Sentimento de pertença psicológica : uma contribuição da educação na educação social inclusiva na cidade de Arapiraca no Estado de Alagoas Brasil

ABSTRACT Background: The school needs proficiar education able to meet the needs of every child regardless of the social and physical condition linguistically. Objective: This study aims to identify the sense of psychological belonging as a contribution to inclusive social education in the city of Arapiraca / al. Method: The methodology used to conduct this study was triangulated. The quantitative, descriptive and explorative, it was .desenvolvido at a school in Arapiraca - AL, in the period from January 2014 to March 2014, having been asked 38 students and their teachers with special necessidaes. With regard to the qualitative study was chosen for conducting interviews with teachers and students. Results: We questioned 38 students with special educational needs and 20 teachers, and it was found that 25% of teachers have specific training and 75% have no specific training. As for the students most had needs intellectual level. As for the teachers felt unprepared to meet students with special educational needs. On the other hand, it is important to note that among the students surveyed most are affected by stress and depression and reported that such things happen because you often see in the classroom in situations that do not know how to solve and when they seek help, found. Conclusion: The school, set in this context has an important role follow the changes, preparing their students more consciously to exercise citizenship by providing means proficionais skilled resources to this function. It is within the perspectiva of inclusive education we believe to achieve in the future, a society where everyone has their rights respected. The sense of psychological belonging experienced by educators in the classroom has special students is part of their lives. School social inclusion is a process that involves access, retention and success of students, but that requires a lot of educator and many times that is not prepared to answer all the expectations of the particular student. Focusing on the issue of the current situation that the public school experience, is undoubtedly recognize the need for changes in their practices. The search we are undertaking it is to carry on with this discussion in order to build the mission of educators grounded in a conscious inclusion within the educational possibilities available today. Key - words: Education. Inclusion. Citizenship. Psychological, Feeling of belonging.

As necessidades das famílias de jovens com necessidades educativas especiais e sem necessidades educativas especiais, face à escola

Dissertação de apresentada no Instituto Superior de Psicologia Aplicada, para obtenção do grau de Mestre na especialidade de Psicologia Educacional

Todos os sentidos no coração: Estudo de caso de intervenção precoce em criança com paralisia cerebral

Dissertação de Mestrado apresentada no Instituto Superior de Psicologia Aplicada para obtenção do grau de Mestre na especialidade de Psicologia Clínica conforme

Administrative justice and the control of bureaucratic decision-making: A study investigating how decision-makers in local authority education departments respond to the work of redress mechanisms

This socio-legal thesis has explored the factors responsible for explaining whether and how redress mechanisms control bureaucratic decision-making. The research considered the three principal institutions of administrative justice: courts, tribunals, and ombudsman schemes. The field setting was the local authority education area and the thesis examined bureaucratic decision-making about admissions to school, home-to-school transport, and Special Educational Needs (SEN). The thesis adopted a qualitative approach, using interviews and documentary research, within a multiple embedded case study design. The intellectual foundations of the research were inter-disciplinary, cutting across law, socio-legal studies, public administration, organization studies, and social policy. The thesis drew on these scholarly fields to explore the nature of bureaucratic decision-making, the extent to which it can be controlled and the way that learning occurs in bureaucracies and, finally, the extent to which redress mechanisms might exercise control. The concept of control was studied across all its dimensions – in relation both to ex post control in specific cases and the more challenging notion of ex ante or structuring control. The aim of the thesis was not to measure the prevalence of bureaucratic control by redress mechanisms, but to understand the factors that might explain its presence or absence in a particular area. The findings of the research have allowed for a number of analytical refinements and extensions to be made to existing theoretical and empirical understandings. 14 factors, along with 87 supporting propositions, have been set out with the aim of making empirically derived suggestions which can be followed up in future research. In terms of the thesis’ contribution to existing knowledge, its comparative focus and its emphasis on the broad notion of control offered the potential for new insights to be developed. Overall, the thesis claims to have made three contributions to the conceptual framework for understanding the exercise of control by redress mechanisms: it emphasizes the importance of ‘feedback’ in relation to the nature of the cases referred to redress mechanisms; it calls attention to the structure of bureaucratic decision-making as well as its normative character; and it discusses how the operational modes of redress mechanisms relate to their control functions.

School participation of students with autism spectrum disorders

This paper addresses the participation of students with autism spectrum disorders (ASD) in main- stream 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 activi- ties (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 ade- quate 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 ana- lysed, trying to understand if it influences the quality of ASD students ’ participation, hypothesis- ing 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 infor- mation 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.

O desenvolvimento da competência comunicativa intercultural de surdos aprendizes de inglês : a internet como meio

Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2015.

O envolvimento familiar no processo de ensino-aprendizagem dos alunos com necessidades educativas especiais : o caso da Escola de Ensino Especial de Benguela, Angola

A família é o meio natural em que a criança começa sua vida e sua aprendizagem básica por meio de uma série de estímulos e de vivências que a condicionam profundamente ao longo de toda a sua existência. A escola representa o espaço em que a criança consolida a sua aprendizagem e se prepara para vida futura. A cooperação entre família e escola constitui o pilar fundamental na construção de um processo de ensino aprendizagem de qualidade, sobre tudo para crianças com Necessidades Educativas Especiais (N.E.E). Com base nestes pressupostos o objetivo geral da presente dissertação de natureza qualitativa é aferir o impato do envolvimento familiar no processo de ensino aprendizagem dos alunos com necessidades educativas especiais na cidade de Benguela – Angola, através de inquéritos e entrevistas aplicadas a uma amostra constituída pelos familiares dos alunos, os respetivos alunos, professores e antigos gestores da única escola de Ensino Especial da cidade de Benguela. Os resultados do estudo revelaram um fraco grau de envolvimento familiar, tendo em conta as orientações da Lei, nº 13/01, Lei de Bases do Sistema de Educação (L.B.S.E), e o Decreto Presidencial nº 20/11, sobre o Estatuto da Modalidade de Educação Especial que recomendam a participação indispensável da família na elaboração dos programas (E.M.E.E) educativos dos alunos com N.E.E, bem como os resultados de estudos que ressaltam a importância da relação escola e família para melhoria da qualidade do Ensino Especial em Angola. A dissertação constitui uma abordagem pioneira no contexto em que se insere e o seu valor prático é determinado pelo contributo que os seus resultados podem aportar a compreensão e melhoria da qualidade de ensino e das relações familiares dos alunos com N.E.E num contexto fortemente marcado por barreiras culturais e tradicionais.

Contribuições para a análise de crianças e jovens em situação de risco: resiliência e desenvolvimento

Tese dout. em Psicologia Educacional, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2005

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.

Doing educational research in Bangladesh: challenges in applying Western research methodology

Research methods are closely linked to specific cultures (Kee, 2004). Recognition of cultural values in the knowledge generation process is important if researchers are to produce culturally diverse interpretations of reality that facilitate meaningful progression. Asian scholars often depend on Western theories for understanding issues and creating knowledge in their own contexts (Papoutsaki, 2006). Many scholars relate this influence of the West on the non-West to neocolonization (Nguyen et al., 2009), neo-imperialism (Balogh, 1962) and globalization (Rizvi, 2004; Campbell, 2012). Scholars also see this influence as a unidirectional cultural flow, from 'the West' to 'the Rest' (Rizvi, 2004, p. 159). Such Western influences on knowledge-generating practices often pose challenges for researchers fro1n non-Western, particularly Asian, contexts when they employ Western methodologies in their own contexts. These challenges are embedded in differences in cultural values, beliefs and norms, as well as differences in orientation to research, because each society is unique in character and has specific knowledge needs that are culturally appropriate. Societal and local knowledge is, essentially, a contributory factor if research is to be locally appropriate and globally acceptable (Ma Rhea, 2004).

The capacity of European higher educational institutions to address threats imposed by natural hazards

The main aim of this work was to investigate the availability and capacity of educational programmes at different levels at European Higher Educational Institutions (HEI) that are directly related to disaster resilience. This investigation was important since education in disaster resilience for citizens, communities, public administrators and decision makers is vital for improving preparedness, mitigation, resistance, absorption and recovery as a result of natural disasters. For this purpose, a study on the capacity of HEIs across Europe to address the threats imposed by natural hazards has been carried out. The study was performed by using a web-based survey tool which ran for 1 year with participants from 28 European countries. Findings of this work showed a great lack of educational programmes in disaster resilience across Europe. However, in recent years, there has been an increase in such programmes mainly at postgraduate level. At undergraduate level, there is only a very limited number of such programmes, which might be related to the multidisciplinary nature of these programmes. The cohort size of the ongoing programmes indicates that they are in good health despite their young age, suggesting the potential and need for many more. The results of this study are valuable for HEIs, policy makers, decision makers and governments as it provides an insight into the existing situation across Europe with regard to educational programmes directly related to disaster resilience which can help them to focus, direct and promote education in disaster resilience according to the needs at national and European level.

Educational software in english to the awareness in a preschool education supervised context

Information and communication technologies play an increasingly important role in society, in the sense that all areas and professions make use of digital resources. The school can not be brushed off this reality, aim to create full subjects and integrated in society today. Educational software can be used very early in the education of children, but they must be carefully and monitoring. This article aims to present the results of the use of educational software in English to the awareness of context with children of pre-school education in kindergarten, nursery center Redemptorist Fathers - The smallest fox in White Castle, a 21 group children under 5 years. Early awareness of foreign language such as English can be started with digital multimedia capabilities and various software available on the market. However, the small study described the case reveals some resistance from parents and educators, in the preparation of these to choose and monitor the use of ICT by children, in addition to also highlight the self-interest of the children involved and their learning a few words in English language in different contexts of daily worked. The study opens perspectives on close monitoring needs of such uses and training of educators in the field of use of resources multilingual awareness in pre-school education.

Att introducera, befästa och använda nya begrepp i samhällsorienterande ämnen : En fallstudie

Syftet med detta arbete är att studera vilka olika arbetssätt läraren använder för att introducera, befästa och använda nya begrepp i undervisningen i samhällsorienterande ämnen (SO) samt hur undervisningen uppfattas av elever med språkstörningsdiagnos i en klass i årskurs 4. Utifrån ett specialpedagogiskt perspektiv är fokus att hitta arbetssätt som stöder lärandet för elever med språkstörningsdiagnos. I min studie ingår lärarintervju, lektionsobservationer samt två elevintervjuer. Jag analyserade data utifrån Grundad teori. Analysprocessen var uppbyggd av flera steg och mynnade ut i en egen grundad teoretisk modell med utgångspunkt i mitt syfte och mina frågeställningar. Den teoretiska modellen representeras av sex trappsteg, tydlighet, varierade arbetssätt, repetition, progression, förståelse och förmåga att använda ord och begrepp där det personliga stödet utgör förutsättningen - grunden - för att eleverna med språkstörningsdiagnos ska kunna tillgodogöra sig den klassgemensamma undervisningen. Läraren hade samtalet i helklass som stomme i sin undervisning. Hen använde arbetssätt baserade på forskning: tydliga instruktioner uppdelade i steg, visuellt stöd, elevernas tidigare kunskaper och erfarenheter samt vardagsspråk är utgångspunkt, många tillfällen för repetitioner och uppgifter där eleverna får använda de nya orden och begreppen. Eleverna beskrev att de behövde många repetitioner för att ta till sig nya ord och begrepp. De upplevde de största svårigheterna när många nya begrepp presenterades samtidigt och om de själva skulle söka förklaringar i skriven text. Det bästa sättet att ta till sig ny kunskap var att lyssna, gärna i kombination med bilder av olika slag. De var överens om att Ipad var ett bra verktyg som gav möjlighet att lyssna och tala istället för att läsa och skriva. Studien visar på nödvändigheten av funktionella metoder och uppgifter i klassrummet i kombination med extra anpassningar och personligt stöd utifrån elevens individuella behov.

Intervenção do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com Perturbação de Hiperatividade e Défice de Atenção

A Perturbação de Hiperatividade e Défice de Atenção possui três características essenciais: Défice de Atenção, Impulsividade e Hiperatividade. Ou seja, é uma problemática neuro-comportamental, manifestada na infância onde as crianças ostentam um modelo comportamental assente no excesso de atividade motora (hiperatividade), de falta de atenção e de impulsividade. Torna-se necessário então que, o professor adopte estratégias de trabalho com estas crianças facilitando assim a sua inclusão. Este estudo tem como principais objetivos: Identificar as opiniões do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com PHDA; Descrever as estratégias do professor titular da sala de aula do primeiro ano do primeiro ciclo perante a inclusão de crianças com PHDA. A orientação metodológica adotada relaciona-se com uma abordagem qualitativa. Este estudo é constituído por 10 professores a quem foi feita uma entrevista para se recolherem os dados. Foi feito o tratamento dos dados, os quais foram analisados e discutidos. As conclusões indicam que, ao nível da formação inicial, as Escolas de Ensino Superior e as Universidades devem incorporar nos seus cursos de Professores do Primeiro Ciclo uma disciplina que aborde exaustivamente, em cada semestre, as Necessidades Educativas Especiais, abrangendo não só a teoria, como também a prática. Sugere-se ainda que exista formação contínua no âmbito das NEE, a começar pelo professor logo após o término do curso superior, independentemente da sua situação profissional, e em cada área escolar, antes do início do ano letivo, depois das turmas estarem formadas, por forma a cada docente participar naquela onde se abordará a NEE ou as NEEs que existirão na sua sala, sendo focadas estratégias de trabalho com estas crianças visando o sucesso escolar. Constatou-se também que a maioria dos entrevistados leva a cabo práticas de integração e de inclusão, embora se perceba alguma confusão entre integração e inclusão.

Feeling existentially touched - A phenomenological notion of the well-being of elderly living in special housing accommodation from the perspective of care professionals

This article presents a phenomenological analysis of interview material, in which 12 care professionals in elderly care reflect on the elderly's well-being within the frame of special housing accommodation. The perspective of the care professionals is of special interest. The findings show that the well-being is characterized as the elderly's feelings of being existentially touched. The well-being is an existential experience of being acknowledged as a human being and is an approach that classifies the elderly's needs as those of having, loving, and being. The meaning of the phenomenon is elucidated by the constituents: (1) to feel the freedom of choice, (2) to feel pleasure, and (3) to feel closeness to someone or something. The findings contribute new understanding of well-being in the elderly care by its existential dimension of the well-being as "just being'' and of doing things in order to experience meaningfulness. Accordingly, the well-being of the elderly as it is seen from the perspective of the care professionals involves both carers' subjectivity and intersubjectivity between the care professional and the elderly. An implication for promoting elderly's well-being is to develop awareness of these existential dimensions.