A modo de figuras de un caleidoscopio: el sujeto de la educación especial en los proyectos institucionales

El presente escrito tiene como propósito reflexionar sobre la formación del sujeto en el ámbito de la escuela especial, a partir del estudio de los mediadores explícitos en los proyectos pedagógicos didácticos que contribuyen a la formación de los alumnos, entendiendo al currículo prescripto como lo más próximo a lo que ocurre en el espacio del aula. La información que se retoma para lograr el propósito de este escrito surge del proceso de análisis e interpretación de los datos extraídos de los proyectos pedagógicos estudiados en cinco escuelas de modalidad especial de la ciudad de Río Cuarto y la región. Entre los conceptos teóricos de relevancia, cobran importancia en el marco de nuestro análisis la propuesta teórica de Cerletti (2008) desde una perspectiva filosófica-política, que considera al sujeto en relación a dos concepciones básicas: el sujeto de la educación y el sujeto en la educación. Retomando la idea de la marca que imprime la pedagogía en la conformación subjetiva de los individuos a partir de los mediadores presentes en la educación del sujeto, se plantea la importancia de que el currículo prescripto conduzca a preguntar por qué los docentes hacemos lo que hacemos, qué enseñamos y para qué, cómo lo enseñamos y que concepción tenemos acerca del cómo formar a nuestros alumnos (Vaisman, 2006).

Competencias de los futuros docentes de educación especial en la escuela inclusiva : la perspectiva de las familas

El artículo que presentamos se trata de una investigación cualitativa que tiene por objetivo analizar la visión de las familias sobre los aspectos que consideran que deben desarrollarse en la formación inicial de los profesionales de Educación Especial que van a trabajar cada día en la inclusión del alumnado con necesidades educativas especiales. Utilizando una metodología cualitativa, realizamos un análisis descriptivo e interpretativo de los resultados obtenidos apoyándonos en un sistema de categorías o dimensiones inductivo con el cual hemos profundizado en los datos personales de las familias, las ideas de los profesionales sobre los niños y niñas, la finalidad de su trabajo con estos, la competencia científica, la competencia intra e interpersonal, la competencia didáctica, la competencia en gestión de la convivencia y la competencia social-relacional. Concluimos que desde la perspectiva de las familias, la relación familia-escuela es el eje fundamental para atender a la diversidad del alumnado teniendo en cuenta las características familiares de cada alumno o alumna y utilizando la información aportada por la misma como enclave básico para el desarrollo del niño o niña.

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs.

Alumnado con necesidades específicas de apoyo educativo de Educación Secundaria Obligatoria y el consumo de las TIC en la Región de Murcia

Este artículo tiene como objetivo abordar la dimensión formativa y comunicativa entre las Tecnologías dela Información y la Comunicación (TIC) y el alumnado de Educación Secundaria Obligatoria para establecer un mayor conocimiento sobre qué y cómo estos jóvenes las usan, acceden a sus formatos e interaccionan con sus contenidos. Así se presentan los resultados de una investigación, realizada en 15 centros educativos de titularidad pública y concertada dela Comunidad Autónoma de la Región de Murcia (España), en la que se ha pretendido conocer el equipamiento, uso y consumo de medios digitales (Internet, redes sociales, teléfono móvil, consola de videojuegos y televisión) del alumnado con necesidad específica de apoyo educativo, según la LOE (2006), escolarizado en 3º y 4º de Educación Secundaria Obligatoria (ESO) y la existencia de diferencias respecto del alumnado sin dichas necesidades educativas. Para ello, 2734 alumnos, de los que 487 tenían necesidad específica de apoyo educativo, participaron a través de un cuestionario de 73 ítems con cuatro opciones de respuesta. Los datos fueron analizados con el paquete estadístico SPSS for Windows 15.0, utilizando estadísticos descriptivos. De los resultados conseguidos en esta investigación destacamos que en todas las dimensiones analizadas no existen grandes diferencias entre los dos grupos de alumnos que hemos establecido, pues se aprecia que determinados medios digitales usuales, como Internet, teléfono móvil, consola de videojuegos y televisión, son utilizados por todo el alumnado participante. No obstante, existen matices importantes que marcan diferencias entre ellos.

Assumir o desafio de uma parentalidade positiva : um programa de intervenção

Na qualidade de profissionais da área da psicologia educacional, temos identificado, ao longo da última década, uma progressiva insegurança e, por vezes, preocupante angústia na vivência e na assunção da função parental. Essa situação reflete-se na preocupação crescente manifestada por parte dos educadores de infância que lidam com crianças que revelam um comprometimento no desenvolvimento social e emocional. De acordo com este cenário, alguns profissionais da educação começaram a utilizar o conceito de indisciplina para traduzir os comportamentos desadequados de crianças entre os 3 e 5 anos, associando muitas vezes esse “rótulo” à utilização indiscriminada do diagnóstico de hiperatividade. No âmbito da intervenção do Centro de Aprendizagem e Desenvolvimento da Infância (CeADIn) da Escola Superior de Educação de Castelo Branco, propomo-nos implementar um programa de inspiração sistémica e ecológica junto de pais de crianças ditas normais e de crianças com necessidades educativas especiais, intitulado Assumir o Desafio de uma Parentalidade Positiva. De acordo com o enunciado, o estudo de caso que pretendemos realizar é norteado pelas seguintes questões de investigação: - A implementação de um programa de Educação Parental de natureza sistémica/ecológica promoverá competências parentais eficazes para o desenvolvimento socio-emocional dos filhos? - Haverá diferenças entre os resultados obtidos junto dos pais de crianças “normais” e os resultados obtidos junto de pais de crianças com NEE antes e após a implementação do programa?

Atividade física adaptada na população com necessidades especiais

Na área da deficiência exige-se a intervenção de técnicos de diversas especialidades, atuando de forma articulada e concertada para responder às necessidades das pessoas com necessidades especiais. Neste contexto, o papel da atividade física, quando inserida em estilos de vida saudáveis, merece particular destaque, enquanto instrumento essencial para a melhoria da condição física, da qualidade de vida e do bem-estar das pessoas com deficiência. O conceito de atividade física na população com deficiência está igualmente associado a vertentes como a reabilitação, educação, competição e recreação, sendo cada vez mais evidente a ênfase colocada nos seus benefícios físicos, sociais e psicológicos. Em suma: a atividade física adaptada parece poder contribuir para desencadear efeitos positivos na sua saúde. O objetivo principal foi consolidar a visão estrutural e teórica do conceito de deficiência, necessidades especiais, atividade física adaptada e estilos de vida saudáveis.

Uma análise da educação física inclusiva nas escolas públicas da rede municipal de Maceió

Introdução: A Educação Inclusiva surge como um modelo de escola que fomenta o ingresso e permanência de todos os alunos em um único sistema de ensino. Particularmente, no que compete à educação física inclusiva, esta é a Educação Física Adaptada, aplicada em condições especiais, visando uma população especial que necessita de estímulos particulares de desenvolvimento motor e funcional. Objetivo geral: Compreender as práticas de ensino de Educação Física Inclusiva em escolas públicas de Maceió. Como objetivos específicos pretende-se saber o que pensam os professores e gestores pedagógicos sobre a educação inclusiva e Educação Física Inclusiva; Conhecer as estratégias e estruturas escolares para a sua implementação; Identificar a preparação dos professores para desenvolver educação física inclusiva; Saber se reconhecem benefícios na sua implementação; Descrever o apoio fornecido pela escola e município. Métodos: Estudo qualitativo de abordagem fenomenológica, realizado com uma amostra constituída por quatro professores de educação física e quatro gestores pedagógicos com idades entre 33 e 50 anos, que integravam o quadro ativo das escolas públicas do município de Maceió, Brasil, no ano de 2014. O instrumento de colheita de dados utilizado foi a entrevista semiestruturada, recorrendo-se ao método de análise de conteúdo. Resultados: Em linhas gerais os professores concordam com a escola inclusiva e apontam benefícios psicossociais e a nível do convívio social, contudo referem não possuir preparação adequada para trabalhar com alunos que têm necessidades educacionais especiais (NEE), assumindo alguns investimentos na formação contínua e na adaptação nos conteúdos e nas metodologias de ensino. A falta de material apropriado para lecionar e a situação estrutural precária que as escolas oferecem aos alunos são outros aspectos negativos que enfrentam, além deles não participarem da elaboração dos documentos legais da escola. Os gestores apontaram como principais dificuldades, a falta de apoio da secretaria municipal de educação (SEMED) para com os profissionais que trabalham diretamente com esses alunos, a falta de capacitação na área da inclusão e consequentemente o ensino fornecido por eles. Os profissionais acreditam que essa disciplina tem um papel importante no processo de inclusão dos alunos com NEE, pois contribui para a socialização, reforça a autoestima e a qualidade de vida, além de ajudar no desenvolvimento cognitivo, afetivo e psicomotor. Conclusões: O processo de inclusão ainda está caminhando a passos lentos, e particularmente nas aulas de educação física. São poucos os alunos com NEE que frequentam as escolas regulares e, menos ainda, os que participam das aulas de educação física. Entendemos que são necessárias mudanças para que a inclusão nas aulas de educação física possa realmente favorecer os alunos com NEE. Enfatizamos contudo, que a educação física não é a base para a inclusão escolar, porém, um bom acolhimento e uma boa qualidade de ensino podem ter efeitos significantes na vida desses estudantes. Palavras-chave: Inclusão Escolar. Educação Física. Necessidades Educacionais Especiais.

European perspective on sport psychology

This chapter describes the development of sport psychology in Europe. Starting from the early years at the beginning of the 20th century, the contribution of European sport psychology in different cultural traditions to the development of this discipline is highlighted. The foundation of FEPSAC, the European Federation of Sport Psychology, and its role in this development are emphasised. During the first 20 years, Europe was a divided continent and the challenges were to establish a common understanding and possibilities for scientific exchange. After the fall of the Berlin wall and the change of the political landscape in Europe, central aims were to foster scientific exchange despite language difficulties, to develop a common understanding, to help young sport psychologists and to establish sport psychology as a professional field. In the new century, one group of challenges identified refers to unification, for example in education and training, in the services delivery, and in the structure. The second group of challenges relates to diversification, be it in the educational and vocational pathways, the different sports and physical activities, the inclusion of persons with special needs or background, or the publications.

Directory, recognized Illinois nonpublic schools /

Description based on: 1994-95.

Variables motivating parents to choose a specific type of private school

The purpose of this study was to investigate the reasons associated with parents' choices of specific types of private schools. The researcher hoped to determine if there were any significant differences in the reasons parents reported for enrolling their child in a specific private school. Studies in the past have explored why parents choose private schools. This study focused on why parents chose a specific type of private school, what were the variables involved, and were there any significant differences in the motivation of parents with children enrolled in different types of private schools.^ The study gathered data using a survey instrument which centered on 14 variables generally associated with the choice of private schools. The survey asked parents to rate the variables using a Likert type scale. The Likert rating was used because it does not require respondents to choose between variables. The general areas of emphasis were (a) academics, (b) religion and values/morals, (c) nurturing educational environment, and (d) proximity and convenience of the school. The survey also gather qualitative data in the form of comments volunteered by over a third of the respondents.^ The survey was mailed to 560 randomly selected families from 30 private high schools in a 50 mile radius of Miami, Florida. The 10 high schools, represented five types of private schools, Roman Catholic, Episcopal, Independent, Jewish, and Fundamentalist Christian. After four mailings a total of 401 surveys were returned for a rate 72%.^ Significant differences appeared as the data was analyzed using ANOVA and Tukey's HSD pairwise analysis. The variables showing significant differences between types of schools were (a) quality of instruction, (b) commitment of teachers, (c) emphasis on religion, (d) small class size, (e) well-defined academic goals, (f) proximity of the school's location, (g) preparation for desired secondary schools/colleges, and (h) convenience of school's operating schedule.^ Parents appeared to have specific reasons for choosing a particular private school. They appeared to look for a school that would satisfy the special needs of their child and would be compatible with their own values, morals, and personal philosophy. ^

Perceptions of family environment, body image and self-esteem of eating disordered and non-eating disordered women

This study explored the perceptions of family environment, body image and self esteem of women who suffer from anorexia nervosa, bulimia nervosa, and depression. Using a nonequivalent control group design, one hundred and fifty women with anorexia nervosa (n = 50), bulimia nervosa (n = 50), and depression (n = 50) were given the Family Environment Scale (FES) and the Eating Disorders Inventory-2 (EDI-2). The objectives of this study were to: (1) study how women with anorexia nervosa and bulimia nervosa perceive their family environment as measured by the FES; (2) compare and contrast perceptions of family environment of women with anorexia nervosa and bulimia nervosa with the control group; (3) compare and contrast perceived levels of self esteem and body image as measured by the EDI-2 of women with anorexia nervosa and bulimia nervosa with the control group; and (4) examine the perceived family environments of eating disordered and non-eating disordered women with regard to body image and self esteem. Results suggested, women who suffered from anorexia nervosa or bulimia nervosa scored significantly lower (p $<$.021) on the Expressiveness, Intellectual-Cultural Orientation, and Active-Recreational subscales of the FES. The results also indicated that women who suffered from bulimia nervosa scored significantly higher (p $<$.015) than women who suffered from anorexia nervosa on the Conflict and Independence subscales of the FES. The results of studying these three populations reflected that women who suffered from anorexia nervosa scored significantly different (p $<$.000) than women who suffered from bulimia nervosa on many of the subscales of the EDI-2. The findings of the study confirmed that women who suffered from anorexia nervosa or bulimia nervosa scored significantly different (p $<$.000) on the subscales of the EDI-2 compared to women who suffered from depression. It was also confirmed that a relationship does exist between perceptions of body image and self esteem and perceptions of family environment amongst women with anorexia nervosa and bulimia nervosa as compared to depressed women. The findings of the study indicated that women who suffered from anorexia nervosa tended to: be less expressive and independent; handle conflict less openly; have a greater drive for thinness; have greater body dissatisfaction; be more perfectionistic; and struggle more intensely with fears around maturity and social insecurity than did women who suffered from bulimia nervosa or depression. In addition, the findings of the study also suggested that women who suffered from bulimia nervosa tended to: be raised in homes where openly expressed anger is permitted amongst family members; have a lesser drive for thinness; have less body dissatisfaction; be less perfectionistic; and not struggle as intensely with fears around maturity and social insecurity as do women who suffered from anorexia nervosa, but more than women who suffer from depression. Treatment implications that may assist community college professors and counselors in meeting the special needs of this special group of women were also discussed. (Abstract shortened by UMI.) ^

A qualitative study of selected fourth -grade teachers' perceptions of the Sunshine State Standards

Despite a history of grappling with educational standards, never before has the federal government attempted to establish explicit national standards for what American children should learn in school. Recently, U.S. educators have developed voluntary national content standards, or explicit expectations of what students should know and be able to do. Not surprisingly, this major curriculum reform has provoked considerable debate. Today, teachers face difficult challenges working towards the implementation of standards. The objective of this study was to describe and explain the perceptions of a selected team of fourth-grade teachers regarding the language arts component of their state's Sunshine State Standards (SSS). The exploratory questions that guided this qualitative study were: (a) How are the SSS perceived by these fourth-grade teachers? (b) In what ways do the SSS affect teachers' self-perceptions? and, (c) To what extent and how do the SSS affect the participants' professional classroom behavior? ^ Direct observations, interviews, analysis of relevant documents and the researcher's critical reflective journal served as the methods of inquiry employed in this qualitative study. Bandura's Teacher Self-Efficacy Scale was used as a tool to help categorize the data specifically related to self-perception. ^ Analysis of the data suggests that participants perceived the SSS as a useful guideline as they taught. The SSS were a decisive factor in teachers' planning. They were the actual guide lines used by teachers to plan their lessons. However, participants did not believe the SSS were attainable by all students or were fair to students with special needs. They also believed there was not sufficient time allocated for the effective implementation of the SSS. This lack of time created pressure among some of the participants and others even felt disempowered regarding the curriculum and the instructional focus implemented during the test preparation time. The SSS negatively affected the participants when they felt constraints during this time, which led to their inability to carry out important activities in their classrooms. Thus, the SSS directly affected the participants' behavior in their classrooms. ^

Vulnerabilidade socioambiental no bairro de Mãe Luíza, Natal – RN/Brasil

This work has as object the elaboration of social environmental indicator of disaster risk that are present in precarious areas of human occupation, related to intense environmental dynamic from the perspective of the studies about the subject in Geography. The District of Mãe Luiza in Natal, capital city of Rio Grande do Norte, was defined as the study area. The place was chosen because it presents –historically- several vulnerability conditions and exposure to disaster risk. After a local social environmental description, two indexes were elaborated: the Social Vulnerability Index (SVI or IVS in Portuguese), based on 17 (seventeen) variables arranged on a questionnaire addressed to the population nucleus of the district, on regular grid (systematic sampling), classified into 5 (five) levels of SV from the weighted average; and the Physical and Natural Exposure to the Mass Movements Index (EMMI or IEMM in Portuguese) which had 16 (sixteen) variables that feature conditions of exposure to the mass movements in the district with classified levels from the weighted average of 1 (one) to 5 (five). The relationship between these two results, specialized in the district map, produced the Social Environmental Vulnerability Index (SEVI or IVSA in Portuguese) of Mãe Luiza, also classified into 5 (five) levels, following the Boolean logic correlation for cartographic overlay with use of computer software ArcGIS v.9.3, being named as: Very Low; low; average; high; and Very High Environmental Vulnerability in District. The study is based on the methodology proposed by Guerra et al (2009) for EMMI and by Almeida (2010) for SVI. They were modified and adapted according to the local reality, producing a new methodology in this study area. It was concluded that the neighborhood has most of its area with High and Very High Socio-environmental vulnerability to disasters, defined seven (7) critical areas, with Very High IVSA, and hazards associated with mass movements or flooding. In the end, the main issues that were found, such as generating elements for proposing mitigation measures and/or the proposed interventions were enumerated, related to structural order of vulnerability factors: how low constructive pattern of households; poor urban drainage; Real Estate forsaken in landslide routes; infrastructure ready access roads and slope containment. And social: as a lack of education about environmental risk; income and education of residents; presence of persons with limited mobility and/or those with special needs. This reality highlights the need for urgent action applied to the resolution and/or reduction of these problems, which is focusing the end of this work.

Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.

Lärares ledarskap som möjliggörande och begränsande i mötet med ’alla’ barn : En deltagarorienterad studie

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.