Showing papers in "Journal of Research in Special Educational Needs in 2016"

The teacher efficacy for inclusive practices (TEIP) scale: dimensionality and factor structure

Abstract: The Teacher Efficacy for Inclusive Practices (TEIP) scale is designed to measure teacher-self efficacy to teach in inclusive classrooms. The original study identified three scale factors: efficacy in using inclusive instruction (EII), efficacy in collaboration (EC), and efficacy in managing behavior (EMB) (Sharma et al., 2012). The purpose of our study was to examine the TEIP scale for dimensionality and to cross-validate its factor structure for pre-service teachers in the context of early childhood education. A bifactor model fit to the data revealed that the TEIP scale is essentially unidimensional, that is, there is one dominant latent factor and the originally found three scale factors (EII, EC, and EMB) represent specific aspects of the general factor of teacher self-efficacy to teach in inclusive classrooms. Along with providing validation evidence, these findings have important implications for the scoring on the TEIP scale using classical test analysis or unidimensional item response theory models.

Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder (ASD)

Abstract: In 2010, the Centers for Disease Control (CDC) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder (ASD). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life-long learning and general well-being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria (DC) for incorporation into the physical classroom environment used by children with ASD. The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD. Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence-based DC to guide classroom design solutions that support learning by children with ASD.

Teachers' concerns about inclusive education in Ahmedabad, India

Abstract: This study was undertaken to determine the concerns of primary school teachers about the inclusion of students with disabilities in Ahmedabad, India. A total of 560 teachers, working in government-run schools, returned the completed survey. A two-part questionnaire was used in this study. Part 1 gathered information relating to personal and professional characteristics of the teachers. Part 2 was a 21-item Likert scale titled Concerns about Inclusive Education – Gujarati. The major finding of the study was that the teachers in Ahmedabad were moderately concerned about including students with disabilities in their classrooms. The teachers were most concerned about lack of infrastructural resources and least concerned about lack of social acceptance of students with disabilities in inclusive education classrooms. Significant differences existed in teacher concerns based on the following background variables: gender, qualifications in special education, teaching experience and number of students with disabilities in class. A number of implications are discussed to address teacher concerns for inclusive education in India.

How to Make the Neighbourhood School a School for All?: Finnish Teachers' Perceptions of Educational Reform Aiming towards Inclusion.

Abstract: A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three-tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The goal of this study was to enhance understanding of the implementation of the Finnish educational reforms. In this study, teachers' perceptions of good inclusive teaching arrangements were analysed and compared with the theories of inclusive education. There is still a lack of information available on the implementation of inclusive education practices, and especially about teachers' experiences of teaching in inclusive classrooms. In 2010, basic education teachers (N = 327) in Lapland, Finland, were asked to describe their experiences and perceptions of inclusive teaching arrangements. The results indicated that teaching practices have become more diverse, flexible and differentiated, enabling teaching of diverse groups. More and more teachers preferred teaching in teams and planning their work together, showing that changes in schools change the teacher's profession too. In this study, a framework for inclusive schools was constructed through implementing the indexes of inclusion created by Booth and Ainscow.

Teaching Experiences of Students with Special Educational Needs in Co-Taught and Non-Co-Taught Classes.

Abstract: Co-teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co-teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non-co-taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co-teachers to compound their perceptions with our observations. Observational results indicate that co-teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co-taught and non-co-taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co-teachers reported that co-teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co-teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co-teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.

Collaboration between General and Special Education Teachers in Malaysia.

Abstract: Collaboration between general and special education teachers is a necessary component for the successful inclusion of students with a disability in regular schools, but little is known about how well this is working in countries where inclusive education is a recent initiative. This paper reports on the perceptions of special education teachers in Malaysia about their interactions with general education teachers. As part of a larger study, a survey was completed by 48 special education teachers and eight teachers were interviewed. The findings revealed that there appeared to be good relations between special education teachers and their mainstream counterparts, but only limited collaboration with regard to planning for the inclusion of students with a disability. Concerns are raised about the content and approach of teacher training programs in Malaysia and the adequacy of current policy and legislation governing the provision of education for students with disability in inclusive educational settings.

Inclusive education in japan and korea – japanese and korean teachers’ self‐efficacy and attitudes towards inclusive education

Abstract: The current study aims to evaluate teachers’ self-efficacy and attitudes towards inclusive classrooms in Japan and Korea. Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran and Woolfolk, 2001) and Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC; Cochran, 1998) were completed by 191 Japanese and 102 Korean teachers. The study found that Korean general education teachers’ self-efficacy was higher than Japanese general teachers. However, no significant differences were found between Japanese and Korean special education teachers. Within the Korean group, general teachers had higher self-efficacy but less positive attitudes towards inclusive education than special education teachers. Korean special education teachers were the least confident in teacher-to-teacher collaboration, while Japanese teachers were the most confident in such collaboration. Both Japanese and Korean teachers expressed a strong demand for in-service training. Some of the implications of the findings are discussed in relating to the differences between Japanese and Korean teacher preparation systems.

Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: from the self-determination theory perspective

Abstract: The aim of this research is to describe and investigate a sample of school gifted students' intrinsic and extrinsic motivations, and the role of their parents in fostering motivational achievements in Jordan. In the study, 122 gifted students were selected to complete a questionnaire (adapted from Pelletier, Fortier and Vallerand et al.) investigating the mentioned constructs. Results showed that students were highly intrinsically and extrinsically motivated. The results also showed significant correlation between intrinsic and extrinsic motivations and perceived competence and parental support scales except for parental control. Other interesting findings were also found regarding the aforementioned constructs. The results further reveal some significant differences in control, achievement goal, amotivation and competence support between genders and education of parents. The possible implications of and recommendations from these findings will be discussed.

Reduce, manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities

Abstract: Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer-reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour.

Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI)

Abstract: Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention (AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre- and post-intervention and at follow-up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles post-intervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience.

Inclusive Education in Higher Education

Abstract: The present study provides partial findings from research currently underway at the University of Seville: ‘Hurdles & Help as Perceived by University Students Disabilities’. (Directed by Dr. Anabel Morina, project funding: MICINN, I+D+I, ref. EDU 2010-16264). How does the university, as an institution, open doors and/or put hurdles in the way of students with special needs? The present study adopts a qualitative methodological approach. More specifically, biographic-narrative methods are employed to give shape to a series of life stories. A wide range of data gathering techniques were used, including discussion groups, in-depth interviews, classroom observation sessions, photographs, biograms, etc. Data analysis was carried out in two phases. In the first, the focus was on individual life stories. The second phase involved applying comparative data analysis methods to transcriptions of documents generated using aforementioned methods, in line with Miles and Huberman (1994). Maxqda10 data analysis software was the tool of choice. Results will be discussed with the following questions as a backdrop: Is the University inclusive? We will analyse institutional barriers and aids, as perceived by the students themselves. Architectural and structural hurdles affecting access to university classrooms, infrastructures and other spaces will be assessed here. Finally, we will take a closer look at student expectations with respect to their conception of the ideal university. Is the University an institution that opens or closes its doors to students with disabilities? Based on the analysis in the previous section, a number of conclusions can be reached. The first and foremost is the fact that the students coincided in their opinions, independently of the disability they might have and the courses studied, both when identifying help and barriers. Having said that, the number of barriers identified surpassed the help.

Special Education Reform Towards Inclusive Education: Blurring or Expanding Boundaries of Special and Regular Education in China.

Abstract: China has developed a three-tier special education service delivery system consisting of an array of placement options of special schools, special classes and learning in regular classrooms (LRC) (with the LRC as the major initiative) to serve students with disabilities after 1980s responding to the international trend of inclusive education mandate. How to balance the development of special education schools (classes) and inclusive education remains controversial. The authors found that special education provision in China has been improved in scale and quality with the expansion of special schools and LRC programmes both to have formed a parallel special education system. The authors argue that the boundaries between special and regular education system are enlarged and blurred in different situations. This reflects that the move towards inclusive education in China has been largely underpinned by its specific cultural values and conflicts between the pursuit of academic excellence and new goal of universalising basic education for all. The Chinese pragmatic practice of inclusive education shows that special schools should be a part of, instead of apart from, inclusive education, and thus should be re-empowered with new roles to support and facilitate inclusive education.

How to see the classroom through the eyes of a teacher: consistency between perceptions on diversity and differentiation practices

Abstract: Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used a qualitative research design in order to understand how four teachers who teach the same classroom of a secondary school recognise and address those diverse educational needs within a classroom. Results showed a distinct view of students' diversity within a classroom. Moreover, differentiation strategies to respond to this perceived diversity were only partially used.

Mapping the educational experiences of children with pathological demand avoidance

Abstract: ‘Pathological demand avoidance’ (PDA) describes a pattern of difficulties increasingly recognised as forming part of the autistic spectrum. Although clinical reports suggest that children with PDA are likely to experience considerable difficulties in education, their educational experiences have not yet been explored in any systematic way. In the current study, 42 parents of children with PDA completed a questionnaire about their child's educational experiences. Parents' responses indicated that this group of children displays high levels of problem behaviours in school, and receives corresponding high levels of special educational need support and professional involvement. Despite this support, the group had experienced high rates of exclusion and placement breakdown, with only 48% now in mainstream education. Parents reported relatively high satisfaction in their children's educational placements, with success defined by parents in terms of child outcomes, school characteristics and PDA-specific factors. Findings are discussed with reference to what is known about the educational experiences of children with more typical autism spectrum conditions and in terms of the implications for the inclusion of this group of children with complex needs.

Comparison of most‐to‐least to error correction for teaching receptive labelling for two children diagnosed with autism

Abstract: Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most-to-least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one-to-one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most-to-least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most-to-least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.

Relationships in inclusive classrooms

Abstract: Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors reflect on four studies which aim to identify and evaluate the relationship between several agents in the teaching–learning process (regular teachers, special education teachers and peer students) and the students with Autism, Cerebral Palsy, Mental Disability and Attention Deficit Hyperactivity Disorder. The studies were held in Primary Portuguese schools. The results are presented and discussed in their similarities and differences. The discussion shows that relationships between teachers and children with Special Education Needs (SEN) differ from those between teachers and typical children, but also according to different SEN. In general, there are not significant differences between regular teachers and special education teachers.

Teachers' understandings of curriculum adaptations for learners with learning difficulties in primary schools in Botswana: issues and challenges of inclusive education

Abstract: This paper derives from research carried out in a number of Botswana primary schools on teachers' understanding of curriculum adaptations for learners who experience learning difficulties (LD) as part of implementing inclusive education. Teachers' understanding play a crucial role in how they make curriculum accessible for learners with LD during the teaching and learning processes. Interviews with 12 teachers and classroom observations were conducted in six primary schools in urban, semi-urban and rural areas. The data was analysed using qualitative procedures, and results of the study revealed that teachers' understanding of curriculum adaptations seemed embedded within the concept of remedial education where learners with LD are assisted outside the scheduled time of the lesson. The results also showed that teachers' main focus on completing the set curriculum in preparation for examinations compromised curriculum access of learners with LD in general education classrooms.

Inclusive education under collectivistic culture

Abstract: This paper addresses how inclusive education under collective culture is possible. Inclusive education, which more-or-less involves changing the current schools, has been denied, doubted or distorted by both policy-makers and practitioners of general and special education in Japan. Main reason for the setback in inclusive education can be explained by assumed homogeneity and value of harmony in Japanese schools; children with apparent difference could be easily excluded or alienated under collective Japanese culture(Tsuneyoshi 2001). However, there are in fact some schools in Japan which appear to carry out inclusive education regardless of the setbacks above. Using the qualitative data collected by fieldwork and interviews at an elementary school with inclusive practice, this paper discusses what the critical part of the school to manage the inclusive practice without support from policies and/or precedent practical models. According to Skrtic (1991), educational institutions in general maintain two-dimensional bureaucracies(machine and professional), which prevent them to change for including everybody, and thus “adhocracy”, problem-solving-oriented organization, is the key to inclusive education. In fact, the research found that the school maintain “adhocratic” organizational culture instead of professional bureaucracy. In other words, they never categorize children according to ability, ethnicity or social status, but whenever school staff notice any signs of problems, they discuss the matter for a solution yet never do they systematize or designate persons in charge according to type of problems or children. Such “adhocratic” culture is maintained not only by leadership or professional development in school but by parents and people in the community who are encouraged to come to school to support children whenever they can. In fact, the school uses all the diversity and problems in school as educational materials for children and staff to cope with collectively, and thus collective culture does work to solve problems in cooperative manners but never promote to create homogeneous environment which may result in exclusion of some children.

Understanding Teachers' Perspectives of Factors That Influence Parental Involvement Practices in Special Education in Barbados.

Abstract: Parental involvement has been defined in various ways by researchers and is reported to have many advantages for children's education. The research utilises a case study strategy to investigate teachers' perspectives of parental involvement at four case sites in Barbados. In-depth interviews were done with teachers and analysis utilised content analysis of transcripts and open and axial coding frameworks. Findings suggest that one needs to understand the layered realities that dictate and influence the nature and level of parental participation in children's education. In-school factors such as a lack of democratisation of parent consultation processes, discontinuation of programmes, how active Parent Teacher Associations were and out-of-school factors such as parents' levels of collaboration and coping influenced parental involvement at the case sites. More research is needed to understand how these factors shape and influence parental involvement in special education settings in Barbados.

The development of case studies as a method within a longitudinal study of special educational needs provision in the Republic of Ireland

Abstract: When developing case studies within a longitudinal study of special educational needs provision within the Republic of Ireland, the authors were conscious of the critiques of the use of this approach within educational research. The difficulties associated with generalisation, challenges of ensuring trustworthiness and the possibilities of researcher bias have been identified as limiting factors in the presentation of case study data. In order to confront these limitations, the researchers developed a framework for case study development that aimed to provide a secure database and trustworthy interpretation in order to make assertions in relation to special educational needs provision. This paper describes this process and suggests that the need to develop safeguards in order to present case studies that have high degree of credibility is essential when using this approach. Furthermore, the transparency of research methods, a significant omission in many reports of research, is necessary in order to demonstrate the trustworthiness of data.

The effect of choice on motivation for young children on the autism spectrum during discrete trial teaching

Abstract: Self-determination and decision-making are acknowledged internationally as key rights of persons with disabilities and should play an important role in the development of educational plans and procedures. Not only is the chance for individuals with developmental disabilities to select their own tasks, leisure activities or reinforcers a valuable way of enhancing rights-based education and personal dignity, but choice-making opportunities may also function as a useful clinical or educational tool if they actually improve the efficacy of programmes aimed at the acquisition of socially relevant behaviours and life skills or the reduction of challenging behaviours. The study reported here assessed whether or not choice affected effectiveness of an educational procedure for three children on the autism spectrum. Following a preference assessment, a number of discrete teaching trials were conducted with each child and, contingent upon targeted responses, either the child or the therapist selected one of three preferred reinforcer items. Reinforcer choice did not affect intervention effectiveness for two of the children; however, performance and motivation improved for the third child. Results re-affirmed the importance of thorough preference assessments prior to intervention and showed that additional stimulus choice contingent on the target response may improve motivation and outcomes for some children.

Collaborative support for inclusion

Abstract: Nowadays, in Catalonia, students with autism spectrum disorders (ASD) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers’ collaboration during this process. In this paper, the support management and teachers’ collaboration of four schools (three in primary and one in secondary education), from the surrounding of Barcelona, are analysed. Through the application of the Index for inclusion, interviews to 12 teachers (4 tutors, 4 support teachers and 4 members of management team) and observation of 26 children with ASD, results show some types of support: ones aimed at ASD students in specific classrooms, the others aimed in regular classroom. Organising support in schools depends on multiple variables; nevertheless, the support teacher role and the teachers’ collaboration are some of the key ones.

The pupils voice in different educational settings

Abstract: Since ratification of the UN Convention on the Rights of Persons with Disabilities in 2009, joint ‘same goal’ and ‘different goal’ education of pupils with and without disabilities has become a key concern of any changes in German educational policy. The lively public discourse and the controversial debate among experts have been fuelled last but not least by a lack of research and a partly conflicting interpretation of research results concerning the effects of various educational settings for pupils with SEBD (cf. Ellinger and Stein, 2012). In the international professional discourse about research on inclusion, a methodical approach incorporating the views of pupils with special educational needs has been occasionally considered. An overview of current international findings from empirical research on the ‘pupils voice’ shows that initial – mainly regional – data are available from various countries (cf. Hartas and Geoff, 2011; O'Connor, Hodkinson, Burton, et al., 2010; Paige-Smith and Rix, 2011), although no elaborate research tradition exists yet, and that scientists agree about the need to include this perspective in research activities. On that score the aim of this research project was to investigate the attitude of affected pupils on current trends in inclusive and segregated educational settings. The study's main target group consists of pupils experiencing difficulties in their emotional and social development, as these are the pupils who are most frequently educated in inclusive/integrative school settings as compared to pupils with other special educational needs (cf. KMK-Statistik, 2014), and also as the number of schools offering special educational guidance for social, emotional and behavioural difficulties has increased by 300% in the past 15 years. In our study we explore German pupils experienced well-being in different educational settings by using two different questionnaires designed to assess psychologically and pedagogically relevant views, evaluations and attitudes of elementary school-aged children.

A inclusão do surdo no ensino superior no brasil

Abstract: No Brasil, o Programa de Acessibilidade na Educacao Superior propoe acoes que garantam vo acesso pleno de pessoas com deficiencia as universidades. Nesse sentido, as politicas de Educacao Especial no Brasil buscam assegurar a inclusao de todos os alunos nas instituicoes educacionais, em todos os niveis de ensino. Com relacao especificamente a surdez, temos em 2013 um total de 29.034 alunos matriculados com alguma deficiencia no ensino superior: 1.488 alunos surdos (5,13% do total), 7.037 deficientes auditivos (24,24% do total) e 151 alunos surdo-cegos (0,52% do total). A questao que se coloca e se esses alunos estao efetivamente incluidos na educacao superior. Ainda ha barreiras que dificultam sua permanencia? discutir as condicoes de permanencia dos universitarios surdos a partir da visao de estudantes e professores. entrevistas com seis surdos, sendo tres do curso de Letras/Libras e tres de outros cursos e seis professores universitarios. As entrevistas eram semi-estruturadas e questionavam o processo de inclusao dos alunos surdos na universidade. Os alunos surdos apontam dificuldades relacionadas a didatica dos professores, dificuldade de producao e interpretacao textual de generos secundarios, falta de interpretes. Ou seja, eles nao se sentem capazes de atender a demanda de letramento que se espera dos universitarios. Os alunos do curso de Letras/Libras apresentam uma outra realidade, considerando que as aulas e avaliacoes sao todas em Lingua Brasileira de Sinais. Contudo, isso nao impede que esses surdos tenham dificuldade na leitura de textos em portugues escrito. Acrescente-se que os alunos referem que os professores nao estao preparados para terem alunos surdos. De seu lado, os professores afirmam que estao preparados para receberem alunos surdos em sala de aula, embora esses mesmos professores nunca tenham tido nenhuma formacao especifica sobre surdez. Vemos que, apesar de termos leis que garantam a acessibilidade dos deficientes no ensino superior, ha uma distância entre a teoria e a pratica. Acredita-se, contudo, que essa distância e devido a entrada ainda recente dos surdos na universidade. Os professores precisam de formacao sobre como lidar com essa nova realidade da universidade e os alunos precisam de maiores acoes para que possam solucionar suas dificuldades. So a partir dessas mudancas poderemos alcancar uma inclusao realmente efetiva na universidade.

Inclusion, curriculum and the rights of the child

Abstract: In 1989, The Centre for Studies in Inclusive Education (CSIE) published its inclusion charter which was subsequently revised in 2002. This charter sought an end to all segregated education on the grounds of disability or learning difficulty. The vision was that all children would be educated in mainstream classrooms with benefits for disabled and nondisabled pupils alike. Segregation emerged as a human rights issue firmly set within an equality of access agenda. Special schools were perceived as a violation of every child's right to the society of their peers within their local mainstream school. This paper considers the case of an individual with severe learning difficulties and his journey through the system of special educational needs in Northern Ireland (NI). In 1994, aged 5, he was the first child in his Education and Library Board area to obtain a supported placement in a mainstream school. Within the Northern Ireland system of education, while there has been increased inclusion in mainstream schools, special schools for children with severe (SLD) and profound and multiple learning difficulties (PMLD) have seen substantial investment in new buildings and resources. This paper considers a range of complex issues with regard to the inclusion agenda and children with severe learning difficulties. It considers issues in inclusion as the Department of Education embarks on the development of shared education campuses in Northern Ireland.

Atitudes em relação à inclusão no ensino superior

Abstract: A importância das atitudes sociais da comunidade universitaria para a promocao da inclusao no ensino superior esta comecando a ser objeto de preocupacao por parte de pesquisadores. E proposito desta comunicacao trazer alguns resultados de estudos brasileiros sobre as atitudes sociais de segmentos da comunidade universitaria em relacao a inclusao. No estudo com 343 participantes, evidenciou-se que os estudantes dos cursos de Pedagogia, Terapia Ocupacional e Fisioterapia eram significantemente mais favoraveis a inclusao do que os de Ciencias Contabeis, Ciencias Economicas e Direito. Evidenciou-se tambem que as atitudes sociais de estudantes de Pedagogia podem ser modificadas por meio de uma pequena intervencao, na forma de um workshop de seis horas, consistindo de atividades pro-inclusao. Resultados de outros estudos que tratam das atitudes sociais em relacao a inclusao sao discutidos. Os achados sao relevantes para as Comissoes de Acessibilidade levarem em consideracao na organizacao do espaco social dos campi universitarios.

A dificuldade de aprendizagem e o fracasso escolar

Abstract: A Educacao no Brasil esta marcada por discussoes que objetivam trazer a luz os motivos que geram o fracasso escolar. As repetencias e as evasoes ainda marcam as escolas do seculo XXI, bem como o grande numero de criancas encaminhadas a psicologos e medicos pelos professores, por acreditarem que estas tem algum tipo de problema e esperam uma justificativa para a situacao. O fracasso escolar pode ser desencadeado por condicoes externas ou internas ao individuo que contribuirao para o surgimento de dificuldade ou problemas de aprendizagem. Muitos encaminhamentos sao resultado de uma visao miope da escola que nao leva em consideracao o ambiente socio historico economico da crianca, situacoes relevantes no processo de ensino e aprendizagem, bem como a atribuicao de sentido e significado ao objeto a ser aprendido. Esta pesquisa objetivou discutir as frequentes queixas escolares apresentadas aos alunos do curso de Pedagogia, de uma universidade situada no Municipio de Santana de Parnaiba, interior de Sao Paulo, que desenvolveram um trabalho de acompanhamento de alunos das escolas da microrregiao deste municipio-Barueri, Cajamar, Carapicuiba, Itapevi, Jandira, Osasco e Pirapora do Bom Jesus, com uma demanda de mais de 1000 solicitacoes de atendimento de criancas com idade entre 10 e 15 anos, com um percentual de mais de 50% que nao dominam o sistema de leitura e escrita alfabetica, sendo 600 do municipio de Itapevi, de 4° e 5° anos, do Ensino Fundamental. A questao que norteou a pesquisa foi: Qual a influencia da escola no fracasso escolar do aluno? Acredita-se que muitos alunos caracterizados como alunos com dificuldade de aprendizagem introjetaram este rotulo, bloqueando assim, seu desenvolvimento no processo de aprendizagem, desencadeando o seu fracasso e a evasao escolar. Para desvendar esta questao foram analisados os relatorios encaminhados pelas escolas e, por intermedio de observacoes sistematicas, as quais visaram ao acompanhamento do desenvolvimento destes alunos durante 9 meses. Na discussao da tematica acima, esta pesquisa foi subsidiada pelos teoricos Carneiro, Martinelli, and Sisto (2003), Colello (2012) Nakayama (2007) Souza (2007), Paes and Scichitano (2008) e Vygotski (2012), os quais abordam o assunto criticamente. A partir da analise realizada, concluiu-se que as escolas possuem uma forca significativa na construcao do fracasso e evasao escolar devido a falta de estrutura adequada e consciencia dos profissionais da educacao sobre a sua atuacao, uma vez que, na atualidade, o educando necessita de um ambiente motivador e sedutor para que se desperte o interesse no aprender.

School Participation of Students with Autism Spectrum Disorders.

Abstract: This paper addresses the participation of students with autism spectrum disorders (ASD) in mainstream schools. There are different benefits for ASD students to be educated in an inclusive environment (Gena, 2006; Whitaker, 2004). They challenge the school community by presenting difficulties in essential domains for school activities (Chamberlain, Kasari and Rotheram-Fuller, 2006; Eman and Farrell, 2009; Humphrey and Symes, 2010). Thus, these are students with increased difficulties participating in inclusive environments, reinforcing the need of an adequate inclusion process (Gena, 2006; Hall and McGregor, 2000; Hestenes and Carroll, 2000). We characterised this students’ participation with a questionnaire to the students from mainstream classes in which ASD students were included, a questionnaire applied to each class teacher/head teacher and an interview to four of the school educational assistants. The location of the ASD student in mainstream classroom was also analysed, trying to understand if it influences the quality of ASD students’ participation, hypothesising that there is an influence. Results showed a good perception of the students with ASD and their behaviour, low frequency of behaviours involving interaction with these students, good feelings about their presence at the school/class and an overall acceptance of them in the peer groups of typical development students. Results are mostly consistent across the different information sources. We found a significant effect of the location on the quality of participation. Results are mainly consistent with the literature reviewed and enlighten the need to keep making progress on inclusion practices related to ASD students in mainstream schools.