subject:(School Inclusion)

University of Exeter

1. Thomas, Ndame. Whole school inclusion : a case study of two secondary schools in Cameroon.

Degree: Thesis (EdD), 2012, University of Exeter

URL: https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054

► The study investigates a systematic organisation and management of whole school inclusive processes in two mainstream secondary schools in Cameroon. These schools are implementing the… (more)

▼ The study investigates a systematic organisation and management of whole school inclusive processes in two mainstream secondary schools in Cameroon. These schools are implementing the official action plan of Education for all (EFA) and inclusion of 1998 alongside other inclusive legal and policy frameworks in response to the needs of student diversity with focus on those with Special Educational Needs/Disabilities, Difficulties in learning, Disadvantages in background (SEN/DDD) and special abilities. Using a diverse range of participants namely a pedagogic inspector, head teachers, teachers, students and parents (N=23) with a multi-method approach to data collection through semi-structured interviews, document review, observation and analysis, the qualitative research enquiry has a number of findings. On the one hand, it discovered that whole school inclusion is complex and incorporates a wide range of curricular (academic/linguistic) and extracurricular (social/intercultural) support services and benefits through grouped/individualised, in-/out-class and on/ off school ground activities (technology of inclusion) designed to equalise educational opportunities and to enhance the participation of all in learning. The results further indicated that whole school inclusion widens learning horizons and maximises possibilities for developing diverse potentials of student diversity. It also revealed that, in a subtractive bilingual education system with official/foreign language as media of instruction, the inclusion of students with SEN/DDD is more effective through bilingual special education services. This incorporates intercultural participation, curriculum/foreign language learning support and/or mother tongue-based mediated education to facilitate leaning, development and attainment. On the other hand, its results indicated that the bulk of barriers to whole school inclusion arise from the gap between the officially centralised policy / planning and practical inclusive schooling. The barriers include: centralised and prescriptive nature of educational services; partial or non-implementation of legal and policy frameworks; insufficient provision and management of human resources including staff pre-/ in-service training programmes, didactic materials and financial resources; lack of effective coordination, professionalism and accountability in service delivery that underlie the inadequate organisation and management of whole school inclusion development. Thus, support services are more charity driven (integration) than human rights-oriented (inclusion). The work suggested that in order to adequately accommodate students with SEN/DDD, the schools’ organisational and management strategies need to be systematically reconceptualised, through a review of key issues: the macro system level support services; decentralisation of services; more autonomy with active cooperation between the schools and their stakeholders; restructuring of contextual factors like staff training programmes, curriculum and environment accessibility…

Subjects/Keywords: 371.9046096711; Whole School Inclusion

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APA (6^th Edition):

Thomas, N. (2012). Whole school inclusion : a case study of two secondary schools in Cameroon. (Doctoral Dissertation). University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054

Chicago Manual of Style (16^th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Doctoral Dissertation, University of Exeter. Accessed February 25, 2021. https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054.

MLA Handbook (7^th Edition):

Thomas, Ndame. “Whole school inclusion : a case study of two secondary schools in Cameroon.” 2012. Web. 25 Feb 2021.

Vancouver:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2021 Feb 25]. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054.

Council of Science Editors:

Thomas N. Whole school inclusion : a case study of two secondary schools in Cameroon. [Doctoral Dissertation]. University of Exeter; 2012. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3900 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569054

2. Kuelbs, Laura. Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community .

Degree: 2015, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/143793

► Participation in school settings and in community organizations is an important part of childhood. For children with autism spectrum disorder (ASD) and epilepsy, opportunities to… (more)

Subjects/Keywords: Autism; Epilepsy; Inclusion; School; Community

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APA (6^th Edition):

Kuelbs, L. (2015). Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143793

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kuelbs, Laura. “Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community .” 2015. Thesis, California State University – San Marcos. Accessed February 25, 2021. http://hdl.handle.net/10211.3/143793.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kuelbs, Laura. “Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community .” 2015. Web. 25 Feb 2021.

Vancouver:

Kuelbs L. Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10211.3/143793.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kuelbs L. Increasing Inclusion Opportunities for Children with Autism Spectrum Disorder and Epilepsy in the School and Community . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143793

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canterbury

3. Guerin, Annette Patricia. 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school.

Degree: PhD, Education, 2015, University of Canterbury

URL: http://dx.doi.org/10.26021/9560

► New Zealand education policies and documents (Ministry of Education, 2007, 2009, 2010, 2011a, 2014a) situate students at the centre of assessment processes that are underpinned… (more)

▼ New Zealand education policies and documents (Ministry of Education, 2007, 2009, 2010, 2011a, 2014a) situate students at the centre of assessment processes that are underpinned by the New Zealand Curriculum. They identify building student assessment capability as crucial to achieving improvement in learning. Documents recognize the impact of quality interactions and relationships on effective assessment. However these core beliefs about assessment are not observed to guide teaching practices for all students. Disabled students remain invisible in assessment data and practices within New Zealand secondary schools. There appears to be little or no assessment data about learning outcomes for this group of students. This thesis investigates possible ways to recognize the diversity of student capability and learning through the use of narrative assessment. It challenges the absence of disabled students in assessment landscapes as educator roles and responsibilities within assessment, teaching and learning are framed within an inclusive pedagogy. This research project focuses on how a team of adults and two students labeled as disabled make sense of assessment and learning within the context of narrative assessment in the students’ regular high school. The project examines the consequences of narrative assessment on student identity, wellbeing and participation within learning. The study offers opportunities to observe how specialists from outside of the school respond to the use of narrative as they work with the two student research participants. This study undertakes a critical inquiry that recognises the principles of the Treaty of Waitangi – partnership, protection and participation – as pivotal to inclusive practice where all students are valued as learners. It investigates how narrative assessment can honour these principles in everyday teaching practice. The project aims to inform education policy and practice, with a view to enriching learning outcomes and opportunities for disabled students who are frequently marginalized by inequitable assessment processes. It is argued that narrative assessment can support the construction of student identity and wellbeing. It can support the recognition of disabled students as partners in their learning. However the value of narrative assessment can be undermined by the responses of educators and other professionals who continue to work within deficit models of assessment, teaching and learning. Within this thesis adult participants from family and education contexts have clear ideas about the value and validity of assessment practices and processes that do not respect a presumption of competence or a need to establish a relationship with a student being assessed. Their views challenge everyday practices that fulfill assessment contracts, but ignore Treaty of Waitangi and New Zealand Curriculum commitments. Their views can inform better ways of working between specialists and schools supporting disabled students.

Subjects/Keywords: assessment; inclusion; secondary school; disability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Guerin, A. P. (2015). 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9560

Chicago Manual of Style (16^th Edition):

Guerin, Annette Patricia. “'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school.” 2015. Doctoral Dissertation, University of Canterbury. Accessed February 25, 2021. http://dx.doi.org/10.26021/9560.

MLA Handbook (7^th Edition):

Guerin, Annette Patricia. “'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school.” 2015. Web. 25 Feb 2021.

Vancouver:

Guerin AP. 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school. [Internet] [Doctoral dissertation]. University of Canterbury; 2015. [cited 2021 Feb 25]. Available from: http://dx.doi.org/10.26021/9560.

Council of Science Editors:

Guerin AP. 'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school. [Doctoral Dissertation]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/9560

Universidade Federal de Santa Maria

4. Jaluza de Souza Duarte. A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS.

Degree: 2008, Universidade Federal de Santa Maria

URL: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006

►

A presente dissertação traz como tema A escolarização de alunos com deficiência mental incluídos nas séries finais do ensino fundamental: um estudo das expectativas das… (more)

▼

A presente dissertação traz como tema A escolarização de alunos com deficiência mental incluídos nas séries finais do ensino fundamental: um estudo das expectativas das famílias. Participaram da pesquisa quatro famílias de alunos com deficiência mental que estão incluídos nas séries finais do ensino fundamental, de uma Escola Estadual de Santa Maria. O trabalho compõe-se de uma pesquisa descritiva com interpretação qualitativa. Utilizou-se como técnica para a coleta de dados a entrevista semi-estruturada, respondida pelas mães dos alunos. O trabalho teve como objetivo investigar as expectativas da escolarização para as famílias de filhos com deficiência mental; compreender os processos familiares de mobilização escolar, revelando as rotinas familiares que demonstraram favorecer a escolarização de seus filhos com deficiência mental. Os dados obtidos nas entrevistas foram organizados em três sessões do trabalho, havendo uma aproximação dessas informações com elementos teóricos que deram sustentação as análises. Na compressão dos dados, muitos elementos surgiram para serem discutidos, reafirmando a relevância da família na trajetória de escolarização de seu filho. O conteúdo descrito nas falas evidencia que todas as famílias atribuem um valor simbólico importante para a escola, mas, quanto às expectativas dessas famílias com a escolarização, há elementos que apontam singularidades quanto ao que esperam da escolarização. Pôde-se perceber que a singularidade é também presente na forma como as famílias se mobilizam para a escolarização de seus filhos e esta mobilização não ocorre isoladamente, mas sim, é sustentada pela escola que os alunos estudam. Dentre as rotinas familiares que se revelaram favorecedoras da escolarização (mais efetivas em determinadas famílias), estão: o apoio efetivo para a inclusão; envolvimento com a escola; a relação com os professores; determinação para a permanência de uma ordem moral doméstica; vigilância e atenção para o trabalho escolar. Na compreensão desse processo, é preciso evidenciar que vários fatores influenciam na forma como as famílias percebem e investem na educação de seus filhos. No caso desta pesquisa, além dos fatores econômicos, sociais, culturais, é preciso considerar as situações trazidas pela deficiência do filho, mas, esses fatores não podem ser vistos isoladamente, mas sim, nas suas relações de interdependência. Além de revelar a relação da família com a escolarização do filho, a pesquisa mostra que as famílias precisam de apoio financeiro, material, afetivo, simbólico e informativo para que contribuam de forma positiva na inclusão escolar. Este apoio se faz mais necessário, quanto menor o nível cultural e financeiro da família. As famílias necessitam também de mais oportunidades para seus filhos com deficiência mental, não só na infância, mas também na adolescência e idade adulta. Também, destaca-se a necessidade da escola buscar um trabalho mais efetivo com a família, para juntas realizarem um planejamento da vida escolar do aluno.

This dissertation brings as a theme…

Advisors/Committee Members: Maria Alcione Munhóz, Soraia Napoleão Freitas, Beatriz Vargas Dorneles.

Subjects/Keywords: família; escola; inclusão; EDUCACAO; family; school; inclusion

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APA (6^th Edition):

Duarte, J. d. S. (2008). A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Duarte, Jaluza de Souza. “A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS.” 2008. Thesis, Universidade Federal de Santa Maria. Accessed February 25, 2021. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Duarte, Jaluza de Souza. “A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS.” 2008. Web. 25 Feb 2021.

Vancouver:

Duarte JdS. A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2008. [cited 2021 Feb 25]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Duarte JdS. A ESCOLARIZAÇÃO DE ALUNOS COM DEFICIÊNCIA MENTAL INCLUÍDOS NAS SÉRIES FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO DAS EXPECTATIVAS DAS FAMÍLIAS. [Thesis]. Universidade Federal de Santa Maria; 2008. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=2006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

5. Luevanos, Elisabeth Avila. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.

Degree: PhD, Educational Administration, 2018, Texas A&M University

URL: http://hdl.handle.net/1969.1/173530

► This research highlights the development of a survey that measures students’ perspectives and the powerful role they play in measuring teachers’ and leaders’ practices for… (more)

Subjects/Keywords: Inclusion; Diversity; School Leadership; Student Voice

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APA (6^th Edition):

Luevanos, E. A. (2018). Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173530

Chicago Manual of Style (16^th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed February 25, 2021. http://hdl.handle.net/1969.1/173530.

MLA Handbook (7^th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Web. 25 Feb 2021.

Vancouver:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/1969.1/173530.

Council of Science Editors:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173530

Northeastern University

6. Champine, Katelyn E. Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom.

Degree: EdD, School of Education, 2017, Northeastern University

URL: http://hdl.handle.net/2047/D20248329

► This interpretive phenomenological analysis investigated the perceptions of school by students with emotional and/or behavioral disabilities (EBD) educated in a substantially separate classroom setting, and… (more)

Subjects/Keywords: behavioral disorder; emotional disorder; inclusion; school connectedness

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APA (6^th Edition):

Champine, K. E. (2017). Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248329

Chicago Manual of Style (16^th Edition):

Champine, Katelyn E. “Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom.” 2017. Doctoral Dissertation, Northeastern University. Accessed February 25, 2021. http://hdl.handle.net/2047/D20248329.

MLA Handbook (7^th Edition):

Champine, Katelyn E. “Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom.” 2017. Web. 25 Feb 2021.

Vancouver:

Champine KE. Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/2047/D20248329.

Council of Science Editors:

Champine KE. Perceptions of school by students with emotional and behavioral disorders: a qualitative investigation of school connectedness within a substantially separate classroom. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248329

University of Iowa

7. McKee, Ann Marie. A story of high school inclusion: an ethnographic case study.

Degree: PhD, Teaching and Learning, 2011, University of Iowa

URL: https://ir.uiowa.edu/etd/1247

► This is an ethnographic case study of the inclusion of a fifteen-year-old male with severe disabilities in general education classes in a four-year high… (more)

Subjects/Keywords: high school; inclusion; qualitative methods; Education

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APA (6^th Edition):

McKee, A. M. (2011). A story of high school inclusion: an ethnographic case study. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1247

Chicago Manual of Style (16^th Edition):

McKee, Ann Marie. “A story of high school inclusion: an ethnographic case study.” 2011. Doctoral Dissertation, University of Iowa. Accessed February 25, 2021. https://ir.uiowa.edu/etd/1247.

MLA Handbook (7^th Edition):

McKee, Ann Marie. “A story of high school inclusion: an ethnographic case study.” 2011. Web. 25 Feb 2021.

Vancouver:

McKee AM. A story of high school inclusion: an ethnographic case study. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2021 Feb 25]. Available from: https://ir.uiowa.edu/etd/1247.

Council of Science Editors:

McKee AM. A story of high school inclusion: an ethnographic case study. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1247

University of Manitoba

8. Corbett, George. Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years.

Degree: Educational Administration, Foundations and Psychology, 2010, University of Manitoba

URL: http://hdl.handle.net/1993/4063

► For students with emotional and behavioural issues the bridge from middle years to senior years can be particularly challenging. This transition is especially problematic if… (more)

Subjects/Keywords: inclusion; behaviour; behavior; EBD; transition; high school

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APA (6^th Edition):

Corbett, G. (2010). Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4063

Chicago Manual of Style (16^th Edition):

Corbett, George. “Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years.” 2010. Masters Thesis, University of Manitoba. Accessed February 25, 2021. http://hdl.handle.net/1993/4063.

MLA Handbook (7^th Edition):

Corbett, George. “Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years.” 2010. Web. 25 Feb 2021.

Vancouver:

Corbett G. Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/1993/4063.

Council of Science Editors:

Corbett G. Building a bridge to success: the inclusion of students with emotional and behavioural issues in senior years. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4063

Virginia Tech

9. Yearout, Rebecca Lee. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.

Degree: EdD, Educational Leadership and Policy Studies, 2016, Virginia Tech

URL: http://hdl.handle.net/10919/83390

► As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to… (more)

▼ As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom. Advisors/Committee Members: Parks, David J. (committeechair), Earthman, Glen I. (committee member), Carter, Edith H. (committee member), Gratto, John Robert (committee member).

Subjects/Keywords: co-teaching; collaboration; inclusion; elementary school; rural

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APA (6^th Edition):

Yearout, R. L. (2016). The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83390

Chicago Manual of Style (16^th Edition):

Yearout, Rebecca Lee. “The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.” 2016. Doctoral Dissertation, Virginia Tech. Accessed February 25, 2021. http://hdl.handle.net/10919/83390.

MLA Handbook (7^th Edition):

Yearout, Rebecca Lee. “The Experience of Co-teaching Elementary School Teachers in a Rural Public School District.” 2016. Web. 25 Feb 2021.

Vancouver:

Yearout RL. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10919/83390.

Council of Science Editors:

Yearout RL. The Experience of Co-teaching Elementary School Teachers in a Rural Public School District. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/83390

University of North Texas

10. Farris, Troy K. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.

Degree: 2011, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc67981/

► This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing… (more)

▼ This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study concluded that majority of the principals agreed that inclusion of students with disabilities into the general education classroom was the best placement for the disabilities listed in the survey. However, for the more severe disabilities, the principals favored a more non-inclusive setting. Those disabilities included mental retardation and serious emotional disturbance. For the cognitive disabilities, combinations of an inclusive and non-inclusive setting were chosen. Also revealed in the study is that principals did not receive inclusion training as part of their formal education, but more emphasis was placed on special education law. The results of the survey indicated more training should be provided for principals in inclusion during their formal training. Advisors/Committee Members: Hudson, Johnetta, Combes, Bertina, Brooks, John, Trujillo-Jenks, Laura.

Subjects/Keywords: High school principals; students with disabilities; inclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Farris, T. K. (2011). Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67981/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Thesis, University of North Texas. Accessed February 25, 2021. https://digital.library.unt.edu/ark:/67531/metadc67981/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Web. 25 Feb 2021.

Vancouver:

Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Internet] [Thesis]. University of North Texas; 2011. [cited 2021 Feb 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

11. Walters, Kimberly A. Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention.

Degree: MA, Child Development (Applied Settings, 2012, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/1446

► Advocates for children with disabilities are adamant about public schools providing a free and appropriate education for all students with disabilities. In response to this… (more)

▼ Advocates for children with disabilities are adamant about public schools providing a free and appropriate education for all students with disabilities. In response to this demand, public schools have created inclusion classrooms that consist of typically developing students and students with disabilities who are higher functioning. Students diagnosed with high-functioning autism complete most of their schooling in an inclusion classroom, where the expectation is that they complete the same academic material as their peers. Teachers in the state of California are not prepared to teach students with high-functioning autism who have academic deficits that are different from their typically developing peers. The researcher compiled a literature review using the PsycINFO database system to develop this project. Additionally, the theoretical framework for this project consists of research articles provided by professors from previous courses taken by the researcher throughout the master???s degree program in child development. The purpose of the project is to provide elementary school teachers of inclusion classrooms in California state public schools with a handbook for improving reading comprehension and social skills in children with high functioning autism. The handbook provides information to teachers about autism, theory and background of effective teaching strategies, and a curriculum with suggestions, modifications, and materials directed toward developing strong reading, writing, and analytical skills in children with high-functioning autism. Children with high-functioning autism have deficits in reading comprehension and social skills, which need intervention at a young age. This population of students is capable of learning at the same level as their typically developing peers with slight modifications to the current curriculum. This project provides teachers with the necessary information and tools to use in their inclusion classrooms to create an optimal learning environment for children with high-functioning autism. Advisors/Committee Members: Garcia-Nevarez, Ana.

Subjects/Keywords: Handbook; Elementary school curriculum; Inclusion classroom

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APA (6^th Edition):

Walters, K. A. (2012). Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1446

Chicago Manual of Style (16^th Edition):

Walters, Kimberly A. “Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention.” 2012. Masters Thesis, California State University – Sacramento. Accessed February 25, 2021. http://hdl.handle.net/10211.9/1446.

MLA Handbook (7^th Edition):

Walters, Kimberly A. “Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention.” 2012. Web. 25 Feb 2021.

Vancouver:

Walters KA. Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10211.9/1446.

Council of Science Editors:

Walters KA. Improving reading comprehension and social skills in children with high functioning autism: an elementary school intervention. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1446

University of Canterbury

12. McMaster, Christopher Todd. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.

Degree: PhD, Education, 2014, University of Canterbury

URL: http://dx.doi.org/10.26021/9808

► This qualitative study is concerned with the development of inclusive values and practices in an Aotearoa New Zealand school. It focuses on the experiences of… (more)

▼ This qualitative study is concerned with the development of inclusive values and practices in an Aotearoa New Zealand school. It focuses on the experiences of staff and leadership in the development of inclusive culture within their school. Since the launch of Special Education 2000 in 1996, it has been the stated aspiration of the Ministry of Education to create a ‘world class inclusive education system’. This thesis is part of an effort to assist schools, in the Aotearoa New Zealand context, to get closer to the aspiration of inclusion. It is hoped that this research can contribute to the sustainable development of inclusion within our schools, and that the values expressed by the ideal of inclusion can become firmly rooted in our learning communities. The research involved embedding myself in an Aotearoa New Zealand co-educational high school as a qualitative critical ethnographic researcher. Using participatory observation and semi-formal and informal interviews I examined the experiences of a school community developing inclusive values. During an academic year the school utilised a framework for inclusive change known as the Index for Inclusion. The Index provided the framework in which the school community could explore their values, how those values were translated into practice, and to guide the change process. My analysis drew on hermeneutic phenomological theoretical perspectives underpinned by a social constructionist epistemology. I utilise a theoretical construct of culture, or model, in which to frame the change process within the subject school. The tension between neoliberalism and inclusion based on social justice, and between a model of special education and definitions of ‘disability’ and ‘inclusion’ creates a dynamic that enables the co-creation of knowledge as well as possible futures. The methodology I employed was critical ethnography. Critical ethnography allows the researcher to become a participant in the project. Using a critical ethnographic methodology, the researcher/researched relationship was also a pedagogic relationship. Throughout the year of this study the staff at the subject school reflected on the core values of their school and made changes necessary to begin to align their practice with those values. I argue that inclusion is linked to culture, and as a result, efforts to create a ‘world class inclusive education system’ must take place in the setting of the school culture. As culture is multi-layered, the change process requires time, perseverance, and at times involves pain. Change involves a renegotiation of meaning and a negotiation of expression. I argue that in a devolved educational system such as Aotearoa New Zealand, the individual school provides a ‘shady place’ in which work can be carried out to counter neoliberal policies and inculcate values of inclusion based on social justice. An ancillary argument in this thesis is that no research is neutral, and that it is an ethical responsibility of the researcher to be aware of whom their research benefits.…

Subjects/Keywords: inclusion; school change; special education; educational reform

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McMaster, C. T. (2014). Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/9808

Chicago Manual of Style (16^th Edition):

McMaster, Christopher Todd. “Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.” 2014. Doctoral Dissertation, University of Canterbury. Accessed February 25, 2021. http://dx.doi.org/10.26021/9808.

MLA Handbook (7^th Edition):

McMaster, Christopher Todd. “Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school.” 2014. Web. 25 Feb 2021.

Vancouver:

McMaster CT. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. [Internet] [Doctoral dissertation]. University of Canterbury; 2014. [cited 2021 Feb 25]. Available from: http://dx.doi.org/10.26021/9808.

Council of Science Editors:

McMaster CT. Finding a 'shady place' : a critical ethnography of developing inclusive culture in an Aotearoa New Zealand school. [Doctoral Dissertation]. University of Canterbury; 2014. Available from: http://dx.doi.org/10.26021/9808

Duquesne University

13. Mulholland, Shannon McQuone. The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities.

Degree: EdD, Instructional Leadership Excellence (ILEAD), 2011, Duquesne University

URL: https://dsc.duq.edu/etd/961

► As the practice of inclusion gained momentum in educational communities during the 1990s, attitudes toward the concept of inclusion were positive, and few educators opposed… (more)

▼ As the practice of inclusion gained momentum in educational communities during the 1990s, attitudes toward the concept of inclusion were positive, and few educators opposed it completely. However, the enthusiasm surrounding inclusion led to a hurried approach toward implementation, and practices within public school classrooms went unchecked. As a result, a lack of clarity, and confusion arose regarding the practice of inclusion in general. Inclusion is a pervasive concept in all educational communities today, and private schools are not exempt from integrating students with disabilities into their classrooms. Therefore, the purpose of this study is to extend the research in this area by examining a portion of the private school population: independent schools affiliated with the NAIS. The Opinions Relative to the Integration of Students with Disabilities (ORI) was the instrument used in this quantitative study. This survey, as well as an additional one constructed by the researcher was completed by a random sample of administrators (N= 82) and teachers (N= 440) who work in NAIS schools across the United States. Findings suggest that both groups agree that teacher training and perception of burden are the two most significant factors that influence attitudes toward inclusion. Similar to teachers in public schools, independent school teachers also felt that years of experience, planning time, and perception of competence to implement accommodations and modifications for students with disabilities were significant factors that influenced attitudes. Independent schools were distinguished however from public schools in that both administrator and teacher participants who indicated servicing students with varying types of disabilities possessed more favorable attitudes toward inclusion. Additionally, the perception of involvement was a factor that influenced attitudes for teachers. They perceived that they were not involved in the decision to include students with disabilities in their classroom nor were they involved in determining the appropriate accommodations and modifications necessary for the student to be successful. Finally, the findings suggest that administrators have a more favorable attitude toward inclusion than the teachers overall and discrepancies exist between the groups regarding the perception of to what degree the necessary supports for inclusion (i.e., in-service training, planning time, materials, administrator support) are in place. Recognition of these factors and discrepancies as well as the implementation of a purposeful plan to address them could impact attitudes toward students with disabilities and improve the way independent schools practice inclusion in the future. Advisors/Committee Members: Joseph C. Kush, Lisa J. Vernon-Dotson, David Carbonara.

Subjects/Keywords: Administrator attitudes; Disabilities; Inclusion; Independent school; Private school; Teacher attitudes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mulholland, S. M. (2011). The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/961

Chicago Manual of Style (16^th Edition):

Mulholland, Shannon McQuone. “The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities.” 2011. Doctoral Dissertation, Duquesne University. Accessed February 25, 2021. https://dsc.duq.edu/etd/961.

MLA Handbook (7^th Edition):

Mulholland, Shannon McQuone. “The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities.” 2011. Web. 25 Feb 2021.

Vancouver:

Mulholland SM. The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2021 Feb 25]. Available from: https://dsc.duq.edu/etd/961.

Council of Science Editors:

Mulholland SM. The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/961

14. Mazon, Cécile. Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers.

Degree: Docteur es, Sciences cognitives et Ergonomie - Option Sciences Cognitives, 2019, Bordeaux

URL: http://www.theses.fr/2019BORD0258

► Bien que l’inclusion scolaire soit essentielle pour leur devenir socio-professionnel, les enfants et adolescents avec TSA rencontrent encore des difficultés à accéder à une scolarisation… (more)

▼ Bien que l’inclusion scolaire soit essentielle pour leur devenir socio-professionnel, les enfants et adolescents avec TSA rencontrent encore des difficultés à accéder à une scolarisation en milieu ordinaire. La diffusion progressive des technologies dans la société a encouragé le développement d’interventions numériques dédiées au TSA. Néanmoins, les précédentes revues de la littérature indiquent que ces dernières ciblent principalement les aspects cliniques du TSA (avec une sur-représentation des approches remédiationnelles), mais rarement directement les compétences scolaires ou encore les relations parents-professeurs. De là, l’objectif général de la thèse est de concevoir et évaluer des outils numériques favorisant l’inclusion scolaire de collégiens avec TSA, avec 4 principales contributions :1) Extraction de l’existant (étude 1) : Une revue systématique a été menée pour apprécier l'efficacité et l’utilisabilité des technologies numériques actuelles à visée clinique et éducative. Cette étude confirme la prépondérance des aspects cliniques dans cette nouvelle littérature interventionnelle. L’examen de la méthodologie et des résultats des études montre l’importance d’évaluer rigoureusement l’efficacité de ces nouveaux outils, notamment au regard de leur visée première (clinique et/ou ergonomique).2) Conception et évaluation d’une application d’assistance à la régulation émotionnelle pour l’inclusion en classe ordinaire (étude 2) : Une analyse des besoins des élèves avec TSA a été réalisée par une mise en relation entre des mesures de comportements socio-adaptatifs scolaires et de fonctionnement sociocognitif et exécutif. Cette analyse a souligné l’aspect critique des capacités sociocognitives pour le fonctionnement socio-adaptatif des élèves avec TSA, en faisant une cible privilégiée d’intervention (étude 2a). De là, une application mobile d’assistance à la régulation émotionnelle en classe a été conçue à l’aide d’une méthode participative, impliquant familles et professionnels. L’application a été évaluée auprès de 33 élèves en inclusion en classe ordinaire, dont 14 avec TSA (étude 2b). Cette étude montre que 1) le système a été utilisé en classe ordinaire de façon autonome et avec succès, et 2) qu’il s’est montré efficace pour soutenir l’autorégulation des émotions chez des collégiens avec TSA.3) Évaluation d’une application d’entraînement à visée scolaire (étude 3) : Une application d’entraînement au calcul par des activités d’échanges monétaires embarquant un algorithme de machine-learning pour la personnalisation de l’apprentissage a fait l’objet d’une étude de faisabilité auprès de collégiens avec TSA et/ou DI (N= 24). Des résultats prometteurs ont été obtenus après une intervention de trois semaines. Cette étude pilote montre qu’une intervention à visée scolaire peut être pertinente pour enseigner des compétences de numératie à des élèves de classe spécialisée, avec une amélioration des capacités de calcul et un bon niveau de motivation après l’intervention.4) Conception d’un outil numérique pour les aidants… Advisors/Committee Members: Sauzéon, Hélène (thesis director).

Subjects/Keywords: Autisme; Inclusion scolaire; Technologies; Conception; Aidants; Autism; School inclusion; Technologies; Design; Caregivers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mazon, C. (2019). Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers. (Doctoral Dissertation). Bordeaux. Retrieved from http://www.theses.fr/2019BORD0258

Chicago Manual of Style (16^th Edition):

Mazon, Cécile. “Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers.” 2019. Doctoral Dissertation, Bordeaux. Accessed February 25, 2021. http://www.theses.fr/2019BORD0258.

MLA Handbook (7^th Edition):

Mazon, Cécile. “Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers.” 2019. Web. 25 Feb 2021.

Vancouver:

Mazon C. Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers. [Internet] [Doctoral dissertation]. Bordeaux; 2019. [cited 2021 Feb 25]. Available from: http://www.theses.fr/2019BORD0258.

Council of Science Editors:

Mazon C. Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants : Digital technologies for the school inclusion of children with ASD in middle school : from individual to ecosystemic approaches in supporting the individuals and their caregivers. [Doctoral Dissertation]. Bordeaux; 2019. Available from: http://www.theses.fr/2019BORD0258

Universidade do Rio Grande do Sul

15. Marocco, Vanessa. Sujeitos com autismo em relações : educação e modos de interação.

Degree: 2012, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/40490

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Este estudo teve como objetivo compreender os modos de interação de sujeitos com autismo, a partir de uma perspectiva autopoiética. A partir desta perspectiva, de… (more)

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Este estudo teve como objetivo compreender os modos de interação de sujeitos com autismo, a partir de uma perspectiva autopoiética. A partir desta perspectiva, de autoproduzir-se, pensou-se mostrar as relações que constituíram os processos de escolarização dos sujeitos envolvidos. Nesta direção, esta pesquisa desenvolveu-se com um método fenomenológico se movimentando junto ao pensamento de Martin Heidegger, Maurice Merleau-Ponty e Humberto Maturana. Este estudo foi realizado em duas Escolas – uma de Educação Infantil e uma de Ensino Fundamental Regular – da Rede Municipal de Ensino (RME) de Porto Alegre-RS. O intuito foi se movimentar em todos os espaços que os sujeitos com autismo puderam estar a partir das atividades escolares, a fim de vivenciar as relações de seis sujeitos com autismo (quatro crianças e dois adolescentes). A estrutura metodológica desenhou-se com observações, num total de oitenta registros em diários de campo; conversas com profissionais e famílias; dois encontros com as representantes do setor da Educação Especial da Secretaria Municipal de Educação (SMED); duas entrevistas semiestruturadas: uma com a professora responsável pelo atendimento de Psicopedagogia Inicial (PI) na Escola de Educação Infantil e uma com a professora responsável pelo Atendimento Educacional Especializado (AEE) na Escola de Ensino Fundamental. Assim engendraram-se questões importantes sobre a escolarização dos sujeitos com autismo. No capítulo chamado “palavras vivas” duas formas foram possíveis: a primeira, sentidos no conhecer trouxe o contraste das relações no cotidiano; e a segunda, corpos misturados enfatizou a nitidez das relações em sobrevoos contínuos. Nas ações da área da Educação, enfatizando os sujeitos com autismo pode-se considerar um estar-junto (um ser-com) legitimado pelo respeito, considerando o quanto uma situação de inclusão escolar pode ser potencializadora para todos os sujeitos. Os diferentes processos mostraram, por exemplo, a comunicação como um viés a ser desenvolvido nas relações e mostraram que as ações dos profissionais da Educação em apostar nas trajetórias escolares de sujeitos com autismo são, ainda, pontos de muita tensão. A partir disso foi possível indicar quatro núcleos organizadores das educações de sujeitos com autismo: tempo, encontro, atenção e expressão. Estes podem ser considerados como uma possibilidade de desenho inicial para a formação de futuros professores numa perspectiva que prioriza as formas do conhecer, a fim de consolidar um movimento de reconhecer-se em uma área científica e ao mesmo tempo de manter o estranhamento sobre ela. Por fim, se considerou uma possível problematização da ideia de interação como condição ou possibilidade humana, levando em consideração os paradoxos estabelecidos pelos sujeitos que fazem as diferentes educações.

This study aimed to understand the modes of interaction of subject with autism, from an autopoietic perspective. From this perspective, self-produced is thought to show the relationships that were the subject of schooling processes…

Advisors/Committee Members: Baptista, Cláudio Roberto.

Subjects/Keywords: Autismo; Autism; Escolarização; Schooling; Inclusão escolar; Special education; School inclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Marocco, V. (2012). Sujeitos com autismo em relações : educação e modos de interação. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/40490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marocco, Vanessa. “Sujeitos com autismo em relações : educação e modos de interação.” 2012. Thesis, Universidade do Rio Grande do Sul. Accessed February 25, 2021. http://hdl.handle.net/10183/40490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marocco, Vanessa. “Sujeitos com autismo em relações : educação e modos de interação.” 2012. Web. 25 Feb 2021.

Vancouver:

Marocco V. Sujeitos com autismo em relações : educação e modos de interação. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2012. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10183/40490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marocco V. Sujeitos com autismo em relações : educação e modos de interação. [Thesis]. Universidade do Rio Grande do Sul; 2012. Available from: http://hdl.handle.net/10183/40490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Hiltnar Silva Muniz. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular.

Degree: 2009, Universidade Federal do Rio Grande do Norte

URL: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840

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O presente estudo analisa o relacionamento existente entre a família de educandos que apresentam síndrome de Down e profissionais da instituição de ensino em que… (more)

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O presente estudo analisa o relacionamento existente entre a família de educandos que apresentam síndrome de Down e profissionais da instituição de ensino em que estudam, com vistas a contribuir para a melhoria do processo de desenvolvimento e de ensino-aprendizagem, numa perspectiva inclusiva. Para tanto, utilizamos uma abordagem qualitativa, por acreditarmos que o objeto de pesquisa não é um dado passivo e neutro de conhecimento, já que este possui significados e relações que podem ser mais bem interpretados e compreendidos pelo pesquisador numa ocasião ativa e real. Para o desenvolvimento da pesquisa, empreendemos uma revisão bibliográfica sobre o tema e realizamos um estudo de caso em duas escolas da rede regular de ensino, na cidade de Natal/RN, sendo uma de cunho privado e a outra pertencente à rede pública. Trabalhamos nessas instituições de ensino com profissionais e com pais de educandos que apresentam a síndrome de Down. Empregamos como instrumento de construção de informações a entrevista semiestruturada e para a análise dos dados foi utilizado o método qualitativo. Conforme etapas percorridas, constatamos que: as coordenadoras pedagógicas que compunham as duas escolas pesquisadas demonstravam interesse em realizar um trabalho efetivo junto aos pais, independente do Projeto Político Pedagógico de cada escola prever ou não essa participação no processo educacional empreendido; no tocante às falas das professoras, no que se refere à relação com a família, percebemos que embora uma das docentes procure manter um bom relacionamento com os pais, permeado por trocas de saberes, de orientações e conhecimentos, em relação à outra, mesmo existindo uma aparente abertura para o diálogo , quando os pais apresentam alguma sugestão ou crítica, nem sempre essa atitude é bem vista. A partir das entrevistas realizadas com os pais, podemos destacar, primeiramente, que ambos reconhecem os benefícios da inclusão, no que diz respeito à socialização a partir da convivência com os pares em geral e ao processo de ensino e aprendizagem, que se apresenta de forma mais consistente. No tocante às reuniões escolares com os professores, os pais pesquisados concordam sobre a importância desses encontros e buscam comparecer aos mesmos, assim como aos demais eventos promovidos pela escola, além de procurarem ter contato individual com a professora, sempre que necessário. Estão sempre presentes, buscando se envolver em tudo que acontece na escola, com o intuito de conhecer melhor o que está sendo realizado, ouvindo e podendo sugerir alternativas com vistas ao aprimoramento do processo educativo. Percebemos, a partir do estudo empreendido, que, embora a inclusão escolar não seja um processo fácil de ser construído, é algo possível de ser alcançado. Para tanto, é preciso que profissionais da educação e as famílias reconheçam os seus papéis no processo educativo e atuem conjuntamente neste sentido

This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in…

Advisors/Committee Members: Francisco Ricardo Lins Vieira de Melo, Rita de Cássia Barbosa Paiva Magalhães, José Pires, Luzia Guacira dos Santos Silva, Lúcia de Araújo Ramos Martins.

Subjects/Keywords: EDUCACAO; Escola; Família; Processo educativo; Inclusão; family; educational process; inclusion; school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muniz, H. S. (2009). O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular.” 2009. Thesis, Universidade Federal do Rio Grande do Norte. Accessed February 25, 2021. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular.” 2009. Web. 25 Feb 2021.

Vancouver:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2009. [cited 2021 Feb 25]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular. [Thesis]. Universidade Federal do Rio Grande do Norte; 2009. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=2840

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

UCLA

17. Fujii, Cori Jo Yoshiko. A Guiding Hand: The Role of Teachers in the Social Functioning of Children with Autism Spectrum Disorder in Regular Education Classrooms.

Degree: Education, 2014, UCLA

URL: http://www.escholarship.org/uc/item/90f3g73q

► The number of children diagnosed with Autism Spectrum Disorder (ASD) has skyrocketed over the past decade, with current estimates at one in 68 children diagnosed… (more)

▼ The number of children diagnosed with Autism Spectrum Disorder (ASD) has skyrocketed over the past decade, with current estimates at one in 68 children diagnosed with the disorder (CDC, 2014). These increasing numbers, coupled with the push towards inclusion of children with disabilities in schools, have led to a greater number of children with ASD in regular education classrooms (US Department of Education, 2012). To better understand the social outcomes of these children, this study examined several factors believed to be associated with these outcomes. Student-teacher relationship quality as well as teacher attitudes and behaviors were examined for their effect on the social functioning of children with ASD in regular education classrooms. Participants included 22 parents and teachers of children with ASD from Kindergarten to third grade (18 male) who were placed in mainstream classrooms for at least 75% of the school day. Teachers and parents rated the child's level of social functioning and teachers rated the quality of their relationship with the child as well as their attitudes towards inclusion of students with disabilities in general. Classroom observations were conducted to examine direct teaching behaviors with regard to the teacher's emotional support, classroom management, and instructional support. Playground observations of the child were conducted to determine the child's level of social functioning during unstructured play periods. Overall child social functioning on the playground was related to STR conflict, and to some extent closeness, echoing previous findings from the typical and autism literature (Hamre & Pianta, 2001; Robertson, Chamberlain, & Kasari, 2003). Additionally there was evidence that naturalistic teacher behaviors may be related to child social skills as seen in the typically developing literature (Wilson, Pianta, & Stuhlman, 2007). While teacher attitudes towards inclusion were not related to child social functioning, they were related to child behavior problems (Avramidis & Norwich, 2002). Future researchers should look to examine how changes in STR and classroom climate influence the social functioning of children with ASD. Additionally, these results point to the potential for the development of social skills interventions by enhancing certain naturally occurring teacher behaviors in the classroom.

Subjects/Keywords: Education; Special education; Autism; Elementary school; Inclusion; Social functioning; Teacher characteristics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Fujii, C. J. Y. (2014). A Guiding Hand: The Role of Teachers in the Social Functioning of Children with Autism Spectrum Disorder in Regular Education Classrooms. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/90f3g73q

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fujii, Cori Jo Yoshiko. “A Guiding Hand: The Role of Teachers in the Social Functioning of Children with Autism Spectrum Disorder in Regular Education Classrooms.” 2014. Thesis, UCLA. Accessed February 25, 2021. http://www.escholarship.org/uc/item/90f3g73q.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fujii, Cori Jo Yoshiko. “A Guiding Hand: The Role of Teachers in the Social Functioning of Children with Autism Spectrum Disorder in Regular Education Classrooms.” 2014. Web. 25 Feb 2021.

Vancouver:

Fujii CJY. A Guiding Hand: The Role of Teachers in the Social Functioning of Children with Autism Spectrum Disorder in Regular Education Classrooms. [Internet] [Thesis]. UCLA; 2014. [cited 2021 Feb 25]. Available from: http://www.escholarship.org/uc/item/90f3g73q.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fujii CJY. A Guiding Hand: The Role of Teachers in the Social Functioning of Children with Autism Spectrum Disorder in Regular Education Classrooms. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/90f3g73q

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

San Jose State University

18. Cobb, Paulette C. Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities.

Degree: Doctor of Education (EdD), Education, 2018, San Jose State University

URL: https://doi.org/10.31979/etd.wpky-2v5n ; https://scholarworks.sjsu.edu/etd_dissertations/14

► There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education;… (more)

Subjects/Keywords: Best Practices; High School; Inclusion; Instructional Design; Secondary Education; Special Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cobb, P. C. (2018). Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.wpky-2v5n ; https://scholarworks.sjsu.edu/etd_dissertations/14

Chicago Manual of Style (16^th Edition):

Cobb, Paulette C. “Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities.” 2018. Doctoral Dissertation, San Jose State University. Accessed February 25, 2021. https://doi.org/10.31979/etd.wpky-2v5n ; https://scholarworks.sjsu.edu/etd_dissertations/14.

MLA Handbook (7^th Edition):

Cobb, Paulette C. “Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities.” 2018. Web. 25 Feb 2021.

Vancouver:

Cobb PC. Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2021 Feb 25]. Available from: https://doi.org/10.31979/etd.wpky-2v5n ; https://scholarworks.sjsu.edu/etd_dissertations/14.

Council of Science Editors:

Cobb PC. Examining the Efficacy of Inclusive Practices and its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.wpky-2v5n ; https://scholarworks.sjsu.edu/etd_dissertations/14

19. Arantes, Fernanda Ferrari. Indicadores de sucesso na inclusão escolar: um estudo exploratório.

Degree: Mestrado, Psicologia Escolar e do Desenvolvimento Humano, 2013, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;

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Esta dissertação é um estudo exploratório que parte de uma proposta de tomar elementos discursivos de entrevistas realizadas com educadoras que trabalham em escolas de… (more)

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Esta dissertação é um estudo exploratório que parte de uma proposta de tomar elementos discursivos de entrevistas realizadas com educadoras que trabalham em escolas de educação infantil da cidade de São Paulo, para constituí-los como indicadores de sucesso da educação inclusiva. Parte-se de uma revisão de literatura a respeito das incidências da inclusão escolar e constata-se que, embora noções de sucesso não tenham sido mencionadas nos trabalhos analisados, há uma preocupação latente quanto ao sucesso e ao fracasso dos processos de inclusão escolar. Tomando este cenário como ponto de partida, buscamos abordar a maneira pela qual a educação inclusiva é entendida na atualidade, tecendo problematizações entre algumas das diferentes perspectivas que embasam esse tema, dentre as quais a psicanalítica mostrou-se uma significativa ferramenta para discutir a natureza das diferentes ocorrências da inclusão escolar, entre elas, os indicadores de sucesso. Procuramos situar indicador quanto ao seu conceito e realizamos uma breve apresentação da origem da utilização de indicadores nas pesquisas psicanalíticas. Esse material nos permitiu realizar uma analogia na elaboração dos indicadores de sucesso da inclusão escolar, o objetivo principal deste estudo. A partir do referencial teórico psicanalítico, mais precisamente a teoria lacaniana dos quatro discursos, pesquisamos, a partir de relatos colhidos com educadoras de educação infantil tomados como elementos discursivos os aspectos referentes a situações de sucesso dos processos inclusivos mencionados, para elaborar indicadores de sucesso da inclusão escolar. Os aspectos colhidos nas entrevistas nos mostram que se os educadores encontram-se implicados com o que é possível realizar no dia-a-dia e no aprendizado com a criança no que é possível ser feito , o processo inclusivo é caracterizado como bem sucedido. As entrevistas, portanto, fornecem dados que nos servem para a caracterização do possível como um indicador de sucesso da inclusão escolar

This dissertation is an exploratory study based on a proposal to take discursive elements from interviews conducted with educators who work in children\'s education schools in the city of São Paulo, and to establish them as indicators of success for inclusive education. It begins with a literature review concerning incidences of school inclusion and it ascertains that, although notions of success have not been mentioned in the studies analyzed, there is latent concern regarding success and failure of school inclusion processes. Using this as a starting point, we seek to address how inclusive education is understood today, weaving problems among some of the different perspectives that are the foundation for this theme, among which psychoanalysis proved to be an important tool for discussing the nature of the different occurrences of school inclusion, including, success indicators. We tried to situate the ïndicator in relation to its concept and we conducted a brief presentation of the origin of indicator use in psychoanalytical…

Advisors/Committee Members: Lerner, Rogerio.

Subjects/Keywords: Educação; Education; Inclusão escolar; Psicanálise; Psychoanalysis; School inclusion; Singularidade; Singularity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Arantes, F. F. (2013). Indicadores de sucesso na inclusão escolar: um estudo exploratório. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;

Chicago Manual of Style (16^th Edition):

Arantes, Fernanda Ferrari. “Indicadores de sucesso na inclusão escolar: um estudo exploratório.” 2013. Masters Thesis, University of São Paulo. Accessed February 25, 2021. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;.

MLA Handbook (7^th Edition):

Arantes, Fernanda Ferrari. “Indicadores de sucesso na inclusão escolar: um estudo exploratório.” 2013. Web. 25 Feb 2021.

Vancouver:

Arantes FF. Indicadores de sucesso na inclusão escolar: um estudo exploratório. [Internet] [Masters thesis]. University of São Paulo; 2013. [cited 2021 Feb 25]. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;.

Council of Science Editors:

Arantes FF. Indicadores de sucesso na inclusão escolar: um estudo exploratório. [Masters Thesis]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/47/47131/tde-05072013-102522/ ;

20. Neres, Celi Corrêa. As instituições especializadas e o movimento da inclusão escolar: intenções e práticas.

Degree: PhD, Educação, 2010, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;

► Esta Tese elegeu como tema de investigação as intenções e práticas das instituições especializadas frente ao movimento de inclusão escolar. Assim, a presente pesquisa dedicouse… (more)

▼ Esta Tese elegeu como tema de investigação as intenções e práticas das instituições especializadas frente ao movimento de inclusão escolar. Assim, a presente pesquisa dedicouse a examinar as práticas educacionais que visam proporcionar a inclusão escolar dos alunos com deficiência na escola comum, por meio da análise do Programa de Apoio à Inclusão, desenvolvido por uma instituição especializada, identificando: a) o lugar que ocupam no interior do movimento de inclusão; b) a efetivação das práticas desenvolvidas pelo Programa para a inclusão escolar dos alunos com deficiência. O termo inclusão escolar foi adotado para referir-se a um grande movimento que surge no bojo das reformas educacionais da década de 1990 como uma proposição política de incorporação dos alunos que, historicamente, têm sido excluídos da escola. A inclusão dos alunos ditos excluídos passa a ser considerada como via de inclusão social, reafirmando o ideário da escola como instrumento de equalização social. Na educação especial, a inclusão em escolas comuns de alunos com deficiência é defendida como via de superação das condições de segregação e de exclusão social às quais foram historicamente submetidos. Para apreensão do objeto de estudo, a abordagem utilizada foi a do estudo etnográfico uma vez que, conforme aponta Rockwell (1989), permite abordar um objeto particular como parte de uma totalidade maior que o determina. Essa abordagem possibilitou apreender uma gama de elementos de análise, o que é fundamental para esse tipo de investigação que propõe estudar as práticas da instituição e, ao mesmo tempo, possibilita ao investigador utilizar um leque de fontes. Os instrumentos de coleta de dados utilizados foram: entrevistas focalizadas, análise documental e observação participante que proporcionaram a análise das práticas desenvolvidas pelas instituições que visam à inclusão escolar e a seus desdobramentos. Para atender ao objetivo da análise da extensão dessas práticas na inclusão dos alunos no ensino comum, elegeram-se também duas escolas da Rede Municipal de Ensino de Campo Grande, capital do Estado de Mato Grosso do Sul, que recebiam alunos com deficiência, encaminhados pela instituição pesquisada. A presente pesquisa revelou que a instituição especializada, por força do emergente movimento de inclusão escolar, deflagrou um processo de reorganização de suas práticas, implantando serviços direcionados especificamente à inclusão dos alunos com deficiência no ensino comum. A análise das ações desenvolvidas pela instituição, especificamente do Programa de Apoio à Inclusão, demonstrou que se constituem em uma iniciativa de manutenção dos serviços da instituição. Esta é pressionada a desenvolver atividades que atendam ao que postula o movimento de inclusão escolar. As ações do Programa de Apoio à Inclusão não têm conseguido, de fato, promover a inclusão escolar dos alunos no ensino comum, conforme os dados analisados, seja por limitações materiais do Programa, que tem dificuldade para viabilizar a indicação e o acompanhamento dos alunos atendidos,… Advisors/Committee Members: Ribeiro, Maria Luisa Sprovieri.

Subjects/Keywords: deficiência; deficiency; educação; education; inclusão escolar; school inclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Neres, C. C. (2010). As instituições especializadas e o movimento da inclusão escolar: intenções e práticas. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;

Chicago Manual of Style (16^th Edition):

Neres, Celi Corrêa. “As instituições especializadas e o movimento da inclusão escolar: intenções e práticas.” 2010. Doctoral Dissertation, University of São Paulo. Accessed February 25, 2021. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;.

MLA Handbook (7^th Edition):

Neres, Celi Corrêa. “As instituições especializadas e o movimento da inclusão escolar: intenções e práticas.” 2010. Web. 25 Feb 2021.

Vancouver:

Neres CC. As instituições especializadas e o movimento da inclusão escolar: intenções e práticas. [Internet] [Doctoral dissertation]. University of São Paulo; 2010. [cited 2021 Feb 25]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;.

Council of Science Editors:

Neres CC. As instituições especializadas e o movimento da inclusão escolar: intenções e práticas. [Doctoral Dissertation]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-22042010-104213/ ;

Universidade do Rio Grande do Norte

21. Muniz, Hiltnar Silva. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .

Degree: 2009, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/14323

► This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve… (more)

▼ This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve the process of developing teaching-learning, in an inclusive perspective. For this, we use a qualitative approach, because we believe that the object of research is not a passive and neutral knowledge, since it has meanings and relationships whose can be better interpreted and understood by the researcher in a real and active situation. For the development of this research, a bibliographical review was made about the subject, and a case studied in two regular education schools, both of them at the city of Natal/RN, one public and another one particular. We work on these educational institutions with professionals and parents of Down syndrome students. As an instrument of building information we used a semi-structured interview and to analise the results a qualitative method. Crossing the stages, we noticed: the pedagogical coordinators who made up both analyzed schools showed interest about doing an effective work with parents, regardless of Educational Policy Project of each school, predict or not the participation on educational undertaken process; On teachers discourses, reporting the relationship with the family, we realize that one of those teachers try to keep a good relationship with parents, permeated by learning exchanges, guidance and knowledge, in relation to another one, even existing an apparent openness to dialogue, when parents have any suggestions or criticism, that attitude is not always well coming. From the parents interviews, we can emphasize, first of all, that both of them recognize the benefits of inclusion, with regard to socialization - in general from the coexistence with pairs and the process of teaching and learning, as shown in a consistent way. Regarding school meetings with teachers, the studied parents agree about importance of such appointments and try to attend them, besides the other events organized by the school, beyond keeping individual touch with the teacher, when necessary. They are always present, looking for get envolved in everything that happens at school, in order to know better what is being done, listening and may suggest alternatives to improving the educational process. We perceive, from the study undertaken, that although the school inclusion is not an easy process to be built, is something that could be achieved. For this, is necessary that professionals of education and families recognize their functions in the educational process and act jointly on this direction Advisors/Committee Members: Martins, Lúcia de Araújo Ramos (advisor), CPF:08588287404 (advisor), http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794794P6 (advisor).

Subjects/Keywords: Escola; Família; Processo educativo; Inclusão; school; family; educational process; inclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muniz, H. S. (2009). O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14323

Chicago Manual of Style (16^th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 25, 2021. http://repositorio.ufrn.br/handle/123456789/14323.

MLA Handbook (7^th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Web. 25 Feb 2021.

Vancouver:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2009. [cited 2021 Feb 25]. Available from: http://repositorio.ufrn.br/handle/123456789/14323.

Council of Science Editors:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Masters Thesis]. Universidade do Rio Grande do Norte; 2009. Available from: http://repositorio.ufrn.br/handle/123456789/14323

Universidade do Rio Grande do Norte

22. Silva, Maria Karolina de Macedo. A escrita e a criança com síndrome de Down: uma relação possível na escola regular .

Degree: 2010, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/14404

► The school inclusion is based on respect for diversity and the belief that everyone has the capacity to learn and develop, for this the school… (more)

Subjects/Keywords: Inclusão escolar; Escrita; Síndrome de Down; School inclusion; Writing; Down syndrome

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silva, M. K. d. M. (2010). A escrita e a criança com síndrome de Down: uma relação possível na escola regular . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14404

Chicago Manual of Style (16^th Edition):

Silva, Maria Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 25, 2021. http://repositorio.ufrn.br/handle/123456789/14404.

MLA Handbook (7^th Edition):

Silva, Maria Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Web. 25 Feb 2021.

Vancouver:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2010. [cited 2021 Feb 25]. Available from: http://repositorio.ufrn.br/handle/123456789/14404.

Council of Science Editors:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Masters Thesis]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/14404

Universidade do Rio Grande do Norte

23. Lopes, Conceição Aparecida Oliveira. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .

Degree: 2012, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/14486

► The present study had the purpose of examining the disabled children s way of playing on everyday situations in the CMEIs (acronym in Portuguese for… (more)

Subjects/Keywords: Educação Infantil; Brincar; Inclusão Escolar; Early Childhood Education; Playing; School Inclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lopes, C. A. O. (2012). O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14486

Chicago Manual of Style (16^th Edition):

Lopes, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Masters Thesis, Universidade do Rio Grande do Norte. Accessed February 25, 2021. http://repositorio.ufrn.br/handle/123456789/14486.

MLA Handbook (7^th Edition):

Lopes, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Web. 25 Feb 2021.

Vancouver:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2021 Feb 25]. Available from: http://repositorio.ufrn.br/handle/123456789/14486.

Council of Science Editors:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Masters Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/14486

24. Rosângela Maria de Araújo Ferreira. Inclusão escolar de adolescentes em situação de liberdade assistida.

Degree: 2011, Universidade Católica de Brasilia

URL: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457

► O trabalho aqui proposto aborda os desafios da inclusão escolar dos adolescentes em situação de liberdade assistida (LA), a partir do ponto de vista dos… (more)

▼ O trabalho aqui proposto aborda os desafios da inclusão escolar dos adolescentes em situação de liberdade assistida (LA), a partir do ponto de vista dos professores e dos profissionais da justiça no Distrito Federal. A inclusão escolar dos adolescentes em situação de conflito com a lei é um modo de desvinculá-los da situação de risco psicossocial e da reincidência de atos infracionais. Nesse cenário, a escola pode se constituir como um espaço protetivo que regula as relações sociais para esses adolescentes. Pretende-se destacar os desafios na integração dos setores da educação e da justiça responsáveis pela inclusão social dos adolescentes em LA e chamar a atenção para o envolvimento das famílias nesse processo. Para tanto, buscou-se identificar a interação existente entre o Núcleo de Liberdade Assistida e a escolas públicas que recebem os adolescentes em LA. A pesquisa constitui-se de uma investigação exploratória qualitativa, que utilizou a entrevista semi-estruturada como instrumento de coleta de dados junto a 18 profissionais, sendo quatro Serventuários da Vara da Infância e Juventude do Distrito Federal, três Servidores Públicos do Núcleo de Liberdade Assistida do Distrito Federal e onze Professores da Secretaria de Estado de Educação do Distrito Federal. As entrevistas foram gravadas, transcritas e analisadas por meio da análise de conteúdo. Os resultados apontaram o pouco investimento das instituições na integração dos profissionais da justiça e da educação no acompanhamento dos adolescentes em LA e a pouca familiaridade do corpo docente com o Estatuto da Criança e do Adolescente (ECA). Os profissionais da justiça identificaram que um dos desafios da integração é o grande número de escolas que precisam ser acompanhadas e o número de serventuários insuficiente para o atendimento e acompanhamento da demanda de adolescentes em conflito com a lei no DF. As dificuldades dos professores relacionam-se à ausência de subsídios para uma prática docente que possa atender às particularidades desses adolescentes. Os profissionais da justiça e da educação apontaram as falhas de um suporte social para os adolescentes em LA, tendo em vista a pouca participação das famílias, situação que dificulta a criação de parcerias para a inclusão escolar. Conclui-se que o trabalho isolado das instituições dificulta a efetivação das matrículas dos adolescentes em liberdade assistida, bem como não cria situações para que eles possam ser acolhidos e acompanhados pelas instituições de modo integrado, portanto, faz-se necessário o desenvolvimento de um projeto na escola para o acolhimento de adolescentes que cumprem medida socioeducativa e ações que integrem a escola, a justiça e a família. Destaca-se também, a importância da construção de um projeto de vida que possibilite novas perspectivas para o presente e o futuro dos adolescentes em conflito com a lei e, por fim, ressalta-se a importante de uma rede de apoio fortalecida, uma vez que a escola, família e a comunidade podem proporcionar fatores de proteção que fortifiquem a autoconfiança e… Advisors/Committee Members: Kátia Cristina Tarouquella Brasil.

Subjects/Keywords: inclusão escolar; adolescentes; assistência judiciária; EDUCACAO; school inclusion; adolescents; probation; EDUCACAO

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferreira, R. M. d. A. (2011). Inclusão escolar de adolescentes em situação de liberdade assistida. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457

Chicago Manual of Style (16^th Edition):

Ferreira, Rosângela Maria de Araújo. “Inclusão escolar de adolescentes em situação de liberdade assistida.” 2011. Masters Thesis, Universidade Católica de Brasilia. Accessed February 25, 2021. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457.

MLA Handbook (7^th Edition):

Ferreira, Rosângela Maria de Araújo. “Inclusão escolar de adolescentes em situação de liberdade assistida.” 2011. Web. 25 Feb 2021.

Vancouver:

Ferreira RMdA. Inclusão escolar de adolescentes em situação de liberdade assistida. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2011. [cited 2021 Feb 25]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457.

Council of Science Editors:

Ferreira RMdA. Inclusão escolar de adolescentes em situação de liberdade assistida. [Masters Thesis]. Universidade Católica de Brasilia; 2011. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1457

Universidade do Rio Grande do Norte

25. Muniz, Hiltnar Silva. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .

Degree: 2009, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/14323

► This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve… (more)

▼ This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve the process of developing teaching-learning, in an inclusive perspective. For this, we use a qualitative approach, because we believe that the object of research is not a passive and neutral knowledge, since it has meanings and relationships whose can be better interpreted and understood by the researcher in a real and active situation. For the development of this research, a bibliographical review was made about the subject, and a case studied in two regular education schools, both of them at the city of Natal/RN, one public and another one particular. We work on these educational institutions with professionals and parents of Down syndrome students. As an instrument of building information we used a semi-structured interview and to analise the results a qualitative method. Crossing the stages, we noticed: the pedagogical coordinators who made up both analyzed schools showed interest about doing an effective work with parents, regardless of Educational Policy Project of each school, predict or not the participation on educational undertaken process; On teachers discourses, reporting the relationship with the family, we realize that one of those teachers try to keep a good relationship with parents, permeated by learning exchanges, guidance and knowledge, in relation to another one, even existing an apparent openness to dialogue, when parents have any suggestions or criticism, that attitude is not always well coming. From the parents interviews, we can emphasize, first of all, that both of them recognize the benefits of inclusion, with regard to socialization - in general from the coexistence with pairs and the process of teaching and learning, as shown in a consistent way. Regarding school meetings with teachers, the studied parents agree about importance of such appointments and try to attend them, besides the other events organized by the school, beyond keeping individual touch with the teacher, when necessary. They are always present, looking for get envolved in everything that happens at school, in order to know better what is being done, listening and may suggest alternatives to improving the educational process. We perceive, from the study undertaken, that although the school inclusion is not an easy process to be built, is something that could be achieved. For this, is necessary that professionals of education and families recognize their functions in the educational process and act jointly on this direction Advisors/Committee Members: Martins, Lúcia de Araújo Ramos (advisor), CPF:08588287404 (advisor), http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794794P6 (advisor).

Subjects/Keywords: Escola; Família; Processo educativo; Inclusão; school; family; educational process; inclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muniz, H. S. (2009). O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Thesis, Universidade do Rio Grande do Norte. Accessed February 25, 2021. http://repositorio.ufrn.br/handle/123456789/14323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muniz, Hiltnar Silva. “O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular .” 2009. Web. 25 Feb 2021.

Vancouver:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2009. [cited 2021 Feb 25]. Available from: http://repositorio.ufrn.br/handle/123456789/14323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muniz HS. O educando com síndrome de down: um estudo sobre a relação entre pais e profissionais na escola regular . [Thesis]. Universidade do Rio Grande do Norte; 2009. Available from: http://repositorio.ufrn.br/handle/123456789/14323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Rio Grande do Norte

26. Silva, Maria Karolina de Macedo. A escrita e a criança com síndrome de Down: uma relação possível na escola regular .

Degree: 2010, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/14404

► The school inclusion is based on respect for diversity and the belief that everyone has the capacity to learn and develop, for this the school… (more)

Subjects/Keywords: Inclusão escolar; Escrita; Síndrome de Down; School inclusion; Writing; Down syndrome

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silva, M. K. d. M. (2010). A escrita e a criança com síndrome de Down: uma relação possível na escola regular . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14404

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Silva, Maria Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Thesis, Universidade do Rio Grande do Norte. Accessed February 25, 2021. http://repositorio.ufrn.br/handle/123456789/14404.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Silva, Maria Karolina de Macedo. “A escrita e a criança com síndrome de Down: uma relação possível na escola regular .” 2010. Web. 25 Feb 2021.

Vancouver:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2010. [cited 2021 Feb 25]. Available from: http://repositorio.ufrn.br/handle/123456789/14404.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silva MKdM. A escrita e a criança com síndrome de Down: uma relação possível na escola regular . [Thesis]. Universidade do Rio Grande do Norte; 2010. Available from: http://repositorio.ufrn.br/handle/123456789/14404

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Rio Grande do Norte

27. Lopes, Conceição Aparecida Oliveira. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .

Degree: 2012, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/14486

► The present study had the purpose of examining the disabled children s way of playing on everyday situations in the CMEIs (acronym in Portuguese for… (more)

Subjects/Keywords: Educação Infantil; Brincar; Inclusão Escolar; Early Childhood Education; Playing; School Inclusion

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lopes, C. A. O. (2012). O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lopes, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed February 25, 2021. http://repositorio.ufrn.br/handle/123456789/14486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lopes, Conceição Aparecida Oliveira. “O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras .” 2012. Web. 25 Feb 2021.

Vancouver:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2021 Feb 25]. Available from: http://repositorio.ufrn.br/handle/123456789/14486.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lopes CAO. O brincar e a criança com deficiência física na educação infantil : o que pensam as crianças e suas professoras . [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/14486

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Presbiteriana Mackenzie

28. Luciana Fernandes Duque. O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo.

Degree: 2008, Universidade Presbiteriana Mackenzie

URL: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920

►

Esta pesquisa teve o objetivo de analisar criticamente a atuação do Agente de Inclusão Escolar no atendimento aos alunos com deficiência intelectual, matriculados em escolas… (more)

▼

Esta pesquisa teve o objetivo de analisar criticamente a atuação do Agente de Inclusão Escolar no atendimento aos alunos com deficiência intelectual, matriculados em escolas municipais de São Paulo. O Agente de Inclusão Escolar é um profissional vinculado a uma instituição especializada, que oferece suporte a professores e alunos da escola comum com foco no processo de inclusão. A opção metodológica foi à pesquisa qualitativa etnográfica, sendo dados coletados através de opinionários (questionários) e entrevistas, buscando conhecer a atuação do Agente, o entendimento dos pais e professores sobre o trabalho desempenhado por este profissional e questões relacionadas ao processo de inclusão. Vislumbrou-se também, situações que pudessem contribuir com a prática do Agente e com a inclusão escolar dos alunos com deficiência intelectual. O estudo fundamentou-se na idéia de que as relações entre as pessoas, estabelecidas nesse processo de inclusão, podem ser entendidas como relações de mediação e esses mediadores podem ser a família, a escola, os professores, os colegas e o próprio Agente de Inclusão. Foi possível conhecer as necessidades das famílias, das escolas e do Agente em relação à inclusão escolar e, assim, poder entender e instigar possíveis caminhos de trabalho, que de fato contribuam com uma educação inclusiva de qualidade. Fica claro que é na escola que devemos centrar todas as nossas forças em busca de transformação a favor das pessoas com deficiência e o Agente de Inclusão Escolar é um profissional que realiza todo seu trabalho voltado à escola comum. A luta pela qualidade de ensino não é uma preocupação apenas de teóricos e dos profissionais da área da educação, mas também das famílias, que muitas vezes não são vistas como parceiras, na busca dessa conquista.

The main goal of this research was to critically analyze the role of the school inclusion agent on the support for intellectually disabled students, studying at municipal schools in Sao Paulo. The school inclusion agent is a professional linked/ bonded to a specialized institution that offers support to teachers and students from the standard schools, focused in the inclusion process. The methodological choice was the research qualitative ethnographic; all data were collected through questionnaires and interviews, wiling to know the role of the agent, the understanding of parents and teachers about the performance of this professional and also to raise all the questions related to the inclusion process. Another objective was to set situations that could contribute to the agent practice to the school inclusion of intellectually disabled students. This study was based on the idea that all the relations established between people, can be understood as relations of mediations and the mediators could be the family, the school, the teachers, the classmates and also the inclusion agent. It was possible to learn about the family, school and also the agent needs concerning the school inclusion; therefore it is possible to understand and motivate all the…

Advisors/Committee Members: Solange Aparecida Emílio, Marieta Lúcia Machado Nicolau, Marcos José da Silveira Mazzotta.

Subjects/Keywords: inclusão escolar; deficiência intelectual; mediação; school inclusion; intellectual disability; mediation; PSICOLOGIA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Duque, L. F. (2008). O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo. (Thesis). Universidade Presbiteriana Mackenzie. Retrieved from http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Duque, Luciana Fernandes. “O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo.” 2008. Thesis, Universidade Presbiteriana Mackenzie. Accessed February 25, 2021. http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Duque, Luciana Fernandes. “O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo.” 2008. Web. 25 Feb 2021.

Vancouver:

Duque LF. O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo. [Internet] [Thesis]. Universidade Presbiteriana Mackenzie; 2008. [cited 2021 Feb 25]. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Duque LF. O agente de inclusão escolar no apoio a alunos com deficiência intelectual: um estudo em escolas municipais de São Paulo. [Thesis]. Universidade Presbiteriana Mackenzie; 2008. Available from: http://tede.mackenzie.com.br//tde_busca/arquivo.php?codArquivo=920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queens University

29. Alcock, Keith. The Bullying Word: Exploring how Students, Parents, Teachers and Principals Interpret ‘Bullying’ .

Degree: Education, Queens University

URL: http://hdl.handle.net/1974/27631

► Over the past 25 years, research, policies, programming and news reports have proactively tackled the evolving bullying problem, trying to remain ahead of the issue… (more)

▼ Over the past 25 years, research, policies, programming and news reports have proactively tackled the evolving bullying problem, trying to remain ahead of the issue and provide relevant solutions for all educational community members. As of now, the majority of the literature written on the subject focuses on the changing rates of bullying, the different forms of bullying and lastly the negative impact bullying has on victims, offenders, bystanders and the larger school community. These three areas of research are all predicated on the “bullying” word being understood by different players in the educational community; however, as preliminarily research has started to demonstrate there is a growing and concerning trend of the “bullying” word not being commonly understand, which has the potential to cause problems as they relate to communication, assessment and problem solving. The intent of this study was to use a multiple case study approach to explore how students, teachers, parents and administrators understand the word bullying and how they arrived at their conceptualization. In order to accomplish this goal, individual interviews of each case study group were conducted at two southeastern Ontario elementary schools, specifically working with participants in or associated with the junior grades. The findings reveal that across and within different case study groups the definition of bullying has notable commonalities not yet documented in collective discourse, as well as problematic areas of vast subjectivity. In my study, I introduce the phrase “bullying word phenomenon” to describe the occurrence of the term “bullying” not being commonly understood by members of the school community, which has the potential to make problem solving more difficult and inhibit different research findings (i.e. the difficulties of assessing “bullying” rates if the term itself is not commonly understood). As this is an exploratory case study, my findings are based on my literature review and qualitative case study. With that said, awareness of these trends needs to spread, and more research needs to be done on the “bullying word phenomenon,” so as to assist with school problem solving and inclusion.

Subjects/Keywords: Bullying ; Inclusion ; School ; Students

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Alcock, K. (n.d.). The Bullying Word: Exploring how Students, Parents, Teachers and Principals Interpret ‘Bullying’ . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/27631

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alcock, Keith. “The Bullying Word: Exploring how Students, Parents, Teachers and Principals Interpret ‘Bullying’ .” Thesis, Queens University. Accessed February 25, 2021. http://hdl.handle.net/1974/27631.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alcock, Keith. “The Bullying Word: Exploring how Students, Parents, Teachers and Principals Interpret ‘Bullying’ .” Web. 25 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Alcock K. The Bullying Word: Exploring how Students, Parents, Teachers and Principals Interpret ‘Bullying’ . [Internet] [Thesis]. Queens University; [cited 2021 Feb 25]. Available from: http://hdl.handle.net/1974/27631.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Alcock K. The Bullying Word: Exploring how Students, Parents, Teachers and Principals Interpret ‘Bullying’ . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/27631

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

30. Ribeiro, Cristina Manuela Ferreira. Representações sobre a escola, diversidade cultural e inclusão social.

Degree: 2018, RCAAP

URL: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/21958

►

Este trabalho tem como tema "Representações sobre a escola, diversidade cultural e inclusão social", e o estudo foi realizado no ano letivo 2016/2017, numa Escola… (more)

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Este trabalho tem como tema "Representações sobre a escola, diversidade cultural e inclusão social", e o estudo foi realizado no ano letivo 2016/2017, numa Escola TEIP, com contrato de autonomia, situada no distrito de Portalegre. Este trabalho insere-se no paradigma da Educação Intercultural e a recolha de dados efetuou-se numa escola, onde existe forte presença de crianças da comunidade cigana, com o objetivo conhecer as representações e opiniões dos alunos do 2º e 3º ciclo do Ensino Básico, face à sua escola, professores, funcionários, colegas da escola, e à sua turma, e verificar se existem diferenças em função do ciclo, sexo e as duas culturas presentes na escola. O estudo incidiu sobre uma amostra de 145 alunos, 22 da cultura cigana, com idades entre os 9 e os 17 anos e a média, moda e mediana a situar-se nos 12 anos. Os alunos deste estudo habitam maioritariamente zonas rurais, estão inseridos num contexto socioeconómico desfavorável, e provêm de famílias com baixas expectativas escolares. Foi aplicado um questionário aberto de completamento de frases com 11 perguntas, cuja análise permitiu concluir que as representações positivas prevalecem sobre as negativas e as neutras, no que respeita às dimensões avaliadas. Foi ainda realizada uma entrevista informal, a um mediador cigano.

The theme of this work is "School Representations, Cultural Diversity and Social In-clusion", and the study was carried out in the academic year 2016/2017, in a TEIP School, with autonomy contract, located in the Portalegre district. This work is part of the Intercultural Education paradigm and the statistic data was carried out in a school with a strong presence of children of the gypsy community, whose objective was to know the representations and opinions of the students of the 2nd and 3rd cycle of Basic Education, have on their School, teachers, staff, colleagues, and their class, checking for differences in the cycle, sex, and the two cultures present in the school. The study focused on a sample of 145 students, 22 of gypsy ethnicity, aged between 9 and 17 years, and the average, mode and median in the 12 years. The students in this study, lives mainly in rural areas, are in a unfavorable socioeconomic context, and come from fami-lies with low school expectations. An open questionnaire for completing sentences with 11 questions was applied, which analysis allowed to conclude that positive representations prevail over negative and neutral ones, with respect to the dimensions evaluated.

Advisors/Committee Members: Martins, Maria José das D..

Subjects/Keywords: Escola; cultura cigana; interculturalidade; inclusão; School; gypsy culture; interculturality; inclusion

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APA (6^th Edition):

Ribeiro, C. M. F. (2018). Representações sobre a escola, diversidade cultural e inclusão social. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/21958

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ribeiro, Cristina Manuela Ferreira. “Representações sobre a escola, diversidade cultural e inclusão social.” 2018. Thesis, RCAAP. Accessed February 25, 2021. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/21958.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ribeiro, Cristina Manuela Ferreira. “Representações sobre a escola, diversidade cultural e inclusão social.” 2018. Web. 25 Feb 2021.

Vancouver:

Ribeiro CMF. Representações sobre a escola, diversidade cultural e inclusão social. [Internet] [Thesis]. RCAAP; 2018. [cited 2021 Feb 25]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/21958.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ribeiro CMF. Representações sobre a escola, diversidade cultural e inclusão social. [Thesis]. RCAAP; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/21958

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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