The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1,158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development (InFo-TED): Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.

Promoção do envolvimento e da cooperação entre as famílias de alunos que frequentam uma unidade de apoio à multideficiência e a escola

Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências de Educação - Especialidade em Educação Especial

Report on a special investigation of the Melcher-Dallas Community School District (District) for the period July 1, 2013 through January 31, 2016

Report on a special investigation of the Melcher-Dallas Community School District (District) for the period July 1, 2013 through January 31, 2016

Can We Change the Future by Predicting It? Presented in special Session II at the Forty-Eighth Annual Meeting of the Upper Mississippi River Conservation Committee, St. James hotel Red Wing, Minnesota, March 10-12, 1992

issued December 1, 1993

TEACHERS’ ATTITUDES TOWARD INCLUSION OF CHILDREN WITH DISABILITIES IN RURAL EL SALVADOR

The attitude of school teachers toward inclusion of children with disabilities is an important factor in the successful implementation of a national inclusion program. With the universal pressure to provide education for all and international recognition of the importance of meeting the needs of diverse populations, inclusive education has become important to governments around the world. El Salvador’s Ministry of Education seeks to establish inclusion as an integral part of their struggle to meet the needs of children across the country, but this is a difficult process, especially for a country with limited resources which still struggles to meet international expectations of educational access and quality. Teacher attitude is an important factor in the success of inclusion programs and can be investigated in relation to various factors which may affect teachers’ classroom practice. While these factors have been investigated in multiple countries, there is a need for more knowledge of the present situation in developing countries and especially in schools across the rural areas of El Salvador to meet the needs of the diverse learners in that country. My research was a mixed methods case study of the rural schools of one municipality, using a published survey and interviews with teachers to investigate their attitudes regarding inclusion. This research was the first investigation of teachers’ attitudes toward inclusion in rural El Salvador and explored the needs and challenges which exist in creating inclusive schools across this country. The findings of this study revealed the following important themes. Some children with disabilities are not in school and those with mild disabilities are not always getting needed services. Teachers agreed with the philosophy of inclusion, but believed that some children with disabilities would receive a better education in special schools. They were not concerned about classroom management. Teachers desired more training on disability and inclusion. They believed that a lack of resources, including materials and personnel, was a major barrier to inclusion. Teachers’ attitudes were consistent regardless of family and professional experience with disability or amount of inclusion training. They were concerned about the role of family support for children with disabilities.

Ikääntyneen voimavaraistumista tukeva potilasohjaus päivystysosastolla kotiutumisen yhteydessä

Lisääntyvä ikääntyneiden määrä asettaa vaatimuksia terveydenhuollon järjestämiselle niin Suomessa kuin maailmanlaajuisestikin. Ikääntyneiden monialaiset ongelmat yhdessä perussairauksien kanssa muodostavat monimutkaisen kokonaisuuden, joka voi johtaa avun hakemiseen päivystyksestä. Ikääntyneiden hoidossa esiintyvät erityispiirteet, hoidettavien kognitiivisen toimintakyvyn heikkeneminen, lyhentyneet hoitoajat ja hoidon painopisteen siirtyminen kotiin vaativat hoitohenkilökuntaa yhä enenevässä määrin kiinnittämään huomiota potilasohjaukseen. Tutkimuksen tarkoituksena oli kuvata päivystysosastolta kotiutuvien ikääntyneiden ja sairaanhoitajien välisten ohjauskeskusteluiden rakennetta ja sisältöä. Tavoitteena oli tuottaa tietoa siitä, mitä voimavaraistumista tukevia piirteitä ja tiedon osa-alueita esiintyy ohjauskeskusteluissa. Tutkimuksen aineisto kerättiin ei-osallistuvalla havainnoinnilla videoimalla päivystysosastolta kotiutuvien ikääntyneiden ohjaustilanteita (n=22) syksyllä 2015. Osallistuneiden potilaiden keski-ikä oli 79 vuotta. Aineisto analysoitiin deduktiivisella sisällönanalyysilla. Ohjauskeskustelun rakenteesta etsittiin voimavaraistumista tukevia piirteitä ja sisältöä analysoitiin kuuden voimavaraistumista tukevan tiedon osa-alueen pohjalta (biofysiologinen, toiminnallinen, kokemuksellinen, sosiaalinen, eettinen ja taloudellinen). Ohjauskeskustelujen alussa ei asetettu ohjauksen tavoitteita tai arvioitu ikääntyneiden aikaisemman tiedon tasoa. Ohjauskeskustelut etenivät pääosin hoitajien määrittäminä. Ikääntyneet kysyivät vähemmän kysymyksiä ja heidän yksisanaisten puheenvuorojensa määrä oli suurempi kuin hoitajilla. Ikääntyneiden osallistumista ohjauskeskusteluun ei myöskään tuettu. Kysymyksen esitettyään hoitajat antoivat ikääntyneille mahdollisuuden vastata, mutta eivät varmistaneet, olivatko nämä ymmärtäneet ohjauksen. Ohjauskeskusteluiden sisältöä tarkasteltaessa tietoa ikääntyneille välitettiin pääasiassa biofysiologisen tiedon osa-alueelta (tietoa hoidosta ja oireista). Toiseksi eniten tietoa välitettiin ikääntyneille toiminnallisen tiedon osa-alueelta (liikkuminen ja kotona selviytyminen) ja sosiaalisen tiedon osa-alueelta (omaisten osallistuminen hoitoon). Taloudellisen tiedon osa-alue jäi aineistossa pieneksi. Tutkimuksen tulokset osoittavat tarvetta kiinnittää huomiota ohjauskeskusteluiden rakenteeseen ja sisältöön etenkin hoidettaessa ikääntyneitä, joilla on monitahoisia terveysongelmia. Tutkimuksesta saatavaa tietoa voidaan hyödyntää suunniteltaessa ja toteuttaessa ikääntyneiden potilasohjausta päivystyksessä sekä suunniteltaessa sairaanhoitajien potilasohjauskoulutusta.

(Re)criar ambientes pedagógicos alternativos : o lúdico ao serviço da aprendizagem

Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico,sob orientação Doutora Daniela Alexandra Ramos Gonçalves | Mestre Irene Zuzarte Cortesão Melo Costa

Relatório de estágio de qualificação profissional

Relatório EPE - Relatório de estágio em Educação Pré-Escolar:O relatório de estágio para a qualificação profissional foi realizado no âmbito da unidade curricular de Prática Pedagógica Supervisionada na Educação Pré-Escolar, sendo esta parte integrante do Mestrado em Educação Pré-Escolar e Ensino do 1º ciclo do Ensino Básico. Todo o trabalho desenvolvido no presente relatório teve como objetivo dar a conhecer, de forma crítica, reflexiva e sustentada, as experiências vividas pela formanda com o grupo de crianças que acompanhou, num total de 210 horas de estágio, iniciado em fevereiro e terminado em junho do presente ano. A prática pedagógica de um educador de infância influencia diretamente o desenvolvimento das crianças, bem como o desenvolvimento do próprio docente, contituindo para o desenvolvimento de competências fundamentais para a sua prática futura. Com vista a uma planificação focada nas necessidades e interesses evidenciados pelo grupo de crianças, o educador deve observar, planear, agir, avaliar, comunicar e articular, levando a cabo, paralelamente, a investigaçãoação como forma de refletir sobre a sua prática e sobre os efeitos da mesma, em si e nas crianças. Tendo por base estes pressupostos, foram observadas necessidades de desenvolvimento, interesses e resultados de aprendizagem, que permitiram a planificação de atividades a realizar, por forma a atingir os objetivos traçados para o desenvolvimento de capacidades nas crianças. Para isso, recorreu-se a estratégias inovadoras e diversificadas, suportadas pelos modelos curriculares High/Scope e Reggio Emilia, e também pela Metodologia de Trabalho de Projeto. O trabalho desenvolvido em torno da unidade curricular visa competências como a mobilização de saberes, a adoção de estratégias diferenciadas, a tomada de decisões conscientes e adequadas, o desenvolvimento de projetos de investigação e o desenvolvimento e consolidação de competências socioprofissionais e pessoais. Neste sentido, contribuiu para o desenvolvimento pessoal e para o crescimento profissional da mestranda, através das intervenções realizadas com o grupo de crianças. As diferentes etapas do processo educativo acompanharam afincadamente esta etapa, na medida em que contribuiram para um maior conhecimento da formanda quanto à ação e à planificação. Importa salientar que as atividades desenvolvidas ao longo deste período visaram o desenvolvimento de todas as áreas e domínios de conteúdo, nas crianças, com mais ênfase na área da formação pessoal e social e na área do conhecimento do mundo.

Plano curricular dos currículos específicos individuais - 2.º e 3.º ciclos: representações dos professores

Dissertação apresentada à Escola Superior de Educação de Paula Frassinetti para a obtenção do grau de Mestre em Ciências da Educação – Especialização em Educação Especial

Edukacja integracyjna w doświadczeniach i opiniach nauczycieli oraz rodziców

Wydział Studiów Edukacyjnych

Das bildungstheoretische Potenzial inklusiver Pädagogik. Meilensteine der Konstruktion von Bildung und Behinderung am Beispiel von Kindern mit Lernschwierigkeiten

Inklusion erfordert Veränderungen, Umbau und Umdenken auf vielen Ebenen. Ob Teilhabe gelingt, entscheidet sich letztlich im pädagogischen Alltag. So muss in einem inklusiven Bildungssystem auch geklärt werden, was Bildung ausmacht, wenn sie alle Kinder adressiert. Was bedeutet hier Bildung und in welchem Zusammenhang stehen die Konstrukte von Bildung und Behinderung? Wurden doch traditionell die Grenzen des ersten systemwirksam mit der Zuschreibung des zweiten markiert. Das vorliegende Buch thematisiert in historischer Perspektive die sich verändernden Vorstellungen über Bildung, Behinderung(en) und Gerechtigkeit im Bildungssystem sowie die damit verbundenen kontroversen Debatten sowie die häufig uneinheitlichen, teils gegenläufigen Entwicklungen der sogenannten Sonder- und der sogenannten Regelpädagogik. Die Analyse arbeitet die Beiträge integrations- und inklusionspädagogischer Theorien (Reiser, Feuser, Prengel, Wocken, Reich) zu einem gemeinsamen Bildungsverständnis für alle Kinder heraus. Diese Potenziale integrations- und inklusionspädagogischer Theoriebildung werden eingeordnet in bildungstheoretische Dimensionen sowie in die aktuellen Debatten um Inklusion und Bildung als Menschenrecht. (DIPF/Orig.)

Keeping the promise? Contextualizing inclusive education in developing countries

Inclusive education became a global promise corroborated by international declarations such as the Salamanca Statement (1994) and the Incheon Declaration (2015). Most countries worldwide have committed to the goal of inclusive education, putting a lot of pressure on so-called developing countries. Against this backdrop the threefold purpose of this book is to: 1. Generate research evidence on the development and implementation of inclusive education in developing countries, 2. Contextualize inclusive education in specific developing countries and contexts, and 3. Reflect on the future of inclusive education in developing countries. (DIPF/Orig.)

A colaboração entre a escola e os serviços de saúde na intervenção junto de crianças com necessidades especiais

Dissertação de mest. Psicologia da Educação, Faculdade de Ciências Humanas e Sociais, Escola Superior de Educação, Univ. do Algarve, 2002

Development of the Andalusian Registry of Patients Receiving Community Case Management, for the follow-up of people with complex chronic diseases.

Background: Complex chronic diseases are a challenge for the current configuration of Health services. Case management is a service frequently provided for people with chronic conditions and despite its effectiveness in many outcomes, such as mortality or readmissions, uncertainty remains about the most effective form of team organization, structures, and the nature of the interventions. Many processes and outcomes of case management for people with complex chronic conditions cannot be addressed with the information provided by electronic clinical records. Registries are frequently used to deal with this weakness. The aim of this study was to generate a registry-based information system of patients receiving case management to identify their clinical characteristics, their context of care, events identified during their follow-up, interventions developed by case managers, and services used. Methods and design: The study was divided into three phases, covering the detection of information needs, the design and its implementation in the healthcare system, using literature review and expert consensus methods to select variables that would be included in the registry. Objective: To describe the essential characteristics of the provision of ca re lo people who receive case management (structure, process and outcomes), with special emphasis on those with complex chronic diseases. Study population: Patients from any District of Primary Care, who initiate the utilization of case management services, to avoid information bias that may occur when including subjects who have already been received the service, and whose outcomes and characteristics could not be properly collected. Results: A total of 102 variables representing structure, processes and outcomes of case management were selected for their inclusion in the registry after the consensus phase. Total sample was composed of 427 patients, of which 211 (49.4%) were women and 216 (50.6%) were men. The average functional level (Barthel lndex) was 36.18 (SD 29.02), cognitive function (Pfeiffer) showed an average of 4.37 {SD 6.57), Chat1son Comorbidity lndex, obtained a mean of 3.03 (SD 2.7) and Social Support (Duke lndex) was 34.2 % (SD 17.57). More than half of patients include in the Registry, correspond lo immobilized or transitional care for patients discharged from hospital (66.5 %). The patient's educational level was low or very low (50.4%). Caregivers overstrain (Caregiver stress index), obtained an average value of 6.09% (SD 3.53). Only 1.2 % of patients had declared their advanced directives, 58.6 had not defined the tutelage and the vast majority lived at home 98.8 %. Regarding the major events recorded at RANGE Registry, 25.8 % of the selected patients died in the first three months, 8.2 % suffered a hospital admission at least once time, 2.3%, two times, and 1.2% three times, 7.5% suffered a fall, 8.7% had pressure ulcer, 4.7% had problems with medication, and 3.3 % were institutionalized. Stroke is the more prevalent health problem recorded (25.1%), followed by hypertension (11.1%) and COPD (11.1%). Patients registered by NCMs had as main processes diabetes (16.8%) and dementia (11.3 %). The most frequent nursing diagnoses referred to the self-care deficit in various activities of daily living. Regarding to nursing interventions, described by the Nursing Intervention Classification (NIC), dementia management is the most used intervention, followed by mutual goal setting, caregiver and emotional support. Conclusions: The patient profile who receive case management services is a chronic complex patient with severe dependence, cognitive impairment, normal social support, low educational level, health problems such as stroke, hypertension or COPD, diabetes or dementia, and has an informal caregiver. At the first follow up, mortality was 19.2%, and a discrete rate of readmissions and falls.