Literatura académica sobre el tema "School of Basic Education in the Special Education Modality"
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Artículos de revistas sobre el tema "School of Basic Education in the Special Education Modality"
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Belyaeva, O. A. "AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION". Educational Psychology in Polycultural Space 53, n.º 1 (2021): 66–75. http://dx.doi.org/10.24888/2073-8439-2021-53-1-66-75.
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The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.
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Mauricio, Suelen Santos, Luiz Martins Junior y Rosa Elisabete Militz Wypyczynski Martins. "A (DES) TERRITORIALIZAÇÃO DA INCLUSÃO DE PESSOAS COM DEFICIÊNCIA NA MODALIDADE DA EDUCAÇÃO DE JOVENS ADULTOS: um mapeamento das pesquisas no período de 2010-2016". Cadernos de Pesquisa 26, n.º 2 (22 de julio de 2019): 151. http://dx.doi.org/10.18764/2178-2229.v26n2p151-167.
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Este texto busca ressignificar a concepção da inclusão escolar dos estudantes com deficiência, no território da Educação de Jovens e Adultos (EJA), como elemento constitutivo dos trabalhos difundidos em produções acadêmicas de mestrado e doutorado defendidas, no período de 2010 a 2016, nos Programas de Pós-Graduação em Educação, Educação Especial, Educação e Tecnologia e Ensino do Brasil, dos quais o objetivo central é compreender como se dá a inclusão das pessoas com deficiência na modalidade da EJA. O presente estudo caracteriza-se como uma pesquisa de caráter exploratório com enfoque bibliométrico, ou seja, as bases conceituais da literatura e da rede no ciberespaço foram significativas para justificar e afirmar a natureza dessa metodologia definida. Os termos utilizados, na busca online, para identificação dos trabalhos com a temática supracitada foram “educação inclusiva” e “educação de jovens e adultos”, totalizando dezessete produções acadêmicas encontradas, dentre elas, onze dissertações e seis teses. A análise dessas produções demonstrou, em linhas gerais, que o processo de inclusão na EJA se apresenta de forma deficitária e distanciada do que pregam as políticas inclusivas nacionais e da modalidade em questão. Além disso, essa última se constitui em um espaço de educação marginal que não representa território de interesse por parte dos sistemas produtivos vigentes. Se ações de inclusão, no Ensino Fundamental e Médio, são tímidas, na EJA, significa um desafio a ser superado proporcional à demanda crescente de estudantes com deficiência matriculados anualmente.Palavra-chave: Educação inclusiva. Educação de jovens e adultos. Análise bibliométrica.THE TERRITORIALIZATION OF THE INCLUSION OF PERSONS WITH DISABILITIES IN THE MODALITY OF EDUCATION OF YOUNG ADULTS: a mapping of research between the period 2010-2016AbstractThis text seeks to resignify the conception of school inclusion of students with deficiency, in the Territory of Education of Young People and Adults (EJA) as a constitutive element the works diffused in academic productions of Masters e Doctorate degree defended between or period of 2010 to 2016 in the Poster Programs of Graduations of Education, Special Education, Education and Technology and Teaching in Brazil, of which the central objective is to understand how it is given the inclusion of people with deficiency in the modality of EJA. The present study is characterized as a research of exploratory nature with a bibliometric approach, or bases, the conceptual basis of literature and the cyberspace network were signified to justify and affirm the nature of this defined methodology. The terms used to search online for the identification of the works with the above mentiomed theme were “inclusive education” and “education of young people and adults”, totaling seventeen academic productions, among them, eleven dissertations and six theses. The analysis of these productions shows in general lines, that the process of inclusion in the EJA is deficient and distanced from what is said by the national inclusive policies and the modality in question. Besides that, this was constituted a marginal education space, which does not represent a territory of interest on the part of the production system in force. Sections of inclusion in the elementary school and high school, are timid, in EJA it means a challenge to be overcome proportional to the crescent demand of students with deficiency enrolled annually.Keyword: Inclusive education. Youth and adult education. Bibliometric analysis.LA (DES) TERRITORIALIZACIÓN DE LA INCLUSIÓN DE PERSONAS CON DISCAPACIDAD EN EL MODO DE LA EDUCACIÓN DE JÓVENES ADULTOS: un mapeo de las investigaciones en el período de 2010-2016ResumenEste texto busca resignificar la concepción de la inclusión escolar y los estudios con deficiencias en el Territorio de Educación de Jóvenes y Adultos (EJA) como elemento constitutivo de los trabajos defendidos en producciones académicas de maestría y doctorado, en el período 2010 a 2016 en los programas de pos graduación en Educación, Educación Especial, Educación y Tecnología y Enseñanza del Brasil, de los cuales el objetivo central es comprender como se da la inclusión de las personas con deficiencias en la modalidad de EJA. El presente estudio se caracteriza como una investigación de carácter exploratorio con el enfoque bibliométrico, o sea, con base de los conceptos de la literatura y de la red en el ciberespacio fueron significativas para justificar y afirmar la naturaleza de esa metodología definida. Los términos utilizados en la búsqueda on line para la identificación de trabajo con una temática supracitada fueran Educación Inclusiva y Educación de Niños y Adultos, totalizando diecisiete producciones académicas. Encontradas, entre ellas, once disertaciones y seis tesis. El análisis de esas producciones demostró, en líneas generales, que el proceso de inclusión en la EJA se presenta de forma deficitaria y distanciada de lo que predican las políticas inclusivas nacionales y de la modalidad en cuestión. Además, se trata de un foro de educación marginal, que no representa un territorio de interés por parte de los sistemas vigentes. Si las acciones de inclusión, en la Enseñanza Fundamental y Medio, son tímidas, en la EJA, significa un desafío a ser superado proporcional a la creciente demanda de estudiantes con discapacidad matriculados anualmente.Palabras clave: Educación inclusiva. Educación de jóvenes y adultos. Análisis bibliométrico.
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Renders, Elizabete Cristina Costa. "A ESCOLA INCLUSIVA NA PERSPECTIVA DAS PESSOAS COM DEFICIÊNCIA". Cadernos de Pesquisa 25, n.º 3 (11 de octubre de 2018): 47. http://dx.doi.org/10.18764/2178-2229.v25n3p47-66.
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Apresenta resultados de uma pesquisa de pós-doutorado que discutiu a escola inclusiva na perspectiva dos estudantes com deficiência, destacando as práticas pedagógicas que eles entendem serem necessárias para a inclusão escolar. Trata-se de uma pesquisa narrativa que se deu na forma de rodas de conversa virtual com estudantes matriculados em um curso de Pedagogia, na modalidade a distância. Na composição do material documentário, destacam-se as autobiografias narradas, as cartas escritas pelos licenciandos e licenciandas para um dos seus professores e também os diários de pesquisa da pesquisadora. Tal material aponta para a importância de fazeres pedagógicos cotidianos que promovam: (i) a superação do preconceito pelo conhecimento que se constitui na convivência com as diferenças; (ii) o cuidado de, no âmbito da inclusão escolar, não reduzir a formação docente ao atendimento educacional especializado; (iii) a aproximação da tecnologia assistiva à discussão da tecnocultura nesta contemporaneidade. THE INCLUSIVE SCHOOL FROM THE PERSPECTIVE OF PEOPLE WITH DISABILITYAbstract: This article presents results of a postdoctoral research that discussed the inclusive school from the perspective of the students with disabilities, highlighting the pedagogical practices that they indicate as necessary for school inclusion. The methodology used was the narrative research, in the form of virtual conversation wheels with students enrolled in a course of Pedagogy, distance learning modality. In the composition of the documentary material are the autobiographies narrated, the letters written by the students for one of their teachers and also the research diaries of the researcher. Such material points to the importance of daily pedagogical practices that promote: (i) overcoming prejudice by the knowledge that is constituted in the coexistence with the differences; (ii) care should be taken not to reduce, in the scope of school inclusion, teacher training to specialized educational services; (iii) the approximation of assistive technology to the discussion of technoculture in this contemporaneityKeywords: Narrative Research. People with Disability. Inclusive Education. Special Education. Basic Education. Assistive Technology..LA ESCUELA INCLUSIVA EN LA PERSPECTIVA DE LAS PERSONAS CON DISCAPACIDADResumen: Este artículo presenta resultados de una investigación de posdoctorado que discutió la escuela inclusiva en la perspectiva de las personas con discapacidad, destacando las prácticas pedagógicas que ellos entienden como necesarias para la inclusión escolar. En la composición del material documental se destacan las autobiografías narradas, las cartas escritas por licenciandos y licenciandas para uno de sus profesores y también los diarios de investigación de la investigadora. Tal material apunta a la importancia de prácticas pedagógicas cotidianas que promuevan: (i) la superación del prejuicio por el conocimiento que se constituye en la convivencia con las diferencias; (ii) el cuidado en no reducir, en el ámbito de la inclusión escolar, la formación docente a la atención educativa especializada; (iii) la aproximación de la tecnología de asistencia a la discusión de la tecno cultura en esta contemporaneidad.Palabras clave: Investigación Narrativa. Personas con Discapacidad. Educación Inclusiva. Educación Especial. Educación Básica. Tecnología de asistencia.
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김일수, 정훈영 y HunSun Jun. "The Special School Physical Education Teachers' Perception toward Physical Education in the 2008 Revised Basic Curriculum for Special School". Journal of adapted physical activity and exercise 18, n.º 4 (diciembre de 2010): 129–41. http://dx.doi.org/10.17006/kjapa.2010.18.4.129.
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Gavrilyushkina, O. P. y M. A. Egorova. "Primary School Children with Special Education Needs". Psychological-Educational Studies 8, n.º 3 (2016): 141–52. http://dx.doi.org/10.17759/psyedu.2016080313.
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The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.
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Kraukle, Sandra. "Communicative Approach to Inclusive Education in Pre-School". Discourse and Communication for Sustainable Education 4, n.º 1 (2 de febrero de 2015): 50–56. http://dx.doi.org/10.2478/dcse-2013-0004.
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Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.
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Mantoan, Maria Teresa Eglér. "Special Education in Brazil: from exclusion to inclusion". ETD - Educação Temática Digital 1, n.º 3 (8 de enero de 2009): 45. http://dx.doi.org/10.20396/etd.v1i3.548.
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This article is about the phases through which the Brazilian education has been developing, starting from the exclusion of students with disabilities in specialized institutions which are typically therapeutically oriented to our present days, when this educational modality has been clashing with the proposals of a school for all, one and only, open to the differences, and, as a result, inclusive. The path that has been followed is focused on from the point of view of legal documents, of educational plans and policies. Finally we focus on teacher education and present some indicators by which we have been evaluating the benefits of inclusion in the Brazilian schools, through the investigations from the researchers at LEPED (Laboratory of Studies and Research in Teaching and Diversity) / Unicamp- São Paulo/Brazil.
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Müürsepp, Mare y Anne Uusen. "FAILING IN BASIC SCHOOL: DISCOURSES OF EXPLANATION". Problems of Education in the 21st Century 48, n.º 1 (20 de noviembre de 2012): 117–26. http://dx.doi.org/10.33225/pec/12.48.117.
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Discourse study was aimed to analyse the methodolody of educational research concerning problems of failing in basic school. There the gender discourse appeared as a substantial issue, while remarkable differences between boys and girls are revealed by official statistics and educational studies. The sustainability of a society with such a gender imbalance in education is at risk, since the educational choices will influence choices in the labor market and in lifestyle in broader terms. It is therefore important to look for explanations for gender differences in education (coping strategies, achievement, etc.). In line with the theories of multiple masculinities can be argued that looking at the so-called failing boys as a homogenous group will not take us very far in understanding the underlying reasons for the causes of failing. If the coping at school is related to the gender, then the solution of the problem has to be derived from the gender differences too, but this kind of thinking would connote to the gender stereotypes. Thus, a historical overview of educational research carried out in Estonia in the last century is provided, focusing on the discourse of gender in the educational science. There are different periods pointed out in relation to the focus in studies of academic success: there have been years, when the boys' results in academic skills were higher than girls' results; problems of health and social relations have been treated in different way during different periods. Content analysis of the studies concerning gender issues will be the basis for the discussion, and special attention will be given to the research of pupils' lifestyle. Key words: coping, essentialist vs. sociocultural approach, gender, lifestyle, multiple masculinity.
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Julião, Elionaldo Fernandes y Mônica Dias Peregrino Ferreira. "As políticas de ampliação de oportunidades educacionais no Brasil e as trajetórias escolares na Educação de Jovens e Adultos no Ensino Médio na cidade do Rio de Janeiro". education policy analysis archives 26 (3 de diciembre de 2018): 156. http://dx.doi.org/10.14507/epaa.26.3079.
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School expansion policies in Brazil, designed from the 1990s, increased the population's access to fundamental education, reaching 98.2% of the resident population in the age group from 6 to 14 years old in 2010. However, according to data released by the Brazilian Institute of Geography and Statistics in 2012, illiteracy still reaches 8.6% of the population aged 15 or older; 8.1% of young people between 18 and 24 years of age still attends elementary school , 34.2% high school and 51.3% higher education. The data shows that although we are universalizing access to elementary education in the age group of 6 to 14 years, we still suffer the result of a large number of young people who, due to problems of retention and evasion, remain, out of school, or in a situation of school lag. Considering such questions, this article, which is based on the results of a research on secondary school and in youth and adult modality conducted in the State of Rio de Janeiro in Brazil, aims to reflect about the expansion of compulsory basic education in the country and the effects of this expansion considering the school trajectories in the modality.
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Walsh, Grant. "Aboriginal Primary Education". Aboriginal Child at School 15, n.º 2 (mayo de 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.
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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.
Tesis sobre el tema "School of Basic Education in the Special Education Modality"
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Piaia, Tiarles Mirlei. "A escola de educação básica na modalidade educação especial no contexto da política de educação especial do estado do Paraná". Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3333.
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This research aims to understand the trajectory of implementation of the School of Basic Education in Special Education Mode in the context of special education policy of the State of Paraná, Brazil. To achieve this purpose, we proceed with a documental and bibliographic research. The bibliographic references subsidize the analysis of official documents in order to understand the historical and political context of the creation of such documents. To support this analysis, we relied on the Cultural Historical theory, especially in Vygotsky's studies of Special Education, which are in the collection Fundamentos da Defectologia (Fundamentals of Defectology) - Tomo V (1997). In SEED \ DEEIN, we collect data relating to such school implementation process in the municipalities of the state, which we have explored in the light of Bardin's content analysis technique (2011). We identified in this study that the implementation of the School of Basic Education in the Modality Special Education in Paraná State was given by divergences in the orientation of PNEEPEI (BRAZIL, 2008) and of the Decree No. 6571 \ 08 about the enrollment of all students in regular classes as well as the funding to schools by FUNDEB resources be linked to the same condition. Considering the above, was given, in this State, the creation of the Basic Education School in the Special Education Modality by work undertaken by FEAPAES \ PR, with the consent of SEED \ DEEIN and approval of the EEC. In addition to changes in the Special Education Schools designation for Basic Education Schools in Special Education Modality the Paraná State legislation assured this integration to the State System of Education offering schooling and ensuring certification to the students. But after three years of implementation, the proposal required a readjustment by the fact that students could not master the planned curriculum content, which would announce, at the end of 2014, large percentages of failure. Occurred then, in 2014, the administrative and pedagogical organization whose main feature was the adjustment in the student time spent in elementary school in a ten-year cycle. There is, then, that schooling and certification warranty are challenges still to be achieved because the pedagogical responses regarding the appropriation of academic content by the students has not given as efficiently as was the implementation of such school.
Esta pesquisa tem como objetivo compreender a trajetória de implementação da Escola de Educação Básica na Modalidade Educação Especial no contexto da política de Educação Especial do Estado do Paraná. Para atingir tal proposta, procedemos de um estudo de natureza bibliográfica e documental. Os referenciais bibliográficos subsidiaram a análise dos documentos oficiais nacionais e estaduais no sentido de entendermos o contexto histórico e político da criação dos referidos documentos. Para sustentação de tal análise, apoiamo-nos na teoria Histórico - Cultural, especialmente nos estudos de Vigotski acerca da Educação Especial, os quais se encontram na coletânea Fundamentos da Defectologia - Tomo V (1997). Na SEED\DEEIN, coletamos dados referentes ao processo de implementação de tal escola nos municípios do Estado, que por nós foram explorados à luz da técnica de Análise de Conteúdo de Bardin (2011). Identificamos neste estudo que a implementação da Escola de Educação Básica na Modalidade Educação Especial no Estado do Paraná deu-se mediante divergências à orientação da PNEEPEI (BRASIL, 2008) e ao Decreto nº 6.571/08 quanto à matrícula de todos os alunos em turmas do ensino regular, assim como o financiamento às escolas, a partir dos recursos do FUNDEB, estar atrelado a essa mesma condição. Deu-se então, nesse Estado, a criação da Escola de Educação Básica na Modalidade Educação Especial mediante trabalho empreendido pela FEDAPAES\PR, com anuência da SEED\DEEIN e aprovação do CEE. Além de alteração na denominação de Escola de Educação Especial para Escola de Educação Básica na Modalidade Educação Especial a legislação paranaense garantiu a essa a integração ao Sistema Estadual de Ensino ofertando escolarização e garantindo certificação aos alunos. Porém passados três anos após a implementação, a proposta necessitou de readequação pela constatação de que os alunos não conseguiam dominar os conteúdos curriculares previstos, o que anunciaria, ao final de 2014, grande percentual de reprovação. Deu-se então no ano de 2014 a organização administrativa e pedagógica cuja característica principal foi a adequação no tempo de permanência do aluno no ensino fundamental em um ciclo de dez anos. Tem-se, desse modo, que a escolarização e a garantia de certificação são desafios ainda a serem alcançados pois as respostas pedagógicas no que tange à apropriação dos conteúdos acadêmicos por parte dos educandos não se deu de maneira tão eficiente quanto foi a implementação de tal escola.
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Schmerling, Jennifer Braunstein. "Jewish Leaders' Access to IDEA Funds for Parentally Placed Private School Children| A Basic Qualitative Study". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784462.
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This qualitative study was designed to gain insight on Jewish leaders’ conceptualizations and access to IDEA funding for their parentally placed private school children when Free Appropriate Public Education (FAPE) is not at issue. Additionally, this study explored the various ways Jewish leaders aid and advocate for these students. The current literature on parentally placed private school children with disabilities and IDEA funding is limited (Taylor, 2005). Therefore, this study sought to bridge this gap and inform policy makers, practitioners, and parents on the complexities of this topic. The methodology consisted of in-depth interviews and document collection and analysis. Participants were selected through a snowball sampling technique and were Jewish leaders from Jewish Day Schools in the Mid-Atlantic region: Maryland, Washington D.C. and Virginia. Their roles included principals, division heads, heads of school, and learning specialists. In-depth interviews were conducted with each participant over a span of two and a half months. Then these interviews were carefully read, transcribed, and coded using both In Vivo and descriptive codes. Six rich themes emerged through coding and document analysis. Documents collected were both private and public documents and were coded in a similar manner. The themes that emerged are as follows; Leader, Parent, and Educator Knowledge, A Jewish Day School’s Internal Process, Building Relationships with Stakeholders, Utilizing Internal and External Resources, The Belief of Inequity, and Mission and Advocacy. The themes were tied back to the conceptual framework and answered the research questions that guided the study. Methods of validity included triangulation and member checks. Maxwell’s (2013) research design ensured that there was consistent reflection and interaction between the goals, conceptual framework, methods, validity, and research questions of the study. In conclusion, the findings of this research hope to heighten awareness to Jewish educators, schools, and communities.
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Williams, Regina N. "Inclusive Classrooms| A Basic Qualitative Study of K-8 Urban Charter School Teachers". Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622308.
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The rapid growth of charter schools has been accompanied with numerous questions related to special education such as whether or not charter schools and their unique missions can actually meet the needs of students with disabilities (Karp, 2012). This basic qualitative study explores the practices and procedures used by primary school teachers to promote achievement and engagement for students with disabilities in K-8 inclusion classrooms at an independent charter school in a large Midwestern city. The sample for this study included teachers at an urban charter school who were recommended by their principal as being skillful at improving engagement and learning for students with disabilities. Interviews and observations were used to gain insight on the specific techniques, strategies, and processes being utilized by charter school teachers. During interviews, teachers communicated a variety of ways in which achievement and engagement are promoted in their inclusive classrooms. Differentiation, collaboration, flexibility, offering choices, and group work were common themes communicated by teachers in regards to the practices and procedures that proved most beneficial in promoting achievement and engagement for students with disabilities.
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Rigdon, Misty B. "The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/783.
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Coteaching strategies have been implemented in many of the inclusion math classrooms in an attempt to improve the achievement of students. Math achievement continues to be a concern as reported by the National Mathematics Advisory Council in 2007. Educators and previous research reported that coteaching does not improve student achievement. The purpose of this study and the research question was designed to investigate, determine, and examine if coteaching has an impact on regular education students' achievement on an algebra assessment in the eighth grade. This concurrent mixed methods design used test data from a convenience sample of 70 eighth grade students and 6 math coteachers from a small rural middle school in a southern U.S state. The students were divided into a cotaught class (experimental) and a noncotaught class (control group). The teachers' perception and implementation of the coteaching model within the inclusive classroom was determined through interviews using a semi-structured interview guide. Students' achievement was measured based on math scores on a Basic Skills Algebra Assessment given at the beginning and end of 12 weeks. A two-way analysis of variance (ANOVA) was conducted to assess if differences exist on algebra achievement scores by group (control vs. treatment) and time (pretest vs. posttest). The results of the post hoc analysis, consisting of two independent sample t tests and two dependent sample t tests, revealed that significant mean differences did in fact exist on algebra achievement scores for only the experimental group suggesting that scores increased from pre to posttest. The interview data indicated that the teachers' perception of student learning was greater in the cotaught classroom. Evidence is provided to coteachers and administrators in support of implementing the coteaching model. It supports a change in students' attitudes and perceptions of other's differences as well as their ability to learn mathematics.
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Silva, Luis Henrique [UNESP]. "A concepção de êxito no ensino de história para alunos com deficiência intelectual". Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/91201.
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Segundo estatística do Ministério da Educação e Cultura (BRASIL, 2006), de 1998 a 2005, foram registradas 218.320 novas matrículas inclusivas nas escolas regulares, sendo 65,4% somente no Ensino Fundamental. Considerando que o mesmo quadro estatístico aponta que 43,4% destas matrículas são de alunos com deficiência intelectual, propomos a análise da dinâmica estabelecida no interior das escolas regulares, particularmente nas aulas de História, a partir do momento em que esses alunos começam a fazer parte do contexto escolar. O estudo teve como objetivo específico a busca em compreendermos qual seria a concepção de êxito no ensino de História para esses alunos. Frente ao objetivo, realizamos entrevistas com todos os 14 (quatorze) alunos com deficiência intelectual matriculados entre 5ª e 8ª série do Ensino Fundamental de uma Diretoria Regional de Ensino no interior do Estado de São Paulo, bem como seus respectivos professores de História. O resultado da coleta e análise de dados, estudados quantitativa e qualitativamente através da Análise Social Discursiva, demonstrou que a dinâmica do ensino não apresenta mudanças quando da presença desses alunos, mas promove uma constante busca por ferramentas capazes de adequá-los às características de uma educação que demonstrou-se essencialmente bancária (FREIRE, 2005). Reconhecendo a inexistência de tais ferramentas de controle e sujeição, percebemos finalmente que a inclusão escolar destes apresenta dois grandes potenciais: a inauguração de uma nova forma de exclusão social em que alunos estarão inseridos em espaços que sutilmente desconsiderarão a sua presença, ou a provocação de uma completa revisão dos objetivos da escola.
According to statistics of the Ministry of Education and Culture (BRASIL, 2006), from 1998 to 2005, there has been registered 218,320 new inclusive school registrations in the regular schools, being 65.4% only in Basic School. Considering that the same statistical picture points that 43.4% of these school registrations are of pupils with intellectual deficiency, we consider the analysis of the dynamics established in the interior of the regular schools, particularly in the lessons of History, from the moment when these pupils start to be part of the school context. The study had as specific goal the search in understanding what would be the conception of success in the education of History for these pupils. Front to the objective, we carried through interviews with all the 14 (fourteen) pupils with intellectual deficiency registered between 5ª and 8ª grades of Basic School of a Regional Direction of Education in the countryside of the State of São Paulo, as well as their respective History teachers. The result of the collection and analysis of data, studied quantitatively and qualitatively through the Discursive Social Analysis, demonstrated that the dynamics of education does not present changes when of the presence of these pupils, but promotes a constant search for tools capable to adjust them to the characteristics of an education that demonstrated essentially bankwise (FREIRE, 2005). Recognizing the inexistence of such tools of control and subjection, we realize finally that the school inclusion presents two great potentials: inauguration of a new form of social exclusion, where pupils will be inserted in spaces that will subtly not consider their presence, or the provocation of a complete revision of the objectives of the school.
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Silva, Luis Henrique. "A concepção de êxito no ensino de história para alunos com deficiência intelectual /". Marília : [s.n.], 2009. http://hdl.handle.net/11449/91201.
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Orientador: Anna Augusta Sampaio de OliveiraBanca: Sadao Omote
Banca: Regina Celia Alegro
Resumo: Segundo estatística do Ministério da Educação e Cultura (BRASIL, 2006), de 1998 a 2005, foram registradas 218.320 novas matrículas inclusivas nas escolas regulares, sendo 65,4% somente no Ensino Fundamental. Considerando que o mesmo quadro estatístico aponta que 43,4% destas matrículas são de alunos com deficiência intelectual, propomos a análise da dinâmica estabelecida no interior das escolas regulares, particularmente nas aulas de História, a partir do momento em que esses alunos começam a fazer parte do contexto escolar. O estudo teve como objetivo específico a busca em compreendermos qual seria a concepção de êxito no ensino de História para esses alunos. Frente ao objetivo, realizamos entrevistas com todos os 14 (quatorze) alunos com deficiência intelectual matriculados entre 5ª e 8ª série do Ensino Fundamental de uma Diretoria Regional de Ensino no interior do Estado de São Paulo, bem como seus respectivos professores de História. O resultado da coleta e análise de dados, estudados quantitativa e qualitativamente através da Análise Social Discursiva, demonstrou que a dinâmica do ensino não apresenta mudanças quando da presença desses alunos, mas promove uma constante busca por ferramentas capazes de adequá-los às características de uma educação que demonstrou-se essencialmente bancária (FREIRE, 2005). Reconhecendo a inexistência de tais ferramentas de controle e sujeição, percebemos finalmente que a inclusão escolar destes apresenta dois grandes potenciais: a inauguração de uma nova forma de exclusão social em que alunos estarão inseridos em espaços que sutilmente desconsiderarão a sua presença, ou a provocação de uma completa revisão dos objetivos da escola.
Abstract: According to statistics of the Ministry of Education and Culture (BRASIL, 2006), from 1998 to 2005, there has been registered 218,320 new inclusive school registrations in the regular schools, being 65.4% only in Basic School. Considering that the same statistical picture points that 43.4% of these school registrations are of pupils with intellectual deficiency, we consider the analysis of the dynamics established in the interior of the regular schools, particularly in the lessons of History, from the moment when these pupils start to be part of the school context. The study had as specific goal the search in understanding what would be the conception of success in the education of History for these pupils. Front to the objective, we carried through interviews with all the 14 (fourteen) pupils with intellectual deficiency registered between 5ª and 8ª grades of Basic School of a Regional Direction of Education in the countryside of the State of São Paulo, as well as their respective History teachers. The result of the collection and analysis of data, studied quantitatively and qualitatively through the Discursive Social Analysis, demonstrated that the dynamics of education does not present changes when of the presence of these pupils, but promotes a constant search for tools capable to adjust them to the characteristics of an education that demonstrated essentially bankwise (FREIRE, 2005). Recognizing the inexistence of such tools of control and subjection, we realize finally that the school inclusion presents two great potentials: inauguration of a new form of social exclusion, where pupils will be inserted in spaces that will subtly not consider their presence, or the provocation of a complete revision of the objectives of the school.
Mestre
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LIU, YI-MIAO y 劉怡妙. "The research of Adapted Physical Education using Somatosensory Technology’s teaching efficiency for vocational special education school students with intellectual disabilities". Thesis, 2016. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22104NTTU5332002%22.&searchmode=basic.
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碩士國立臺東大學
教育學系教學科技碩士班
104
The aim of our study is to investigate the effects of the “adapted physical education using somatosensory technology teaching program”. We made a research on how health-related physical fitness and movement coordination ability of Movement ABC-2 scale affect the vocational high school students with intellectual disabilities. This research study used the “active 2 personal trainer” video game of KinectTM for Xbox 360 as our intervention tools. We try to discuss the “adapted physical education using somatosensory technology teaching program” how to improve the learning achievement and learning attitude of students with intellectual disabilities and increase the interactivity at course, and so on. Further, resolve the difficulties in teaching and helping the researcher advance in professional performance by reflecting on the findings of this study. A quasi-experimental design, nonequivalent pretest-posttest control group was used for the study. There were 28 vocational special education school students of 10th grade were taken as research subjects and divided into experimental and control groups consisted of 14 subjects respectively from Special Education School in Nantou City. The experimental group took “adapted physical education using somatosensory technology teaching program” for ten weeks, two classes once a week, whereas the control group does implement general physical education. We took wilcoxon tow-sample test-U test was appilied to the differences of health-related physical fitness and movement coordination ability of Movement ABC-2 scale between the two groups after the training. The ways of gathering data consisted of observing the classes, interviewing, discussions with the associate teacher or student parents, and so on. On the basis of our research and data analysis, the results can be concluded as follows. 1. Adapted physical education using somatosensory technology teaching program can promote the test results of flexibility and cardiopulmonary function of vocational special education school students with intellectual disabilities except the test results of the body composition and muscular fitness. 2. Take manual dexterity as an example, Adapted physical education using somatosensory technology teaching program can significantly promote the test results of vocational special education school students with intellectual disabilities using non-dominant hand to turn pegs. 3. From this perspective of sports skills, Adapted physical education using somatosensory technology teaching program can promote the test results of manual dexterity in aiming and catching skills of vocational high school students with intellectual disabilities at special education school. 4. From this perspective of balancing skills, Adapted physical education using somatosensory technology teaching program can promote the test results of vocational high school students with intellectual disabilities standing on two-board balance and walking toe-to-heal backwards,which shows that the student’s body balance ability has also beenimproved. 5. The researcher has also developed a better understanding on how to write better curriculum lesson plans and how to gain professionalgrowth on teaching. The teacher should look for more help whilefacing teaching difficulties. Finally, according to the research, we suggest that Adapted physical education using somatosensory technology teaching program could be applied on vocational high school students with intellectual disabilities at special education school to promote their maintenance, learning interest and the motivation to exercise. Our result may also be the reference of parents, teachers, and future researches.
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CHIANG, HSIN-TING y 江欣庭. "A Study on the Relationship between the Perception and Needs toward 12-year Basic Education Curriculum Guidelines for Special Education Teachers of Technical High School". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/az4b4j.
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碩士國立高雄師範大學
教育學系
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The purpose of the study was to investigate the relationship between the technical high school special education teachers' perception and needs for the 12-year basic education curriculum guidelines. In this study, the survey method was used to research the special education teachers of technical high school in Tainan, Kaohsiung and Pingtung. In this study, a total of 295 questionnaires were sent, and a total of 248 valid questionnaires were returned. The effective recovery rate was 84.6%. The research tool used was "The Questionnaire of special education teacher of technical high school perception and needs toward 12-year basic education curriculum guidelines " developed by researcher. According to the result of the questionnaires, the following conclusions were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearsons’s product-moment correlation. The following were the results of this study： 1.The perception degree of the 12-year basic education curriculum guidelines guidelines is good. especially in the "Course Implementation Practices", but are relatively low in the "Course Planning and Implementation". 2.Special education teachers have a high needs of the 12-year basic education curriculum guidelines. The scores on the "teaching and administrative resources" are high, indicating that teachers have needs to be satisfied. 3.The more accumulated teachers who participated in the teachers training, the more perception and needs of the 12-year basic education curriculum guidelines than the teachers with less accumulated hours of teachers training. 4.Teachers with less years of teaching have significantly higher awareness of the 12-year basic education curriculum guidelines than teachers with more seniority. 5.Teachers whose age is less than 35 years old have significantly higher needs for the 12-year basic education curriculum guidelines, than teachers aged 46 or older, especially in the "Professional knowledge". 6.Teachers have a significant correlation with the needs and perception of the 12-year basic education curriculum guidelines.
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Benešová, Denisa. "Role školního speciálního pedagoga na běžných základních školách". Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372560.
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The purpose of this master thesis is to investigate the role of special education teacher at elementary school in the present condition. It's concerned especially with the position at school, with the activities and methods of the work and with the professional relationships. The theoretical part focuses on the development of the special education and mainly on the contemporaray special arrangements. This master thesis describes the groups of pupils who need the arrangement from the school and other school institutions. The text shows the charakteristics of individual eduactional plans and of school consultancy services, including the special education teacher and the particular aspects of this profession, based on scientific literature. The empirical part is based on the mixed research. It schows the examples of the practice, the issue is the analysis of five interviews with special education teachers from the basic schools. These interviews illustrative the current role and activities of this profession. Subsequently I analyse data of the questionnaire of forty respondents, directors of basic schools, who described their experience with special school teachers. The master thesis tries to show the objective point of view of the special education teacher at basic schools. The present text can be...
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Cunha, Carla Alexandra Oliveira da. "A perceção da prática inclusiva dos professores titulares de ensino básico do 1.º Ciclo, face a inclusão de alunos com necessidades educativas especiais". Master's thesis, 2013. http://hdl.handle.net/10400.26/9476.
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Esta investigação teve como tema _ A Perceção da Prática Inclusiva dos Professores Titulares de Ensino Básico do 1.º Ciclo, face a Inclusão de Alunos com Necessidades Educativas Especiais _ a lecionar na rede pública, na Escola de Ensino Básico do 1.º Ciclo, do Concelho de Seixal, Distrito de Setúbal, no Ano Letivo 2012/2013. O trabalho foi estruturado em quatro partes, na primeira, o MarcoTeórico, efetuámos a revisão da literatura relativa à temática em estudo que constituiu a fundamentação da Investigação. Na segunda parte, aplicou-se a técnica de recolha de dados, através de Questionário e Entrevista Semi – Estruturada, aos elementos que constituíam a Amostra de Estudo. Na terceira parte, realizámos a apresentação e discussão dos dados recolhidos, onde visámos alcançar o principal objetivo do presente trabalho: Compreender as Perceções da Prática Inclusiva face a Inclusão de Alunos com NEE`s. A quarta parte consistiu nas conclusões finais. Os resultados deste estudo revelaram que as Práticas Inclusivas são assumidas por todos os Professores Titulares envolvidos, aplicando-se as medidas educativas previstas no Decreto – Lei n.º 3/2008, de 7 de janeiro. Apurámos que os Professores Titulares sentem necessidade de mais recursos humanos na Escola, com o objetivo de proporcionar um melhor apoio educativo a alunos com NEE`s, em sala de aula. Constatámos que existem alunos com NEE`s privados da convivência em sala de aula com a restante turma, devido à existência de barreiras físicas na Escola, que futuramente propômos solucionar. Na maioria, estes Professores Titulares desejam que se promovam, com maior regularidade, ações de formação na Escola, no domínio da Educação Especial.This investigation revolved around _ The Perception of the Inclusive Practices concerning Primary School Holder Teachers, towards the Inclusion of Special Educational Needs Students _ at a Primary Public School, in the county of Seixal, Setúbal’s District, in the academic year of 2012/2013. This work was organized in four parts, in the first one, the Theoretical Framework, we have made the revision of literature related to the theme, which constituted the Investigation´s rationale. In the second part it was applied a data collecting technique, through a Questionnaire and Semi-Structured Interview to all the elements who constituted the Study Sample. In the third part we did the presentation and discussion of the collected data, where we intended to reach the main objective of the present thesis: Understanding the perceptions of Inclusive Practices towards the Inclusion of students with Special Educational Needs. The fourth part consisted in the final conclusions. The results of this study revealed that Inclusive Practices are assumed by all Holder Teachers, applying educational measures provided by the Decree – Law n.º 3/2008, of January 7th. We found that the Holder Teachers feel the need for more human resources at School, aiming to provide a better educational support for students with Special Educational Needs in classrooms. We found that there are students with Special Educational Needs deprived of coexistence in the classroom with the rest of the class, due to the existence of physical barriers at School, that in the future we propose to be resolved. Most of the Holder Teachers wish to promote, with increasing.
Libros sobre el tema "School of Basic Education in the Special Education Modality"
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Martin, Agran y Hughes Carolyn 1946-, eds. Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore: P.H. Brookes Pub. Co., 1998.
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Pavlov, Sergey. Astronomy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1148996.
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The textbook presents almost all sections of modern astronomy: a historical overview, the basics of practical astronomy, the laws of motion of celestial bodies, the structure of the Solar system, methods of astronomical research, basic information about the Sun, stars, planets, galaxies and the Universe as a whole. To work with the textbook, you need knowledge of the main sections of mathematics, physics and chemistry in the volume of the high school course. At the end of the paragraphs, there is a list of questions for better assimilation of the material, as well as tasks focused on preparing for the Unified State Exam in physics. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of the 11th grade, students of secondary special educational institutions and anyone interested in the problems of modern astronomy.
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Davidson, Karen Louise. Number Phonics: Basic Reading Instruction Made Easy for Children in Homeschooling, Private Tutoring Title I, Lap, Special Education, Esl, And Elementary School (Skills for Life). Cune Press, 2005.
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Kämpchen, Martin. Indo-German Exchanges in Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190126278.001.0001.
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Rabindranath Tagore visited Germany three times and professed a special affinity to the German people and their culture. In 1930, his final visit, the Indian poet met the German couple Paul and Edith Geheeb, who had started the Odenwaldschule in 1910. They fled from Germany (from the Hitler regime) in 1934 to Switzerland and led their new school, the Ecole D’Humanité, until their death. They followed the innovative education of the Reformpädagogik (New Education Movement) which gave maximum freedom to children to choose their education. Tagore recognized a striking similarity to his school in Santiniketan. Both educators, working in two different cultures and historical situations, came to the same basic conclusions about how education of children should be like in this modern age. The book first discusses the personalities of Paul and Edith Geheeb and offers a brief delineation of their school’s genesis. The meeting with Rabindranath Tagore and its aftermath is given special attention as it still occupies an important place in the collective memory of the Ecole d’Humanité. After a study of the pedagogical principles which guided Tagore and Geheeb, a comparative study of its similarities and dissimilarities follows. Geheeb’s two schools generated Indo-German cultural activities, especially in the field of Sanskrit studies. The schools had numerous Indian guests and Paul and Edith corresponded with several Indian personalities. Edith developed an interest in the activities of the Ramakrishna Mission. In 1953, Indira Gandhi and her sons stayed in the Ecole. In 1965–6, when Edith was 80, she visited India, especially Tagore’s Santiniketan and Belur Math, the headquarters of the Ramakrishna Mission.
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Wehmeyer, Michael L., Carolyn Hughes y Martin Agran. Teaching Self-Determination to Students With Disabilities: Basic Skills for Successful Transition. Brookes Publishing Company, 1997.
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Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.
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Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.
Capítulos de libros sobre el tema "School of Basic Education in the Special Education Modality"
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Galkienė, Alvyra y Ona Monkevičienė. "Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background". En Inclusive Learning and Educational Equity, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.
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AbstractThe experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.
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Oppong, Alexander Mills y Daniel Fobi. "Deaf Education in Ghana". En Deaf Education Beyond the Western World, 53–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190880514.003.0004.
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This chapter describes deaf education in Ghana, including the practices and challenges in public special schools for the deaf, early identification, hearing screening, audiological and educational assessment, and the impact of cultural beliefs and practices on school enrollment. For the past sixty years, Ghana has been striving to promote the development of formal education for deaf and hard-of-hearing individuals through improvement in school participation rates and lifelong learning for independent living and sustainable development. The authors provide information on basic education (kindergarten to junior high school), secondary education placement options, medium of instruction, and the curriculum. Tertiary education, support services, legislation, and advocacy for deaf persons are also discussed. The chapter ends with conclusions and suggestions for future research in the promotion of best practices in the education of deaf individuals.
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Ikuta, Shigeru, Ryoichi Ishitobi, Fumio Nemoto, Chiho Urushihata, Kyoko Yamaguchi y Haruka Nakui. "Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities". En Accessibility and Diversity in Education, 464–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch024.
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Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.
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Ikuta, Shigeru, Ryoichi Ishitobi, Fumio Nemoto, Chiho Urushihata, Kyoko Yamaguchi y Haruka Nakui. "Handmade Content and School Activities for Autistic Children with Expressive Language Disabilities". En Advances in Early Childhood and K-12 Education, 85–115. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0816-8.ch006.
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Original teaching materials with dot codes, which can be linked to multimedia such as audio, movies, Web pages, html files, and PowerPoint files were created for use with autistic children with intellectual and expressive language disabilities. A maximum of four audio recordings can be linked to one dot code icon. One of the authors (S. I.) also created “Post-it” icons, on which dot codes were printed, and shared these with teachers of children with Autism Spectrum Disorders (ASD). As part of this project, many activities using dot code materials were successfully conducted at special needs and general schools. Basic information on the creation of these materials and their use in schools are presented in this paper.
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Thorsos, Nilsa J., Britt Ferguson y J. B. Robinson. "Impact of COVID-19 on Student Success". En Educational Recovery for PK-12 Education During and After a Pandemic, 155–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6952-8.ch007.
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This chapter explored the impact of COVID-19 on candidates enrolled in Education Specialist credential programs at a private institute of higher education (IHEs) in California. COVID-19 impacted humankind globally and specifically interrupted formal education at educational institutional levels. Many IHEs offer their programs in a face-to-face, online, or hybrid modality to ensure candidates have access to school sites and complete their fieldwork hours requirements. The quarantine impacted teacher candidates at many levels especially interns employed in K-12 special education classroom settings. The authors drew data from three sources available at the university: (1) Special Education Student Success Faculty (SSF) team's DFWUI referrals, (2) SSF's weekly meeting minutes, and (3) university's data wellness. This data was analyzed and examined. Findings informed program directors on strategic program planning based on lessons learned from this historic pandemic.
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Oliynyk, Roksolyana. "Psychological, Pedagogical and Social Aspects of the Inclusive Environment in the Preschool Education Institutions Organization". En Trends and Prospects of the Education System and Educators’ Professional Training Development, 363–76. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch022.
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The article highlights the theoretical and practical analysis of the necessity to create an inclusive educational environment and to enhance the professional competence of all participants in the educational process, including educators, teaching assistants of preschool education institutions, which will allow to implement all the education principles, upbringing and development of children with special educational needs. The paper shows that the main task of inclusion is to respond to a wide range of educational needs in pre-school institutions and beyond. There are characterized the inclusive education basic principles and tasks, that include theoretical analysis, practical and research approaches. The authors also point out the problem of teachers’ professional training to work with children with special educational needs, define the advantages and disadvantages of work, pay attention to the need to develop the professional skills and abilities that are necessary in working with such children.
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Yamashita, Satsuki, Hayato Ishida, Hidetaka Yukawa, Hisaaki Yoshida, Chiyo Koizumi, Yusuke Yamauchi, Mahito Funaki y Shigeru Ikuta. "School Activities With Educational Robot to Facilitate Student Learning". En Handbook of Research on Using Educational Robotics to Facilitate Student Learning, 209–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6717-3.ch008.
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The teaching of programming and its basic concepts even to young children has a crucial influence on the development of their cognitive functions and blends the lessons in the class with real life. In this chapter, school activities with educational robotics performed at both the special-needs education school and general public school were described. The students with mild intellectual disabilities and physically handicapped at the special needs school could build the robots nicely using small blocks and move them as they wanted through coding. The intellectual disabled students usually do not have enough long-term memory and are weak in abstraction but could develop the ability to actually understand logical thinking through hands-on learning with educational robotics. Through the present activities, the students including the public school could become aware of various goods around them programmed with coding and connect the learning in class to the real world.
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Bonner, Thomas Neville. "Consolidation, Stability, and New Upheavals, 1920-1945". En Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0017.
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By the end of World War I, the basic structures of undergraduate medical education in both Europe and America were largely in place. Future practitioners on both sides of the Atlantic now began their training with a lengthy preparation in liberal studies, with special attention to physics, chemistry, and biology, then studied for two or more years in laboratory based courses in the preclinical medical sciences followed by a like period of clinical study, and finally spent at least a year in acquiring practical, hands-on training in a hospital. With few changes, except for the growth of postgraduate education, this basic pattern prevailed everywhere in the interwar years before 1945. In the transatlantic nations, in short, these were years of consolidation of patterns formed well before 1914. The study of medicine now consumed a minimum of five years beyond the school-leaving or college experience and frequently took six to ten years to complete. Except for the hospital schools of London, nearly every medical school in the Western world was attached to a university. Almost no school of medicine was without its teaching hospital where training students was a primary concern. Governments everywhere played an ever larger role in setting basic requirements and providing financial support of medical education. Physicians’ associations became more and more powerful and sometimes dominant in setting standards of education and licensure. And in these postwar years, the practice of medicine became an almost wholly middle-class occupation, exacting high standards of preparation and social expectation and open to only the most exceptional among the less affluent. The costs of study were rising so steeply that it was largely unavailable to the poor, even in the United States. The national differences of a quarter-century before, though evened out in many particulars, were still discernible in 1920. The war, after all, permitted no major changes in instruction, equipment, or curriculum in Europe, and reform efforts after the war were hampered by the need to restore and rebuild.
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Shestopalova, Olena y Nadiya Shulyuk. "PSYCHOLOGICAL ASPECTS OF PROFILE ORIENTATION IN THE PROCESS OF IMPLEMENTATION THE CONSCIOUS CHOICE OF AN EDUCATIONAL TRAJECTORY BY SENIOR PUPILS". En Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-28.
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The substantiation as well as description of the technology of profile orientation in 8-9 grades of Ukrainian secondary schools are givenin the context of Ukrainian educational reform. Based on the empirical research the data of approbation of a diagnostic complex and an algorithm of group and individual work in the context of supporting future senior pupils’ conscious choice of an educational trajectory are resulted. The article presents the experience of transition programmes and career guidance for future senior pupils in the system of general secondary education of the USA and Japan, as well as the correspondent domestic experience. The aim of the publication is to present the results of testing the profile orientation technology in the unity of diagnostic, consulting and educational activity in order to implement the conscious choice educational profile in Ukrainian high school by 14-15 years old adolescents. Research methodology. The development of psychological aspects of pre-professional training is included into the general problems of the system of psychological and pedagogical, informational and organizational activities in the transition from secondary to senior school. On the basis of the theoretical analysis of experience of implementing foreign countries profile education, the basic directions of transitional programmes at entering high school for future senior pupils are highlighted. Based on the ideas of the work of the Haydens service in the USA, the use of the "F-test" and professional tests in Japanese schools and G.V. Rezapkina's programme of selection for profile classes the authors offer a vision of profile orientation technology in the context of reforming and restructuring in Ukrainian high school activities. In particular, the programme of complex assessment of motivational and intellectual characteristics of 9th grade graduates and the system of group and individual work on profile orientation are presented. Experimental work began in 2019. According to the experiment programme a comprehensive psychodiagnostics of motivational features, aptitudes, intellectual potential and special abilities of students of 8-9 grades was conductedduring 2019-2020. The sample of the study amounts 176 students of 8-9 grades (85 females, 91 males), aged 14-15 years. The result of testing the profile orientation technology is the analysis of the statistical distribution and verification of the methods reliability that are included in the psychodiagnostic complex, identifying the components effectiveness of further consulting and educational work with graduates of the main level of secondary school.
Actas de conferencias sobre el tema "School of Basic Education in the Special Education Modality"
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Gunansyah, Ganes, Ulhaq Zuhdi y Mochammad Miftachul Huda. "Program Evaluation Basic Education of Special Service Class at Surabaya Primary School". En 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.92.
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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk y Solomiia Chopyk. "Paradigms in Modern Higher Education Development". En ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.
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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.
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Garcés Mancero, Flor Emperatriz, Magaly Margarita Narváez Ríos, Luis Germánico Gutiérrez Albán y Víctor Danilo Lazo Alvarado. "VIRTUAL LEARNING APPLYING EDUCATIONAL STRATEGIES IN TIMES OF COVID-19; CASE OF TECHNOLOGY IN MILITARY SCIENCES". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end094.
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The educational system in times of pandemic has had to transform itself urgently and unexpectedly to a virtual modality. This paper presents an exploratory study on the main difficulties encountered in the Soldiers Training School "Vencedores del Cenepa", where the objective of this work was to expose some strategies mediated by ICTs, for the virtualization of the teaching-learning process; When the didactic and functional methodology was applied in virtual education, I necessarily involve externalizing the demands of the teachings where they are enrolled; in this online educational process-COVID 19; the students of the institution consider their class grade as a basic educational tool, where the student himself, Virtual learning behaves as an extension of the face-to-face classroom, mainly supported by technologies that allow, even remotely, activities that challenge students to produce a collective text, electronic portfolio, infographic or video that address a topic, can be worked collaboratively. in particular related to the topic of the class, they are generally more accepted by students than exercises or questionnaires whose objective is to record the content of a discipline; Therefore, we must see the opportunity that shortens the distances and enriches the teachers' process, maintaining their structure and development of methods according to reality; where the development of study programs is allowed, strengthens relationships and instills collaboration among all actors.
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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child". En 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.
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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.