second study examined teacher satisfaction and intent to remain in teaching, as well as their relationships to teacher service load and professional development specific to students with disabilities and LEP. Results indicated that K-12 STEM educators were less likely to feel satisfied or intent on remaining in teaching, compared to the remainder of the teaching population. Logistic regressions showed that service load of students with LEP predicted teacher satisfaction and participation in professional development concerning students with disabilities associated with teacher intent to remain in STEM education, especially for science educators. These findings collectively suggested the necessity and demands of sufficient and useful professional development offerings regarding the two concerned groups of students in inclusive STEM education settings.
Ph. D.

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Wilmot, Elaine. « The development of a new school as an inclusive school : a case study of one North London primary school from the planning stage to the implementation stage/s ». Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/8035/.

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In this study of the development and evaluation of a new school as an inclusive school, I explore the theme of inclusive education and show how the boundaries of inclusive practice have been expanded as this unique school has grown over the four years since it has been established. My methodology is a combination of case study and action research. My intent is to redefine inclusive education, from the integration of children with special educational needs to being individualised community-based learning. I consider how 1 developed the various aspects that contribute to the inclusive nature of the school, including curriculum, learning facilitation, learning environment, assessment for learning and look at the standards achieved within the school as one indicator of its success. I also consider my role as headteacher of the school, my background and how I came to this vision and have come to this practice of inclusive education. Through an evaluative study I show that the inclusive practices are very effective in our school in terms of parental satisfaction, staff and pupil attitudes, a positive Ofsted report, and rising standards. I isolate the elements that contribute to the success of the school and use them for the basis of a 'template' and a new definition. I hope that this template can then be of use to other schools to enable them to reflect on their own practices with a view to developing inclusive education more broadly.

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Tanner, Marilee Rose. « What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School ? » Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.

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Thabana, M. « The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha ». University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.

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Rice, Claire Michele. « A Case Study of the Ellison Model's Use of Mentoring as an Approach Toward Inclusive Community Building ». FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/37.

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The Ellison Executive Mentoring Inclusive Community Building (ICB) Model is a paradigm for initiating and implementing projects utilizing executives and professionals from a variety of fields and industries, university students, and pre-college students. The model emphasizes adherence to ethical values and promotes inclusiveness in community development. It is a hierarchical model in which actors in each succeeding level of operation serve as mentors to the next. Through a three-step process--content, process, and product--participants must be trained with this mentoring and apprenticeship paradigm in conflict resolution, and they receive sensitivitiy and diversity training, through an interactive and dramatic exposition. The content phase introduces participants to the model's philosophy, ethics, values and methods of operation. The process used to teach and reinforce its precepts is the mentoring and apprenticeship activities and projects in which the participants engage and whose end product demontrates their knowledge and understanding of the model's concepts. This study sought to ascertain from the participants' perspectives whether the model's mentoring approach is an effective means of fostering inclusiveness, based upon their own experiences in using it. The research utilized a qualitative approach and included data from field observations, individual and group interviews, and written accounts of participants' attitudes. Participants complete ICB projects utilizing the Ellison Model as a method of development and implementation. They generally perceive that the model is a viable tool for dealing with diversity issues whether at work, at school, or at home. The projects are also instructional in that whether participants are mentored or seve as apprentices, they gain useful skills and knowledge about their careers. Since the model is relatively new, there is ample room for research in a variety of areas including organizational studies to dertmine its effectiveness in combating problems related to various kinds of discrimination.

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Lyons, Lindsay Beth. « Fostering Leadership in High School : Development and Validation of Student Leadership Capacity Building Scales ». Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

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Mulrenin, Stacey. « Teaching Students with Down Syndrome : Mothers' Perspectives on the Most Appropriate Educational Environments for Their Children ». Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6545.

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This study examined the perspectives that mothers of children with Down syndrome (Ds) hold regarding the most appropriate educational environments for their children. Environments for students with Ds may be classified as inclusive (fully included within a general education classroom with complete access to the general curriculum and typical peers), integrated (self-contained within a general education school, with some interaction with typical peers), or segregated (separate school for students with intellectual disabilities, or InD). A qualitative research design using semi-structured interviews and a follow-up focus group was used to gather thick, rich descriptions of mothers’ perspectives of these different types of settings, including academic (e.g., reading, math) and non-academic (e.g., self-esteem, peer relationships) outcomes for their children. Mothers of children of different ages (N=6) were recruited to allow for examination of how of mothers’ perspectives may change over time or vary with the child’s age. Findings yielded information that can be used to help parents and educators understand mothers’ perspectives on the risks and benefits of different types of educational environments for youth with Ds.

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Miranda, Maria de Jesus Cano. « Educação infantil : percepção de profissionais e familiares sobre inclusão, aprendizagem e desenvolvimento da criança com deficiência, em Maringá/BR e em Guadalajara/ES / ». Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/100957.

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Resumo: Este trabalho teve por objetivo realizar um estudo descritivo e comparativo a respeito das condições necessárias que envolvem o processo de inclusão e identificar/analisar como acontece a aprendizagem e desenvolvimento de 15 crianças com deficiência que frequentam a Educação Infantil do sistema regular de ensino, segundo a percepção de profissionais e familiares, na cidade de Maringá/Brasil e em Guadalajara1/Espanha. Fundamentou-se nos pressupostos teórico-metodológicos da concepção Histórico- Cultural defendida por Lev Semenovictch Vygotski. Para este autor, a inserção da criança com deficiência no meio social e cultural oportuniza-lhe a possibilidade de interação e internalização de conceitos de forma a favorecer o desenvolvimento de suas funções psíquicas superiores. A crença de se reconhecer o potencial das crianças com deficiências deve-se aos resultados dos intensos estudos desenvolvidos pelo autor e seus colaboradores. Vygotski defende ainda que a aprendizagem e desenvolvimento não são sinônimos e nem acontecem paralelamente, mas são processos que se interrelacionam de forma complexa.Trata-se de uma proposta de pesquisa de campo, na modalidade de estudo descritivo e comparativo, com enfoque misto qualitativo e quantitativo. Realizada por meio de observações, entrevistas semiestruturadas, pesquisa na literatura e análise documental em instituições de Educação Infantil visitadas. Profissionais da Educação Infantil, pais e/ou responsáveis dessas crianças foram os participantes desta pesquisa, totalizando 146 pessoas entrevistadas e 56 observadas nos dois contextos, brasileiro e espanhol. Os resultados deste estudo mostraram que nas duas realidades, cada qual com sua especificidade, há dificuldades para implantação de um sistema de ensino capaz de atender às necessidades de escolarização para a diversidade dos alunos e de prover educação... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The goals set for the present work were twofold: carry out a descriptive and comparative study about the necessary conditions around the inclusion process and identify/analyse how the learning and development processes take place on 15 handicapped children attending regular infant school, according to the professional's and family's perceptions, in Maringá (Brazil) and in Guadalajara3 (Spain) This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Lev Semenovictch Vygotski. For this author, inserting a handicapped child in the cultural and social circles of other children fosters interaction and enhances the possibility of internalization of concepts, improving the development of his superior psychic functions. Acknowledging the potential of handicapped children is attributed to in-depth studies conducted by Vygotski and his contributors. Vygotski argues that the learning and development processes are not synonyms and do not even take place in parallel, but relate to each other in a complex fashion. The present work is a field research, a comparative and descriptive study focusing both on qualitative and quantitative approaches. It is accomplished by means of observations, semi-structured interviews, literature review and documental analysis in selected children's schools. Educational professionals and the children's parents are the participants of this research, adding up to 146 interviewed people and 56 observed people on both contexts. The results show that, in both Brazilian and Spanish contexts (each having its own peculiarities), there are difficulties to establish a teaching system capable of catering to the learning needs of the pupil's diversity and to provide quality education for all, specially for children with different learning potentials. Some similarities and differences have been revealed... (Complete abstract click electronic access below)
Orientador: Maria Júlia Canazza Dall'Ácqua
Coorientador: Eladio Sebastián Heredero
Banca: Silvia Regina Ricco Lucato Sigolo
Banca: Olga Maria Piazentin Rolin Rodrigues
Banca: Eucia Beatriz Lopes Petean
Banca: Regina Keiko Kato Miura
Doutor

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Roberts, Johannes Johny. « Educators' experiences of their training for the implementation of screening, identification, assessment and support strategy at a full–service school : a case study / Roberts J.J ». Thesis, North-West University, 2011. http://hdl.handle.net/10394/6955.

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The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in a primary schools in the North West province that was converted into a fullservice school in 2008. The findings indicated that educators demonstrated misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

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Baker, Gabrielle A. « Gifted adolescent wellbeing : An Australian case study ». Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118724/1/Gabrielle_Baker_Thesis.pdf.

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A case study approach was adopted in this research to explore the wellbeing of gifted adolescents who participated in a two year immersion class. Qualitative evidence supported ability-grouping to compact three years' curriculum into two while incorporating social-emotional skills. Vignettes of challenges beyond the safety of the class however, revealed changed behavior that influenced student development and identity. A whole-of-school approach to wellbeing was recommended to foster a shared ethos of inclusive practice and empathy. Insight from the research has global significance for gifted adolescent wellbeing.

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Miranda, Maria de Jesus Cano [UNESP]. « Educação infantil : percepção de profissionais e familiares sobre inclusão, aprendizagem e desenvolvimento da criança com deficiência, em Maringá/BR e em Guadalajara/ES ». Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/100957.

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Made available in DSpace on 2014-06-11T19:31:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-07-20Bitstream added on 2014-06-13T18:41:36Z : No. of bitstreams: 1 miranda_mjc_dr_arafcl.pdf: 10926130 bytes, checksum: d19d538f247cd86740eb1cdea5f9ae45 (MD5)
Este trabalho teve por objetivo realizar um estudo descritivo e comparativo a respeito das condições necessárias que envolvem o processo de inclusão e identificar/analisar como acontece a aprendizagem e desenvolvimento de 15 crianças com deficiência que frequentam a Educação Infantil do sistema regular de ensino, segundo a percepção de profissionais e familiares, na cidade de Maringá/Brasil e em Guadalajara1/Espanha. Fundamentou-se nos pressupostos teórico-metodológicos da concepção Histórico- Cultural defendida por Lev Semenovictch Vygotski. Para este autor, a inserção da criança com deficiência no meio social e cultural oportuniza-lhe a possibilidade de interação e internalização de conceitos de forma a favorecer o desenvolvimento de suas funções psíquicas superiores. A crença de se reconhecer o potencial das crianças com deficiências deve-se aos resultados dos intensos estudos desenvolvidos pelo autor e seus colaboradores. Vygotski defende ainda que a aprendizagem e desenvolvimento não são sinônimos e nem acontecem paralelamente, mas são processos que se interrelacionam de forma complexa.Trata-se de uma proposta de pesquisa de campo, na modalidade de estudo descritivo e comparativo, com enfoque misto qualitativo e quantitativo. Realizada por meio de observações, entrevistas semiestruturadas, pesquisa na literatura e análise documental em instituições de Educação Infantil visitadas. Profissionais da Educação Infantil, pais e/ou responsáveis dessas crianças foram os participantes desta pesquisa, totalizando 146 pessoas entrevistadas e 56 observadas nos dois contextos, brasileiro e espanhol. Os resultados deste estudo mostraram que nas duas realidades, cada qual com sua especificidade, há dificuldades para implantação de um sistema de ensino capaz de atender às necessidades de escolarização para a diversidade dos alunos e de prover educação...
The goals set for the present work were twofold: carry out a descriptive and comparative study about the necessary conditions around the inclusion process and identify/analyse how the learning and development processes take place on 15 handicapped children attending regular infant school, according to the professional’s and family’s perceptions, in Maringá (Brazil) and in Guadalajara3 (Spain) This investigation is based on the theoretical and methodological principles of the historical-cultural notion by Lev Semenovictch Vygotski. For this author, inserting a handicapped child in the cultural and social circles of other children fosters interaction and enhances the possibility of internalization of concepts, improving the development of his superior psychic functions. Acknowledging the potential of handicapped children is attributed to in-depth studies conducted by Vygotski and his contributors. Vygotski argues that the learning and development processes are not synonyms and do not even take place in parallel, but relate to each other in a complex fashion. The present work is a field research, a comparative and descriptive study focusing both on qualitative and quantitative approaches. It is accomplished by means of observations, semi-structured interviews, literature review and documental analysis in selected children’s schools. Educational professionals and the children’s parents are the participants of this research, adding up to 146 interviewed people and 56 observed people on both contexts. The results show that, in both Brazilian and Spanish contexts (each having its own peculiarities), there are difficulties to establish a teaching system capable of catering to the learning needs of the pupil’s diversity and to provide quality education for all, specially for children with different learning potentials. Some similarities and differences have been revealed... (Complete abstract click electronic access below)

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Nxumalo, Khethiwe Soli, M. M. Hlongwane et B. Ndawonde. « Experiences of educators towards the implementation of inclusive education in Richards Bay Schools ». Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1775.

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A dissertation submitted to the Faculty of Education of the requirements for the Degree Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2019.
The implementation of inclusive education in mainstream schools has for some time faced challenges in South African schools. Although much has been achieved in terms of policy development, and the restructuring of schools, the effects of changes have not been properly managed and evaluated. Evaluation and monitoring changes will help to determine the achievement of the policies and tracking the implementation of inclusive education. The main aim of this study was to assess teachers’ experiences of the implementation of inclusive education and to determine the strategies they employed in order to accommodate diversity in their classrooms. Questionnaires were used, both closed-ended and open-ended questions to collect data from primary school teachers. Seven Richards Bay primary schools were identified as the sampling frame. Out of seven schools, one school chose not to participate. A total number of 104 teachers participated in this study. The closed-ended questions were analysed quantitatively. With regards to open-ended questions qualitative analysis was employed. The study revealed that teachers do embrace inclusive education however, most were still found practicing their old methods of teaching, which they were using before inclusive education was introduced. This was due to lack of skills and training. Teachers were given options to choose from with regard to special methods they use in accommodating diversity in their inclusive classrooms. Out of 104 teachers who participated, fifty nine (59) indicated that they do not use any special method to accommodate diversity in their classroom while (45) forty five declared that they use special methods in their inclusive classrooms. The study recommends that in-service training should be provided. Monitoring strategies should be put in place in order to provide support and guidance to teachers. Parents must also be involved in the education of their children. Through the involvement of the School Governing Bodies (SGBs).

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Лоза, Вікторія Вікторівна, et Victoria Viktorivna Loza. « Розвиток мовлення молодших школярів із затримкою психічного розвитку в умовах інклюзивного класу ». Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12233.

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Об’єктом дослідження є мовленнєва діяльність дітей із затримкою психічного розвитку. Предмет – розвиток мовлення молодших школярів із затримкою психічного розвитку в умовах інклюзивного класу. Мета дослідження – теоретично обґрунтувати та експериментально перевірити психолого-педагогічні умови розвитку мовлення молодших школярів із затримкою психічного розвитку в умовах інклюзивного класу. Магістерська робота складається зі вступу, трьох розділів, висновків та списку використаних джерел. У вступі обґрунтована актуальність дослідження, визначена мета та завдання дослідження. У першому розділі висвітлено науково-теоретичні засади розвитку мовлення дітей із затримкою психічного розвитку: його особливості, специфіку організації інклюзивного середовища в закладах загальної середньої освіти з інклюзивною формою навчання, особливості корекційно-розвивальної роботи з розвитку мовлення дітей із затримкою психічного розвитку. У другому розділі розроблено та обґрунтовано експериментальну методику визначення рівнів розвитку мовлення дітей із затримкою психічного розвитку перших класів, проаналізовано результати констатувального етапу дослідження. У третьому розділі теоретично обґрунтовано та експериментально перевірено психолого-педагогічні умови розвитку мовлення у молодших школярів із ЗПР в умовах інклюзивного навчання, подано особливості реалізації психолого-педагогічних умов, що сприяють розвитку мовлення дітей із затримкою психічного розвитку в умовах інклюзивного навчання. У висновках узагальнено основні результати магістерського дослідження. Апробація результатів дослідження. Окремі результати дослідження було представлено на VІІІ Міжнародній науково-практичній конференції студентів, аспірантів та молодих учених «Корекційна та інклюзивна освіта очима молодих науковців» (19 травня 2021 року, м. Суми); VІІ Міжнародна науково-практична конференція «Корекційно-реабілітаційна діяльність: стратегії розвитку у національному та світовому вимірі» (24 листопада 2021 р., м. Суми); Регіональний науково-практичний семінар зі спеціальної педагогіки «Новітні технології спеціальної педагогіки: проблеми, перспективи та шляхи розвитку» (18 червня 2021 р., м. Суми). Матеріали магістерського дослідження висвітлені у 2 публікаціях. Загальний обсяг роботи – 104 сторінки, з них – 93 сторінки основного тексту, 8 рисунків, 5 таблиць, 74 джерела.
The object of the study is the speech activity of children with mental retardation. Subject – speech development of primary school students with mental retardation in an inclusive classroom. The purpose of the study is to theoretically substantiate and experimentally test the psychological and pedagogical conditions of speech development of primary school children with mental retardation in an inclusive classroom. The introduction substantiates the relevance of the study, defines the purpose and objectives of the study. The first section highlights the scientific and theoretical foundations of speech development of children with mental retardation: its features, the specifics of the organization of an inclusive environment in general secondary education with inclusive education, features of correctional and developmental work on speech development of children with mental retardation. In the second section the experimental method of determining the levels of speech development of children with mental retardation of the first grades is developed and substantiated, the results of the ascertaining stage of the research are analyzed. The third section theoretically substantiates and experimentally tests the psychological and pedagogical conditions of speech development in junior high school students with CPD in inclusive education, features of the implementation of psychological and pedagogical conditions that promote speech development of children with mental retardation in inclusive education. The conclusions summarize the main results of the master's study. Approbation of research results. Some results of the study were presented at the VIII International Scientific and Practical Conference of Students, Postgraduates and Young Scientists "Corrective and Inclusive Education through the Eyes of Young Scientists" (May 19, 2021, Sumy); VII International Scientific and Practical Conference "Correctional and Rehabilitation Activities: Development Strategies in the National and World Dimensions" (November 24, 2021, Sumy); Regional scientific-practical seminar on special pedagogy "The latest technologies of special pedagogy: problems, prospects and ways of development" (June 18, 2021, Sumy). Materials of the master's research are covered in 2 publications. The total volume of the work is 104 pages, including 93 pages of the main text, 8 figures, 5 tables, 74 sources.

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Ståhl, Maria, et Hanna Nilsson. « Daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning-ett specialpedagogiskt verktyg ? » Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-154507.

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Interest in research for the relationship between physical activity and cognition among children and adolescents has increased substantially in recent years. The positive effects of physical activity appear to be particularly important for students with neuropsychiatric disability. Physical activity within the classroom is an area that so far has been relatively unexplored. The purpose of this study is to investigate both students with neuropsychiatric disability and their teachers' experiences of daily physical activity during an implementation period of an exercise program inside the classroom and how it affects the study situation, The purpose is also to identify obstacles and opportunities for implementation of daily physical activity inside the classroom for student with neuropsychiatric disability. Based on the purpose of the study, we have investigated whether daily physical activity in school can be a special educational tool in the work of students with neuropsychiatric disabilities. An intervention with daily physical activity inside classrooms was conducted over four consecutive weeks in two groups at two different schools. Teachers and their students estimated experiences of daily physical activity were collected through surveys before and after intervention as well as through logbooks during intervention. The results show that students and teachers have predominantly estimated positive experiences of daily physical activity in the classroom. The main positive change in students and teachers’ estimation is the students' completion of tasks. The transition between movement activity and other classroom teaching and the poor physical condition of some students are perceived by the teachers as an obstacle for implementation of physical activity within the classroom. Safety and harmony in the group, as well as clear and simple instructions, are important prerequisites for implementation. This study's conclusion is that daily physical activity in the classroom is perceived positively by teachers and students and has a predominantly positive impact on the study situation for students with neuropsychiatric disability and therefore can be a special educational tool.
Intresset inom forskningen för förhållandet mellan fysisk aktivitet och kognition bland barn och ungdomar har ökat kraftigt de senaste åren. Den fysiska aktivitetens positiva effekter verkar vara särskilt betydelsefullt för elever med neuropsykiatrisk funktionsnedsättning, NPF. Fysisk aktivitet i klassrummet är ett område som ännu så länge är relativt outforskat. Studiens syfte är att undersöka såväl elever med neuropsykiatrisk funktionsnedsättning samt deras lärares upplevelser av daglig fysisk aktivitet under en implementeringsperiod av rörelseprogram i klassrummet och hur det påverkar studiesituationen. Vidare är syftet att kartlägga hinder och möjligheter för daglig fysisk aktivitet i klassrummet för elever med neuropsykiatrisk funktionsnedsättning. Utifrån studiens syfte har vi undersökt om daglig fysisk aktivitet i skolan kan vara ett specialpedagogiskt verktyg i arbetet med elever med neuropsykiatrisk funktionsnedsättning. En intervention med daglig fysisk aktivitet i klassrummet genomfördes under fyra sammanhängande veckor i två grupper på två olika skolor. Lärares och elevers skattade upplevelser av den dagliga fysiska aktiviteten samlades in genom enkäter före och efter intervention samt genom loggböcker under intervention. Resultaten visar att elever och lärare har övervägande positiva skattade upplevelser av daglig fysisk aktivitet i klassrummet. Den främsta förändringen inom elever och lärares skattning är elevernas färdigställande av uppgifter. Övergångarna mellan rörelseaktiviteten och övrig undervisning i klassrummet samt vissa elevers dåliga fysiska kondition uppfattas av lärarna som hinder. Trygghet och harmoni i gruppen, samt tydliga och enkla instruktioner är viktiga förutsättningar för genomförandet. Studiens slutsats är att daglig fysisk aktivitet i klassrummet skattas positivt av lärare och elever, samt att det i vår studie verkar ha en övervägande positiv påverkan på studiesituationen för flertalet elever. Därigenom är det möjligt att daglig fysisk aktivitet i klassrummet kan vara ett specialpedagogiskt verktyg.

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Pletser, Jayne. « Removing barriers to learning, enabling international schools to respond to diverse needs : identifying the climate and conditions ». Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687365.

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While there was a wealth of research and documentation on meeting student learning needs in mainstream national schools, the world of international schooling appeared to have remained relatively untouched by the march towards inclusion. The motivation for this inquiry was to examine efforts to develop inclusive educational provision in the elementary department of an international school. This small-scale study gave the researcher access to an international elementary school that was considered successful in responding flexibly to the needs of all learners. As there had been little research in the area of inclusion and international schooling the theory for this study was generated from the data and from a comparison with the findings of research on inclusion in national education systems. The research aimed to identify the climate and conditions present in the primary school at the time of the research by considering how it had removed barriers to learning for three students in different levels of learning support. A qualitative approach sought to use the data to understand the context and an ‘emergent’ design combining grounded theory and a case study approach was used. A central principle of constructivist grounded theory is that of giving voice to research participants and this study incorporated the voices, views and experiences of the students alongside their parents, educators and the specialists who worked with them. Data was collected from interviews and multidisciplinary child study meetings. Interviews were carried out with the senior leadership team, the students, their parents and educators. Classroom observations were carried out to supplement interview data for the student in intensive levels of support and further data was collected from school documentation written for parents. The findings indicated that the school climate was characterised by a strong focus on learning, access and solution seeking and the conditions found to support this climate were space and resources. Space was considered in terms of the use of space and the time required to facilitate both collaboration within the wider school community and collaborative teaching practices. Resources considered at the level of school organisation included personnel, therapies, policies and procedures, and the school curriculum. The overall findings from this study indicate that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle where a focus on solution seeking, learning and access drove the cycle. Based on the findings from this small-scale study it is recommended that international schools locate inclusion in the arena of whole school development where learning, access and solution seeking drives the school development cycle. It is recognised that the emerging theory could not be divorced from the interpretations of the researcher and additional research by a diverse range of researchers, in diverse international school contexts is needed. To better inform international school leaders it is hoped that these results will become part of a larger body of research that better reflects the range of international school contexts.

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Gerosimou, Elina. « Understanding primary school teachers' professional development needs for fostering inclusion in Cyprus ». Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:5753.

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The aim of this study was to develop an understanding about primary school teachers' professional development needs, for fostering inclusion in Cyprus. The study focused on teachers' experiences and the meanings that they hold about them. In particular, an exploration of teachers' views about inclusion was made, along with an investigation of the factors that enable or prevent them from promoting inclusion. Also, teachers' views about their professional development needs and their responses towards available professional development opportunities were explored. The research involved a collective type of case study in two primary schools of Cyprus, over a period of six months. The first school shared similar characteristics with other primary schools of Cyprus and was the main school of the study. The second school was part of a new government initiative and was used as complementary, in order to enhance the understandings gained from the main school. All of the methods that were used in this study had a qualitative nature: participant observations, critical incidents, informal conversational interviews, semi-structured interviews and document collection. Through the process of analysing and interpreting the data, the overall understanding gained was that teachers' professional development needs are related to three areas of need. These areas relate to the dominant value systems, pedagogy, and the unique contexts. It is argued that they are influencing one another and are interacting with each other. Thus, by addressing these areas of need, in a number of ways suggested by the findings of this study, this is likely to enable teachers in Cyprus to foster inclusion.

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Rosén, Lena. « ”Det känns bra att få berätta min historia, så fler kan ta del av den och kanske förstå hur vi med autism kan uppleva det i skolan” : - Intervjuer med elever med autism som bytt från ett ordinarie gymnasieprogram till specialklass ». Thesis, Linköpings universitet, Pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177161.

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Abstract Each year students goes to high school with expectations to obtain new knowledge and new experiences. Taking a step from elementary school to high school, is like turning pages and starting a new chapter in their lives. However, for some of the students it doesn't turn out the way they imagined. Some of the students experience difficulties and setbacks that they deal with in different ways. This study is about students with autism who started an ordinary high school programme and then later transferred to a special class with adaptions specified to autism. The purpose of this study is to increase knowledge about the experiences that the students with autism describe they carry from attending high school. The study has a childhood sociological theoretical frame of reference and is based on the students experiences and descriptions of their relationship to high school. It is the students’ perspective, to be heard and the interest of the student that is the most important. According to previous research there are areas considered important areas for the functionality of high school for the students with autism. The areas the previous research identified as factors for success are educational, social and emotional aspects. Eight students attending four different high schools in four different countries in mid-Sweden have been interviewed based on a semi-structured form of interview and then been analyzed with a thematic analysis. The students involved in the interviews has all attended an ordinary program at high school and then transferred to a special class with adjustments specified to autism. The students all describe in their own words their experiences of attending high school and what they consider important to be able to make it at high school. The students describe how important it is to be heard and getting the chance to talk about their own experiences. They also express a wish to help other students with autism in the future by sharing their experiences of attending an ordinary high school programme.

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Speicher, Doris E. « The use of professional development in establishing an inclusion program in Indiana public schools ». Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955091.

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This study investigated the relationship of the elements of professional development and the attitudes of teachers and principals toward inclusion. Participants in the study were the teachers and principals in Indiana schools designated as "Inclusion Schools" by the Indiana State Legislature in the summer of 1992. Thirty-one schools of the 50 designated schools were approved for data collection. Three hundred ninety teachers and 31 principals responded to the survey instrument.The dependent variables were the attitudes of the participants toward the inclusion process and the concept of inclusion. The independent variables were six characteristics of professional development: design, presenters, location, attendance requirement, when professional development occurred, and how much professional development was received. Additional independent variables were demographic information such as: age, experience, level of education, and if special education classes had been taken at the university.The conclusions of this study for teachers found positive relationships with the dependent variables for inclusion professional development characteristics: design by building based decision making, presentations by special education administrators and staff, the location in the home school, voluntary attendance, and the more professional development the more positive the teachers' attitudes. A negative relationship was found when professional development occurred before inclusion began. The age and experience of the teachers had a negative relationship to positive attitudes toward inclusion.The only positive relationship between the principals' attitudes toward inclusion and professional development found that attitudes were more positive when more professional development was attended. They were positive when the professional development took place before inclusion began. Other findings reflected negative relationships with inclusion professional development characteristics for: location, design, presenters, and attendance requirement. The more inclusion aide support the principals had, the more positive were their attitudes toward inclusion.The teacher findings in this study were supported by literature and prior research findings by the NASBE Study (1992), Miller & Lieberman (1988), Brehm's Reactance Theory (1983-84), and Pearman et. al. (1992).The principal findings were not conclusive and further study should be made to find how inclusion professional development can develop positive principals' attitudes toward inclusion.
Department of Educational Administration and Supervision

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Johnson-Harris, Kimberly M. « THE EFFECTS OF UNIVERSAL DESIGN FOR LEARNING ON THE ACADEMIC ENGAGEMENT OF MIDDLE SCHOOL STUDENTS ». OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/827.

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A multiple baseline across participants design was used to examine the impact of Universal Design for Learning (UDL), implemented as a total framework, on the academic engagement of middle school students with emotional or behavioral disorders (EBD), and students who are at-risk for academic failure due to behavior problems, who are included in general education classes. Five teachers from two middle schools participated in professional development on UDL and UDL lesson plan design and then implemented UDL lessons in their classes. Data were collected on the fidelity of UDL implementation, student academic engagement during lesson plan implementation, and teacher acceptability of UDL. Results from implementation fidelity data indicated that after professional development on UDL, the teachers designed and implemented UDL lessons with limited fidelity. Results from student engagement data indicated that brief and limited exposure to UDL is insufficient to produce measureable improvements in student engagement, although increased interest and involvement was noted during specific types of UDL-related learning activities. Results from the teacher acceptability survey indicated that the teachers found UDL to be an acceptable treatment for improving engagement, but they were somewhat uncomfortable with a student-centered classroom and thought UDL was time consuming to implement.

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Grimes, Peter Julian. « It's better than catching frogs : exploring inclusion in relation to local context in Lao PDR and Thailand ». Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/its-better-than-catching-frogsexploring-inclusion-in-relation-to-local-context-and-knowledge-in-lao-pdr-and-thailand(d74d830a-4450-4ce1-a614-806739dd7b64).html.

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This thesis examines the applicability of pre-dominantly Western theories of inclusive school development in countries of the Global South. Firstly, the findings of a review of research literature are used to develop a typology to describe the common features of inclusive schools, incorporating ways in which they might be supported. This typology was then used to explore the ways in which schools in the Lao People's Democratic Republic and Thailand developed inclusive practices. Engagement with school systems in these countries over a period of six years between 2003 and 2009 provided opportunities to work at several different levels with schools that in some way defined themselves as being 'inclusive'. Using data generated through field work with schools in an Inclusive Education Project in Laos and one school in Thailand, tensions were identified between the theoretical framework and my initial research findings. A revision of the typology was undertaken, drawing on a wider literature to take account of additional factors such as local and national culture and the impact of the policy context in these countries. The researcher often had the role of consultant, creating tensions in the way he constructed his position and also in the schools’ response. Reflecting on these tensions became a productive process in terms of understanding the factors which effectively promoted the development of inclusion in these different contexts. In particular, the process highlighted the relatively neglected significance of local context and knowledge and the way in which these factors impact on inclusive school development. In order to explore these issues in greater detail, further research was then undertaken in one school in Laos, creating a case study developed over four years. This detailed engagement revealed more clearly the limits of typologies in general and of Western theories in particular. Whilst they may offer a lens for examining inclusive school development they do not 'adequately' account for variable factors rooted in the local context. In conclusion, policy initiatives designed to support the development of more inclusive schools must allow for the creation of space at local levels for meanings to be constructed which will support teachers in developing their own sense of agency and making changes in their practice of which they have ownership.

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De, Jong Terence Anthony. « School organisation development (OD) : Learning from a success story in South Africa ». University of the Western Cape, 1999. http://hdl.handle.net/11394/8396.

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Philosophiae Doctor - PhD
In concluding this dissertation I am reminded of Patton's (1990) contention that in order to decide what the appropriate unit of analysis is in a study, you need to decide what it is you want to be able to say something about at the end of the study. The unit of analysis of this study was the characteristics of and strategies for developing a successful school. At the end of this study, in relation to the South African education context, I wanted to say something about what a successful school looks like and, with special reference to school OD, how a school can become successful by examining Modderdam's success story (the case) in relation to TIP's school OD model (the intervention), international and local research on successful schools (the literature), and' current South African education policies and reform initiatives (national education reform). I was particularly concerned with saying something about the implications of this study for education reform in South Africa and, where possible, other contexts. These intentions were based on the two broad aims of this study which were: The nature of this study was illuminative and not scientifically absolute. Based on the principle of learning from success it endeavoured to deepen our understanding of what constitutes a successful school and how a school can become successful. The particular context is the South African education reform process. As such, it aimed to provoke insights rather than definitive answers in response to the aims of this study. The insights that have been generated by this study have manifested at different levels of 'depth'. Chapter eight discussed emerging insights which ranged from findings such as the striking similarity between the case study's successes and the twelve generic characteristics of a successful school based on the literature, to the contention that, unlike schools in a developed context, a school in the South African context cannot be the primary unit of change. Chapter nine consolidated these emerging insights into three key insights which have in some respects gone beyond the aims of this study by, for example, proposing a framework of core conditions for an enabling school level environment. In summarising this study's insights I have attempted to portray the iterative nature of propositional order. In accordance with its two broad aims, the table below summarises this study's main insights and the implications of these insights for education reform in South Africa and beyond. the analysis process by starting with those which are of a more basic, 'findings' level and finishing with those which are of a more deeper,

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Patel, Angela. « Specialpedagogen i skolutveckling : uppfattningar om specialpedagogens uppdrag inom pedagogiskt arbete ». Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22139.

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School improvement research indicates that learning outcomes and pupils’ attainment can be raised if quality of teaching is improved (Barber & Mourshed, 2007). The research questions arose through reflections regarding how the special needs competence could be utilised better and in what way this could contribute to change and to development of the school and the learning environment. The aim of the study was to provide knowledge regarding the SENCO’s profession. The focus of the study was to make visible the perceptions that the school staff from six local authority compulsory schools within one municipality had regarding the SENCO’s duties and which fields they believed the SENCO should work with. Three research questions were formulated based on the aim of the study. These were 1) which perceptions exist regarding the SENCO’s duties, 2) which fields do the school staff believe the SENCO should work with and 3) which opportunities for development exist based on the fields that were identified. The study was conducted using a quantitative methodological approach whereby a digital Google questionnaire was distributed via e-mail to the six schools that participated in the study. The theoretical framing consists of the deficit perspective and the alternative perspective (Nilholm, 2005; 2007) in addition to selected concepts within system theory (Öquist, 2018; Ahrenfelt, 2013). The results show that all school staff advocate an extensive role for the SENCO encompassing the entire learning environment. All school staff advocate SENCO’s working with tasks regarded as typical for the occupational role such as pupils in need of support. The majority of the school staff were also in favour of the SENCO conducting pedagogical work and pedagogical leadership in conjunction with this. Regarding the pedagogical leadership the research showed that the school staff first and foremost believe that the SENCO should take on a pedagogical leadership in conjunction with pedagogical work on individual level and on classroom level not a leadership on organisational level. Great development opportunities exist for the SENCO within the occupational role and within duties connected to school development. The results can contribute to further development of the profession, to developing the SENCO’s duties and to better understand how the special needs competence can be utilised in conjunction with school development.
I skolförbättringsforskning har det bekräftats att det effektivaste sättet att förbättra elevresultat och höja elevers måluppfyllelse är att förbättra kvaliteten på undervisningen (Barber & Mourshed, 2007). Reflektioner kring hur den specialpedagogiska kompetensen bättre skulle kunna tas tillvara och på vilket sätt detta skulle kunna bidra till förändring och utveckling inom skolan och i skolans lärmiljö föranledde studiens frågeställning. Studiens övergripande syfte var att tillföra kunskap om specialpedagogens profession. Fokus i studien riktades mot att synliggöra vilka uppfattningar skolpersonalen, på sex grundskolor inom en kommun, har om specialpedagogens uppdrag och vilka arbetsområden de anser att specialpedagogen ska arbeta med. Tre frågeställningar formulerades utifrån studiens syfte vilka handlade om 1) vilka uppfattningar som finns om specialpedagogens uppdrag, 2) vilka arbetsområden skolpersonalen anser att specialpedagogen ska arbeta med och 3) vilka utvecklingsmöjligheter som finns utifrån identifierade arbetsområden. Studien genomfördes med kvantitativ metod i form av en digital Google-enkät som distribuerades via e-mail till de sex grundskolorna. De teoretiska utgångspunkterna bestod av specialpedagogiska perspektiv (Nilholm, 2005; 2007) och utvalda delar av systemteori (Öquist, 2018; Ahrenfelt, 2013). Resultaten visade att samtlig skolpersonal förespråkade ett brett uppdrag för specialpedagogen som är kopplat till lärmiljön i stort. Samtlig skolpersonal var positivt inställda till att specialpedagogen ska arbeta med arbetsuppgifter som kan anses vara typiska för professionen, som till exempel elevstöd, och det framkom även att majoriteten av skolpersonalen var positivt inställda till att specialpedagogen ska arbeta med pedagogiskt arbete och pedagogiskt ledarskap kopplat till detta. Gällande det pedagogiska ledarskapet visade studien att skolpersonalen först och främst tänker att specialpedagogen ska inta ett pedagogiskt ledarskap i samband med det pedagogiska arbetet på individ- och gruppnivå, inte ett bredare ledarskap på organisationsnivå. Det finns goda utvecklingsmöjligheter inom specialpedagogens profession liksom för specialpedagogens uppdrag inom skolutveckling. Om den specialpedagogiska kompetensen tas tillvara i samband med det pedagogiska arbetet och utveckling av undervisningen kan specialpedagogen arbeta för att skapa tillgängliga lärmiljöer för alla elever vilket i sin tur kan bidra till skolutveckling. Studiens resultat kan bidra till att utveckla professionen, till att utveckla specialpedagogens uppdrag och till att förstå hur den specialpedagogiska kompetensen kan användas i samband med skolutveckling.

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Emam, Mahmoud Mohamed. « Tensions arising from the inclusion of pupils with autism spectrum disorders in mainstream schools : a developmental-systems perspective ». Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498669.

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Pupils with autism spectrum disorders (ASD), who have moderate or high intellectual abilities, have increasingly joined mainstream schools in the UK. Despite their intellectual abilities, these pupils may have difficulties in social understanding due to problems in theory of mind (ToM), which refers to the individual's ability to attribute mental states such as beliefs, feelings, and desires to oneself and others. They may also display difficulties in emotional understanding, such as their inability to identify the facial expression and emotions of others in different social situations. In this study, these emotions are referred to as 'academic emotions' as they may have an impact on tne pupils' school performance, achievement, and motivation. Given these difficulties in ToM and academic emotions, teachers and other support staff are likely to face challenges in order to ensure that the inclusive educational provision brings maximum benefits to the children themselves and to the school community as a whole. Informed by the ecological approach to understanding autism, the study aims to investigate the quality of the educational experiences of pupils with ASD in mainstream schools by exploring the tensions which may arise from their inclusion, many of which reflect the unique problems that the inclusion of these pupils can present. Using a multiple case study methodology, 17 pupils with ASD ranging from 7 to 16 years, all of whom were placed in a regular class in one of 8 mainstream schools on a full time basis, were observed. Interviews were conducted with their teachers, teaching assistants and special educational needs coordinators. Two measures: the levels of emotional understanding questions (LEUQ), and the school conflict measure (SCM) /vere administered to assess the participants' ToM ability and their ability to recognize academic emotions. Additionally, the participants' school records were examined.

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Hegg, Ann-Marie. « Grundsärskoleelevers inkludering i grundskolan : Några lärares perspektiv på vad som påverkar grundsärskoleelevers inkludering i grundskolan ». Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41718.

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Syftet med studien är att beskriva några lärares perspektiv på hur grundsärskoleelever påverkas av att vara inkluderade i grundskolan. För att samla in data till studien har den kvalitativa forskningsintervjun använts som metod. Studien bygger på sju intervjuer med grundsärskolelärare och grundskollärare som undervisar grundsärskoleelever som är helt eller delvis inkluderade i grundskolan. Den teoretiska utgångspunkten för studien är Nilholms (2007) beskrivning av tre perspektiv på specialpedagogik, det kompensatoriska perspektivet, det kritiska perspektivet och dilemmaperspektivet. Resultatet av studien visar att det finns flera faktorer som påverkar grundsärskoleelevers inkludering i grundskolan. De faktorer som framträder i studien är organisatoriska faktorer, lärares påverkansfaktorer, såsom deras attityder och kunskaper om inkludering, elevers sociala utveckling och kunskapsutveckling, samt elevers uttryck för påverkan av inkluderingen. I resultatet synliggörs att det finns både möjligheter och svårigheter för eleverna att vara inkluderade, men svårigheterna är övervägande. Den slutsats som kan dras av studien är att det finns stora utvecklingsmöjligheter kring grundsärskoleelevers inkludering i grundskolan. Utvecklingen måste ske på alla nivåer i skolsystemet för att skapa förutsättningar för denna process. I utvecklingsprocessen kommer det att finnas ett behov av speciallärarprofessionen som ser till elevernas individuella behov.
The purpose of the study is to describe the perspectives of some teachers on how students in special schools are affected by being included into regular schools. The method used to collect the data has been that of the qualitative research interview. The study is based on seven interviews with teachers at special schools and teachers at regular schools who work with students with intellectual disabilities that are completely or partly included in the regular schools. The theoretical basis for the study is Nilholm´s (2007) description of three perspectives on special education, the compensatory perspective, the critical perspective and the dilemma perspective. The result of the study shows that there are multiple factors affecting the inclusion of students with intellectual disabilities in the regularly schools. The factors emerged in this study are: the school organization, the impact of teachers, such as their attitudes towards and knowledge of the practice of inclusion, the development of social and cognitive skills of the students, as well as the students’ expressions of affection. The results of the study show both possibilities and obstacles for including students with learning disabilities, but the obstacles are greater. The conclusion to be drawn from this study is that there exist great possibilities for the development of inclusion of students with intellectual disabilities in the regular school. The development is necessary on all levels of the school system in order to create the conditions for successful inclusion. In this process there will be a demand for special education teachers who are able to assess the individual needs of these students.

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Hellman, Deborah W. « Implementing differentiated instruction in urban, Title I schools : effects of facilitated support groups and program fidelity on student achievement ». [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002204.

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Cooper-Jones, Claire Louise. « An evaluation of The Rochdale Autism Initiative (TRAIn), a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism ». Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-rochdale-autism-initiative-train-a-training-initiative-for-primary-school-staff-partially-based-on-the-inclusion-and-development-plan-resources-for-autism(94f82402-81e2-4399-b779-938791b6692f).html.

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An increasing number of pupils with autistic spectrum condition (ASC) are placed in mainstream schools. Accordingly, there is a need for staff in schools to be trained in how to educate and include this group of children. This was particularly apparent in the Local Authority in which this research took place, as no specialist provision for autism existed. The Service Manager for pupils with SEN in this Local Authority wished to promote the Inclusion and Development Plan (IDP) resources for autism as a tool for training staff in schools in supporting pupils with ASC, and asked the Educational Psychology Service to evaluate the effectiveness of the IDP initiative. Although the EP-researcher role was not initially envisaged to include a mentoring role, it was deemed necessary in order to ensure the engagement with and the sustainability of the training package. The resulting initiative, the IDP resources with the addition of a facilitator-mentor and the opportunity for group discussions, was given the title ‘The Rivertown Autism Initiative’ (TRAIn). The aim of this research was therefore to evaluate the implementation of TRAIn over a one-year period, particularly focussing on the views of those involved, with some more objective measures of impact on knowledge and understanding also included. Data collection involved the use of questionnaires, focus groups, assessments of knowledge and understanding of autism, and self-evaluations of knowledge of autism and adjustment to practice. Participants were 22 teaching assistants and 2 special educational needs co-ordinators. Twenty four participants completed the pre-training assessments and self evaluations, commenced the training initiative and attended a total of 12 monthly support/focus groups over approximately 6 months. The number completing the whole initiative including completing the post-training assessment and self-evaluations was reduced to 14. The assessments and self-evaluations were subjected to non-parametric testing to give a more objective measure of the impact of the training on participants’ knowledge of autism. Thematic analysis was carried out on the qualitative data, using Kolb’s theory of experiential learning as a basis on which to explore and illustrate the experiences of the participants. Results suggested that the training initiative was successful in that significant improvements were shown post-training in terms of the knowledge assessments and self-evaluations. The thematic analysis suggested that Kolb’s theory of experiential learning can be closely linked with Clarke and Hollingsworth’s model of teacher change and the interconnected model of teacher growth, with the addition of a more explicit link between ‘experiences’ of learners, and the ‘outcomes’ in terms of their own continuing professional development. Additionally, the analysis provided a list of suggestions for the planning of future training events, including flexibility around timing, employers allowing dedicated work time for CPD, opportunities for learners to come together, the provision of a mentor, practical and easy to use resources, varied teaching and learning styles, and an ethos of safety and security.

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Milja, Vujačić. « Могућности и ограничења инклузије деце са тешкоћама у развоју у редовне основне школе ». Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2010. http://dx.doi.org/10.2298/NS20100201VUJACIC.

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У раду се разматра проблем инклузије деце са тешкоћама у развоју уредовне основне школе, кроз сагледавање основних могућности и ограничења заовај процес у нашим основним школама. У теоријском делу рада бавили смо сетеоријским полазиштима истраживања, појмовним одређењима, терминологијом икласификацијом деце са тешкоћама у развоју и њиховим положајем у друштву. Датје приказ различитих модела образовања ове деце и правних докумената којиподржавају инклузију. Посебно је размотрен проблем инклузивног образовања иприказано је стање у нашој земљи у погледу образовања ове деце. Анализирани суосновни аспекти инклузивног образовања: ставовско-вредносне орјентације премаовој деци, улоге наставника и специфичности наставе, интеракције деце сатешкоћама у развоју и вршњака и партнерство школе и родитеља деце сатешкоћама у развоју. Дат је приказ сродних истраживања обављених у нашојземљи и окружењу. У другом делу рада приказано је истраживања које је за циљимало утвђивање могућности и ограничења укључивања деце са тешкоћама уразвоју у редовне основне школе на основу испитивања ставова, искустава имишљења учитеља, наставника, директора, стручних сарадника и родитеља осталедеце о овом процесу, имплицитних педагогија наставника и процена фактора којимогу да олакшају или отежају овај процес. Зависне варијабле истраживања судоведене у везу са реализацијом пилот-пројекта инклузивног образовања,образовним профилом, дужином радног стажа и образовним нивоом родитеља.Указано је на кључне могућности и ограничења за укључивање деце са тешкоћамау развоју у нашим школама. Резултати указују на то да је пилот-пројекатинклузивног образовања имао позитиван утицај на ставове наставника и родитељапрема овом процесу. Дате су препоруке за припрему школа и наставника као исмернице за даља истраживања у овој области. Главне практичне импликацијеистраживања односе се на иницијално образовање наставника и њихово даљестручно усавршавање у овој области.
U radu se razmatra problem inkluzije dece sa teškoćama u razvoju uredovne osnovne škole, kroz sagledavanje osnovnih mogućnosti i ograničenja zaovaj proces u našim osnovnim školama. U teorijskom delu rada bavili smo seteorijskim polazištima istraživanja, pojmovnim određenjima, terminologijom iklasifikacijom dece sa teškoćama u razvoju i njihovim položajem u društvu. Datje prikaz različitih modela obrazovanja ove dece i pravnih dokumenata kojipodržavaju inkluziju. Posebno je razmotren problem inkluzivnog obrazovanja iprikazano je stanje u našoj zemlji u pogledu obrazovanja ove dece. Analizirani suosnovni aspekti inkluzivnog obrazovanja: stavovsko-vrednosne orjentacije premaovoj deci, uloge nastavnika i specifičnosti nastave, interakcije dece sateškoćama u razvoju i vršnjaka i partnerstvo škole i roditelja dece sateškoćama u razvoju. Dat je prikaz srodnih istraživanja obavljenih u našojzemlji i okruženju. U drugom delu rada prikazano je istraživanja koje je za ciljimalo utvđivanje mogućnosti i ograničenja uključivanja dece sa teškoćama urazvoju u redovne osnovne škole na osnovu ispitivanja stavova, iskustava imišljenja učitelja, nastavnika, direktora, stručnih saradnika i roditelja ostaledece o ovom procesu, implicitnih pedagogija nastavnika i procena faktora kojimogu da olakšaju ili otežaju ovaj proces. Zavisne varijable istraživanja sudovedene u vezu sa realizacijom pilot-projekta inkluzivnog obrazovanja,obrazovnim profilom, dužinom radnog staža i obrazovnim nivoom roditelja.Ukazano je na ključne mogućnosti i ograničenja za uključivanje dece sa teškoćamau razvoju u našim školama. Rezultati ukazuju na to da je pilot-projekatinkluzivnog obrazovanja imao pozitivan uticaj na stavove nastavnika i roditeljaprema ovom procesu. Date su preporuke za pripremu škola i nastavnika kao ismernice za dalja istraživanja u ovoj oblasti. Glavne praktične implikacijeistraživanja odnose se na inicijalno obrazovanje nastavnika i njihovo daljestručno usavršavanje u ovoj oblasti.
This paper discusses the problem of inclusion of children with developmentaldifficulties in regular primary schools through obtaining an insight into basic possibilitiesand limitations of this process in our primary schools. In theoretical part of the paper, wedealt with theoretical starting points for the research, definition of concepts, terminologyand classification of children with developmental difficulties and their position in thesociety. We provided an overview of different models of education for these children andlegal documents supporting the inclusion. The problem of inclusive education was givenspecial consideration and the situation in our country regarding the education of thesechildren was presented. The basic aspects of inclusive education were analysed:attitudinal-value orientations towards these children, roles of teachers and peculiarities ofinstruction, interactions of children with developmental difficulties with their peers, andpartnership between school and parents of these children. We provided an overview ofsimilar research studies published in our country and the surroundings. In the second partof the paper, we presented the research whose goal was to establish the possibilities andlimitations of the inclusion of children with developmental difficulties in regular primaryschools based on studying the attitudes, experiences and opinions of teachers, principals,expert associates and parents of other children about this process, the implicit pedagogiesof teachers and assessment of factors that can facilitate or aggravate this process.Dependent variables in the research are linked with the implementation of the pilotprojectof inclusive education, educational profile, years of service, and educational levelof parents. It is pointed out to the key possibilities and limitations of the inclusion ofchildren with developmental difficulties in our schools. The results indicate that the pilotprojectof inclusive education had a positive influence on attitudes of teachers and parentstowards this process. Recommendations for preparation of schools and teachers areprovided, as well as the guidelines for further research in this area. The main practicalimplications of the research refer to the initial education of teachers and their furtherprofessional improvement in this field.

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Baptiste, Belinda. « Examining the Relationship between Fidelity of Implementation of Accommodations for Students with Specific Learning Disabilities in Mathematics and Student Achievement in High School Algebra I Inclusion Classes ». FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3258.

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Students with specific learning disabilities (SLD) are educated in general education classrooms. As a result, these students are faced with more challenging instructional curricula. Although some students with SLD perform as well in mathematics as students without disabilities, most perform below state standards despite being provided instructional and testing accommodations. Policy makers have envisioned the implementation of instructional accommodations as a primary means of ensuring an appropriate education (Mcleskey, Hoppey, Williamson & Rentz, 2004; Scalon & Baker, 2012) for students with disabilities in general education classrooms (Mc Guire, Scott, & Shaw, 2006). The researcher implemented a non-experimental ex post facto research design to investigate the research hypothesis to determine the relationship between the five most frequently used accommodations by general education teachers who teach students with SLD and student achievement in Algebra 1. At the beginning of the 2016 – 2017 school year, the collection of data began by emailing the Qualtrics Survey Software (V.23) to 185 general education mathematics teachers in Miami-Dade County Public Schools. Four main instructional accommodation constructs were assessed using a 15-item questionnaire. From the responses to the survey, the five of the most frequently used accommodations were determined. Nine general education Algebra 1 teachers from six high schools across the county who reported using similar accommodations and taught three or more students with SLD in mathematics participated in the study. The researcher and two peer researchers conducted in-class observations on the participants’ fidelity of implementation of accommodations (FOI) using a checklist during the period in which they taught students with SLD. An Algebra I test was used for pre- and post-testing to determine student mathematics achievement. The results of the survey indicated that teachers most frequently provided: (a) sample problems of varying levels, (b) guides or prompts or personal (teacher/peer) assistance, (c) extended access to instructional resources and equipment, (d) provided preferential seating and (e) additional time to complete assignment or class projects. Linear regression analysis revealed a significant positive relationship between teacher FOI of accommodations and student achievement (p < .05).

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Agrali, Dilem. « "Det är svårt att gå i två klasser samtidigt" : En studie om nyanlända elever i den svenska skolan ». Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2910.

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The essay aims to highlight the newly arrived immigrant students’ experience of social integration and social security in the Swedish school system, which is important for their further language and learning development. This essay aims to see it from the student's perspective. The main question in this essay is: What factors seem to matter the most for the newly arrived immigrant students in their language and learning skills, and what does the students themselves think about the issue? The study is based on a qualitative research method in the form of interviews and observations conducted in a multicultural school for a period of two weeks. Three newly-arrived students are in this essay being observed while they are attending between two different classrooms: the so-called preparation classroom and the ordinary classroom. This essay aims to highlight a newly arrived student's development from a socio-cultural perspective. The results show that the newly arrived students felt more emotionally secure while attending the preparation classrooms, and while attending the ordinary classrooms they felt more inadequate.

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Maiorano, Joseph. « You Can’t Teach Whom You Don’t Know : Black Males’ Narratives on Educators in K-12 Schools ». The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492703555267517.

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Johansson, Barbro. « Tonårsflickor berättar om att vara eller inte vara i behov av särskilt stöd : En longitudinell fallstudie ». Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116805.

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The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There was also a need for continuous encouragement and affirmation in order for them to dare to take on assignments. When it came to collaborative learning together with classmates, the girls preferred to hide their perceived weaknesses, which only made them more dependent on the teacher’s aid. In addition, the girls felt that the teachers were unhappy with the way they handled their school work, and felt overlooked rather than “seen”. In both the stories and the IEPs, concentration difficulties were highlighted as a consistent problem. The analyses show that it is not possible to speak of concentration difficulties without further specification. Since the girls also explained that they were able to maintain concentration, it is necessary to identify which conditions allow pupils to maintain their skills, and when these skills are lost. One finding was that experiences of playing sports created unexpected development opportunities for performing under pressure, even in test situations. According to the girls, visual strengths could compensate for difficulties remembering comprehensive information. The teaching provided opportunities to demonstrate an understanding of facts through visual expression, but creative elements were not included in graded assessments. The study shows that the girls’ leisure-time experiences created opportunities for generalisation regarding learning strategies in school situations.

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Faria, Mónica Cereja. « O contributo da música na educação, reabilitação e inclusão de crianças com N.E.E ». Master's thesis, Universidade Portucalense, 2014. http://hdl.handle.net/11328/1200.

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Dissertação de Mestrado em Educação Especial.
A inclusão é hoje uma preocupação humana na medida em que todos nós temos direito às mesmas oportunidades de inserção e realização psico-social. É urgente dar uma resposta às crianças com Necessidades Educativas Especiais no sentido de integrá-las na sociedade em que vivemos e de lhes oferecer todas as oportunidades possíveis, utilizando os recursos que nos parecem mais eficazes ao seu desenvolvimento global. Desta forma, apresentamos a importância da música no processo de educação, reabilitação e inclusão, bem como a sua aplicabilidade e os seus beneficios no desenvolvimento global da criança. Com isto, pretendemos mostrar que é plausível construir e colocar em prática uma intervenção em que a música não é somente uma associação de sons e palavras, mas sim uma ferramenta que faz a diferença, uma vez que ela desperta e promove na criança a aprendizagem, bem como todo o seu desenvolvimento. Para a realização deste trabalho, recorreu-se ao estudo de caso, aplicando-se a modalidade de investigação-ação, com recurso a entrevistas semiestruturadas. A intervenção foi aplicada a dois alunos do Jardim de Infância, com 4 e 5 anos de idade.
Nowadays, inclusion is a human concern as far as everyone is entitled to the same opportunities for achieving psychosocial integration and success.It is urgent to address to children with special educational needs in order to integrate them in our society and offer them every opportunity available, using the resources that seem most effective to their global development. Thus, we show the importance of music not only in the inclusion process, but also in the learning and teaching process, as well as its implementation and the benefits it brings to children.That is to say we intend to show that it is plausible to set up and put into action an intervention plan in which music is not merely the association of sounds and words, but a tool that makes a difference, since it raises the children’s awareness to learning and actually promotes it, while fostering their global development. In order to carry out this analysis, a case study was undertaken using the methodology of action research, with surveys. The intervention was focused on two nursery school students.
Orientação: Professora Doutora Maria Celeste Sousa Lopes.

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Tinti, Marcela Corrêa [UNESP]. « Desenvolvimento profissional docente em uma perspectiva colaborativa : a inclusão escolar, as tecnologias e a prática pedagógica ». Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/150636.

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Esta pesquisa está vinculada ao Programa de Pós-Graduação em Educação da Unesp/FCT e foi desenvolvida com apoio do Programa de Apoio a Educação Especial (Proesp) na linha de pesquisa: Processos formativos, ensino e aprendizagem. Teve por intuito analisar as contribuições de uma proposta de formação continuada para o desenvolvimento profissional docente em uma perspectiva colaborativa, entre professores da Sala Comum (SC) de ensino e do Atendimento Educacional Especializado (AEE), vivenciada em um espaço digital aberto e flexível. As ações que pautaram a pesquisa basearam-se pelos referenciais teóricos para a formação de professores, perpassando as discussões complementares sobre um espaço educacional democrático e a composição para a prática pedagógica de qualidade. Consolidada na abordagem qualitativa foi desenvolvida a partir dos pressupostos do modelo metodológico colaborativo de pesquisa-intervenção, em que desenvolvemos um curso de formação continuada e em serviço de professores, visando o desenvolvimento profissional dos docentes de um município do interior paulista. O curso compreendeu dois momentos: o primeiro momento aconteceu vinculado ao projeto “Núcleo de Ensino” e tratou das necessidades formativas dos professores do AEE para o uso de tecnologias em ambiente escolar a favor da inclusão escolar. A fim de aproximar das necessidades formativas dos participantes, por meio de encontros presenciais, foram realizadas oficinas temáticas a respeito do uso de tecnologia em ambiente educacional. A partir dos indicativos suscitados neste primeiro momento, que acenderam da realidade escolar sobre as dificuldades encontradas pelos professores do AEE em articular os trabalhos educacionais com os professores SC de ensino fomentaram o segundo momento de formação: um resultado da proposta anterior que considerou como principio a ação colaborativa entre professores do AEE e da SC para discussão e aprofundamento de temáticas que compunham o ambiente escolar. A proposta foi estruturada a partir de encontros presenciais e virtuais, em que utilizamos ambientes digitais abertos, principalmente o Facebook e o Google Drive (GD). Os dados que compõe a pesquisa são oriundos dos questionários, das narrativas escritas dos professores, das atividades no GD e Facebook, bem como dos depoimentos e do grupo de discussão no decorrer do curso. A partir da análise, os resultados e discussão indicam aspectos sobre a propositura de cursos para o desenvolvimento profissional docente, ofertados presencial e virtualmente, que valorizem a prática cotidiana como possibilidade formativa, e que promovam a reflexão do professor durante a concepção da prática pedagógica por meio de ações colaborativas. A partir dos indicativos da pesquisa, ressaltamos como necessidade para elaboração de propostas desse tipo, considerar a realidade escolar em que os professores estão inseridos; compreender as necessidades formativas e as condições do trabalho docente. Com tudo, consideramos que a promoção do desenvolvimento profissional docente, a partir de uma perspectiva colaborativa na construção da prática pedagógica, é um movimento a favor de um olhar profundo às práticas escolares democráticas e inclusivas.
This research is linked to the Unesp / FCT Postgraduate Program in Education and was developed with the support of the Special Education Support Program (Proesp) in the line of research: Training processes, teaching and learning. It was intended to analyze the contributions of a continuing education proposal for professional teacher development in a collaborative perspective, between teachers of the Common Room (CR) teaching and Specialized Educational Assistance (SEA), experienced in an open and flexible digital space. The actions that guided the research were based on theoretical references for a teacher education, passing as complementary discussions about a democratic educational space and a composition for a quality pedagogical practice. Consolidated in the qualitative approach was developed from the presuppositions of the collaborative methodological model of intervention research, in which it develops a course of continuous training and in service of teachers, aiming at the professional development of the teachers of a municipality of the interior of São Paulo. The course comprised two moments: the first stage involved the "Teaching Nucleus" project and addressed the teacher education needs of ESA teachers for the use of technologies in school environment in favor of school inclusion. In order to approach the course needs of the participants, through face-to-face meetings, thematic workshops were built on the use of technology in an educational environment. From the concepts of education and teachers, from elementary and high school, the knowledge acquired are as follows: Collaborative action between teachers of the ESA and the SC to discuss and deepen the themes that made up the school environment. The proposal was structured from face-to-face and virtual meetings on Facebook and Google Drive (GD). The data that make up a research come from the questionnaires, the written narratives of the teachers, the activities in the GD and Facebook, as well as the testimonies and the discussion group during the course. From the analysis, the results and discussions indicate the proposition of courses for professional teacher development, offered in person and virtually, that value a daily practice as possible formative, and also promote a reflection of the teacher during a conception of pedagogical practice. Through collaborative actions. From the research indicators, the requirements for the elaboration of study models, consider a school reality in which the teachers are inserted; Also as conditions of teaching work. Nevertheless, we consider that a promotion of professional teacher development, from a collaborative perspective in the construction of pedagogical practice, is a movement in favor of an in-depth look at democratic and inclusive school practices.

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Norris, Jessica R. « FOOD LANDSCAPES : A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT ». VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.

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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.

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Senate, University of Arizona Faculty. « Faculty Senate Minutes May 6, 2013 ». University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/301423.

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Piccioli, Marianna. « Verso una scuola inclusiva. Una ricerca mixed methods sugli approcci culturali, le politiche gestionali e le pratiche organizzative per un’educazione inclusiva - Cap a una escola inclusiva. Una recerca mixed methods sobre els enfocaments culturals, les polítiques de gestió i les pràctiques organitzatives per a una educació inclusiva ». Doctoral thesis, 2019. http://hdl.handle.net/2158/1156080.

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La ricerca si propone di indagare quali sono gli approcci culturali, le politiche gestionali e le strategie operative che rendono inclusiva un’istituzione scolastica tramite un approccio Mixed Methods che ha previsto un disegno composto. Il disegno composto prevede due studi uguali e paralleli, ciascuno formato da 3 sotto-studi. I primi due hanno seguito un disegno sequenziale esplorativo, secondo il modello per lo sviluppo di strumenti e il terzo un disegno convergente parallelo secondo il modello di triangolazione convergente. I due studi paralleli sono stati condotti uno in alcune scuole della Toscana e l’altro in alcune scuole della Catalogna, grazie allo svolgimento del dottorato in cotutela con l’Università di Vic – Barcellona. I due studi paralleli hanno fornito informazioni utili per effettuare una comparazione dei risultati emersi nei due territori in cui è stata condotta la ricerca. È stata indagata la gestione e l’organizzazione delle scuole, il sistema di deleghe adottato dal dirigente scolastico, il livello di inclusività attraverso l’uso dell’Index for Inclusion, la presenza del concetto di integrazione o del concetto di inclusione nella documentazione prodotta dalle scuole. L’approccio teorico a cui ci si riferisce è quello dei Disability Studies, con particolare riferimento alle riflessioni sul nostro sistema di inclusione proposte dai Disability Studies Italy a cui si accosta l’ottica di continuo automiglioramento proposta dall’Index for Inclusion. I risultati della ricerca indicano che gli approcci culturali, le politiche gestionali e le pratiche organizzative delle scuole sono riferite al concetto di integrazione posto all’interno di un processo di sviluppo inclusivo. La direzione verso cui dirigere tale sviluppo non sembra essere consapevolmente e intenzionalmente rivolta verso il concetto di inclusione sviluppato dall’approccio dei Disability Studies, in quanto, in entrambe le realtà territoriali, la normativa di riferimento gioca un ruolo cruciale tale da poter essere considerata come leva per la tutela dei diritti alla piena inclusione degli alunni con disabilità in Italia e motivo di esclusione e separazione di questi stessi alunni in Catalogna, passando attraverso il rischio di consolidare un approccio medico-individuale legato a classificazioni e interventi specializzati in entrambi i territori. Con i limiti di esaustività di questa ricerca, siamo giunti a: evidenziare quali azioni si possono compiere per lo sviluppo inclusivo della scuola sia nel contesto italiano sia in quello catalano; individuare gli approcci culturali, le politiche gestionali e le pratiche organizzative che sono risultate più rispondenti a questo sviluppo; rilevare quali aspetti siano invece da migliorare restando all’interno della visione dell’inclusione come un processo. Il processo adottato ha messo in evidenza che l’uso dell’Index for Inclusion è fondamentale per lo sviluppo inclusivo della scuola perché capace di individuare le azioni concrete da realizzare in ottica di miglioramento dell’inclusione e che l’approccio dei Disability Studies è capace di mettere in discussione i sistemi consolidati, legati al concetto di integrazione e di scardinare le pratiche di esclusione, separazione e micro-esclusione presenti nelle scuole catalane e toscane. Infine, preme sottolineare l’importanza dell’uso del linguaggio che, come ci insegnano i Disability Studies è la parte tangibile del pensiero, dell’idea, del concetto che sottende la nostra espressione sia essa scritta o verbale. È sintomo, manifestazione e risultato dei nostri valori e delle culture a cui ci riferiamo. È arma a servizio dell’esclusione, della separazione, della discriminazione o è strumento di modifica del nostro pensiero, di riflessione e di scelta verso l’inclusione. - Quins són els enfocaments culturals, les polítiques de gestió i les pràctiques organitzatives que fan que una institució educativa sigui inclusiva? Aquesta és la pregunta a la qual intentem donar resposta amb aquesta investigació, fent servir l’element comparatiu entre els sistemes escolars italià i català. Aquest treball es basa en tres línies teòriques de referència: educació inclusiva en coherència amb l’enfocament dels Disability Studies; autonomia i lideratge per a la inclusió i processos d’autoavaluació i automillora com a desenvolupament inclusiu de l’escola (perspectiva Index for Inclusion). La investigació de camp ens mostra el paper crucial de la legislació de referència: palanca per a la protecció dels drets a la plena inclusió d’alumnes amb discapacitat a Itàlia i motiu d’exclusió i separació a Catalunya. Emergeix la necessitat per les escoles de tornar-se a apropiar d’un pensament pedagògic on pràctiques organitzatives i polítiques de gestió siguin basades sobre valors culturals. - What are the cultural approaches, management policies and organizational practices that make an educational institution an inclusive one? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical framework: inclusive education in coherence with the Disability Studies approach; Autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the Index for Inclusion. Field research provides us that the reference legislation plays a crucial role, as a lever for the protection of rights to the full inclusion of students with disabilities in Italy or as a reason for exclusion and separation in Catalonia. The need for schools to reconquer a pedagogical thinking where organizational practices and management policies are based on cultural and values bases emerges strongly.

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Jonasson, Douglas. « The historical development of inclusive special education in a large urban Manitoba school division (2002-2015) ». 2017. http://hdl.handle.net/1993/32190.

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The purpose of this qualitative research study is to examine the evolution of inclusive special education policies and practices within an amalgamated urban school division between the years of 2002 and 2015. An historical case study (Bogdan & Biklen, 2007; Gillham, 2000; Lapan & Quartaroli, 2009; and Yin, 1997, 2004) is used as a methodology. Conceptually, the study is informed by a great wealth of local and international research on inclusive special education. Moreover, a two-dimensional theoretical framework is used to illuminate the concepts of inclusive special education/appropriate educational programming and divisional leadership to examine how these concepts may have contributed to the evolution of the policies and practices of inclusive special education in this amalgamated school division. Eight key themes were established from the findings and are related to both inclusive special education leadership research and the three basic tenets of successful leadership practice espoused by Leithwood, Seashore Lewis, Anderson & Wahlstrom (2004). Five key recommendations are suggested for school-based administrators to consider as they envision a model of student support services that aligns with the concepts of inclusive special education and appropriate educational programming.
May 2017

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Chen, I.-Hsien, et 陳一嫻. « The Effect of Pre-School Inclusive Education Applied in Universal Design on Development among Children with Special Need ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/uf49k6.

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碩士
國立臺東大學
進修部暑期特教碩士班
106
Universal design for learning is seldom applied and studied in children with special needs in pre-school stage in Taiwan. The purpose of this study is to explore the effectiveness of universal design for learning (UDL) on the development of children with special needs. Two participants whose identity are developmental delay and mild intellectual disability are joined the intervention of class applied in UDL for 3 months. The effect of UDL are assessed by using the index of proportional change index (PCI), goal attainment scaling (GAS) and qualitative data including note of teaching observation. The result shows that (1) UDL has effect to promoting all participnat’s cognitive development; (2) the effect of UDL on the development of language, movement, social skill and emotion are found in participants with ID. Finally, according to the result, the implication of UDL for children with special needs in preschool in inclusive education is suggested.

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Chauke, Margaret. « The experiences of educators in management of inclusive classrooms ». Thesis, 2017. http://hdl.handle.net/10500/23487.

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Full-Service Schools are new institutions in South Africa which have been established in terms of the Education White Paper 6, Special Needs Education and Training System (Department of Education, 2001: 22-23; 2014: 9) as pilot schools for the rolling out of the Inclusion Policy in South Africa. A full-service school is a school that encourages learners who experience barriers to learning and learners without barriers to learning to learn and live together (Department of Education, 2001, 2014). For this reason, all learners must have opportunities to learn and play together and participate in educational activities in full-service schools. These inclusion practices, which promote acceptance, equity and collaboration, are responsive to individual needs, and embrace diversity (The Constitution of the Republic of South Africa, Act No. 108 of 1996). The purpose of this study was to explore the experiences of educators in management of inclusive classrooms. This study focused on how the educators perform the three of the seven educators roles as expected in the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Department of Education, 2011).The educators, over and above these roles, are expected also to participate in extra-curricular programmes, such as sports, cultural and artistic activities, and thus taking more of their time, most probably to the detriment of not fulfilling their Minimum Requirements for Teacher Education Qualifications as expected. The three selected educators roles are ‘the educator as a learning mediator’, ‘the educator as assessor’ and ‘the educator as support provider’, viz. the community, citizenship and pastoral roles of educators for the learners who experience barriers to learning in English First Additional Language (FAL) in the Grade Six inclusive classrooms. A qualitative research method was employed in this study, to explore the way in which individuals make sense of their world in the naturalistic setting of the classroom, without predetermining the research outcomes (Patton 2002, MacMillan & Schumacher 2010, Denzin & Lincoln 2011, Creswell, 2013). Data analysed was gathered through in-depth interviews, non-participatory observation, and document analysis. Data was analysed through content analysis.
Inclusive Education
D. Ed. (Inclusive Education)

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Puomila, Iida. « Needs for development towards a more inclusive education system : The case of Finland : A systematic literature review from 2009 to 2019 ». Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44177.

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The movement towards developing existing education systems to be more inclusive can be seen worldwide. However, even in a country such as Finland where inclusive ideology has been promoted in national policies for a considerable time, there are existing needs for development that need to be examined. The aim of this systematic review was to examine these existing needs for development in primary schools in Finland. Inclusive education means the inclusion of all children. In this systematic review, the focus was on those children in risk of exclusion with special educational needs due to a disability. The results are analyzed by utilizing a framework inspired by the framework developed by Ainscow and Miles (2009). The results show that there are several needs for development especially related to systems and structures, and practice. Furthermore, more systematic actions are needed moving from policies to effective implementation of inclusive practices. Overall, inclusion is a complex concept and future research conducted with diverse groups of children of all ages is greatly needed.

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Sidogi, Mukondeleli Grace. « The practice of inclusive education in the Thohoyandou area : a critical reflection ». Diss., 2001. http://hdl.handle.net/10500/16031.

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The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher.
Educational Studies
M. Ed. (Special Needs Education)

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Muzata, Kenneth Kapalu. « Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia ». Thesis, 2017. http://hdl.handle.net/10500/24571.

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A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection of the type of curriculum and the success of any curriculum depends on the involvement of those who implement it. Teachers in particular are the ‘engine’ of curriculum success but can also be the architects of its downfall. Zambia launched the 2013 curriculum framework in January 2014. However, with a worldwide historical trend of discrimination against disability and to some extent against teachers of learners with disabilities, it was imperative to undertake this study to establish how the 2013 revised curriculum was being implemented in teaching Learners with Special Educational Needs in Zambia. Without knowledge of whether special education teachers were involved in the curriculum process or not, it was further imperative to study their involvement in the curriculum development process and its implementation. This study sampled one hundered and twenty (120) special education teachers, twelve (12) Education Standards Officers and two (2) Curriculum Specialists for special education. Questionnaires, interviews, checklists and teacher observations were used to collect data. Questionnaires were administered to special education teachers to collect data of their knowledge about and involvement in curriculum development process, the methods and strategies and the challenges they faced implementing the curriculum. Interviews were administered on Education Standards Officers and Curriculum Specialists for special education to establish their role the curriculum development process, their appreciation of the curriculum change, the challenges they and the teachers faced implementing the curriculum and how they helped to overcome the challenges. By using the observation checklist during lesson observation and post lesson discussions, the researcher managed to collect data about the actual experiences in natural settings – the classroom. The study employed the Convergent Parallel Mixed Methods Design. Quantitative data was analysed by use of the Statistical Package for Social Sciences (SPSS) to derive statistical interpretations such as frequencies, percentages, standard deviation, mean, significant differences and relationships. Qualitative data was analysed with the help of NVIVO qualitative data software to create themes by coding density and basic cross tabulations by node attribute values. Results were triangulated to come up with a consolidated conclusion. It was established that special education teachers were not involved in the CDP except at implementation and they were implementing the revised curriculum amidst numerous challenges. Lack of involvement in the curriculum development process was linked to special education teachers’ lack of understanding of key concepts necessary for curriculum implementation for LSENs. The study recommends a deliberative cycle of training of special education teachers in the revised curriculum as it relates to special education. The study further calls for the provision of necessary specialised and adapted materials for effective implementation of the revised curriculum.
Curriculum and Instructional Studies
D. Phil. (Education)

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Enock, Rebecca Joe. « Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education ». Diss., 2011. http://hdl.handle.net/10500/7722.

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Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners.
Inclusive Education
M. Ed. (Inclusive Education)

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Mužíková, Tereza. « Hodnocení výsledků učení ve společném vzdělávání na 1. stupni ZŠ ». Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411714.

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This Master's thesis is focused on assessment of learning outcomes in inclusive education at primary school. First part of the thesis involves theoretical basis for learning assessment in inclusive education. This theoretical basis is further applied in the practical part. In the practical part, a set of research questions was presented, which were subsequently subjected to qualitative research. To answer the questions, action research supplemented with interviews and questionnaires submitted to teachers and parents were used. Samples of questionnaires are included in the annexes. The research questions were answered at the end of the research. KEYWORDS assessment, formative assessment, inclusive education, inclusion, social development, socialization, younger school age

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Thèses sur le sujet « Inclusive school development »

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