Status report on minority, female, and handicapped student plans and goals implemented by Illinois community colleges.

Cover title.

Illinois Community College Board disadvantaged student grant program for Illinois public community colleges.

Mode of access: Internet.

Esgrima em cadeira de rodas : pedagogia de ensino a partir das dimensões e contexto da modalidade

Universidade Estadual de Campinas . Faculdade de Educação Física

Realidade virtual não imersiva: contribuição do jogo de videogame como recurso pedagógico nas aulas de educação física

Pós-graduação em Educação - FFC

Recursos e estratégias para o ensino de alunos com deficiência: percepção de professores

Pós-graduação em Educação - FFC

Os elementos de inclusividade na prática curricular de uma professora: uma análise a partir da cultura escolar

Esta tese teve como objetivo analisar os argumentos da comunidade escolar da Escola Pará na indicação da prática de uma professora como inclusiva, buscando, a partir daí identificar os elementos de inclusividade presentes numa prática com fortes marcas de uma educação tradicional. Vale dizer que a expressão práticas curriculares com elementos de inclusividade compreende a inclusão como coisa que se materializa em estado, situação ou quantidade. Portanto, a inclusão como substantivo (inclusividade) aplicado ao termo práticas curriculares sai de uma dimensão adjetiva (juízo de valor) para uma dimensão constitutiva, nesse sentido, revela materialidade. Esse movimento se fez necessário porque a prática indicada como inclusiva apresentava fortes marcas daquilo que a literatura da inclusão denomina de inclusão fracassada ou excludente. Diante disso emergiu o seguinte problema: Por que uma prática que pode ser considerada não inclusiva a partir da literatura da inclusão é reconhecida como inclusiva pela comunidade escolar da Escola Pará? Esse problema se desdobrou nas seguintes questões norteadoras: 1) Que elementos de inclusividade compõem/alteram a cultura objetivada da escola materializada na prática curricular da professora L? 2) Que práticas curriculares são consideradas como inclusivas pela comunidade escolar da Escola Pará? 3) Qual a influência que a cultura escolar possui no que está subjacente à ideia de inclusão incorporada pela comunidade escolar da Escola Pará? A pesquisa foi desenvolvida numa abordagem qualitativa, por meio do estudo de caso, utilizando como técnica de coleta de dados a observação, a entrevista semiestruturada (aplicada dois responsáveis pelos alunos em situação de deficiência, uma professora e uma técnica da sala de recursos multifuncionais, uma coordenadora pedagógica e a professora indicada pela comunidade escolar) e, de forma complementar, a análise documental. Os dados revelaram entre outras coisas as expectativas que a comunidade escolar da Escola Pará possui sobre a inclusão educacional dos alunos em situação de deficiência, evidenciando que esta está assentada nas possibilidades de participação nas atividades da escola que ocorrem em diferentes espaços e tempos, no reconhecimento do aluno em situação de deficiência “apenas” como aluno, na apropriação de conhecimentos propriamente escolares e na utilização de determinados artefatos tipicamente escolares. Foi a partir desses aspectos e da compreensão de que a prática é cultura objetivada, que a cultura escolar apareceu como uma categoria central para a análise dos elementos de inclusividade presentes na prática da professora sujeito da pesquisa. Diante dos argumentos apresentados, desenvolveu-se a tese de que a prática curricular inclusiva para a comunidade escolar da Escola Pará é aquela que possibilita ao aluno em situação de deficiência participar/produzir se apropriar da cultura escolar, enquanto cultura própria da escola.

An examination of the rate of high school completion experienced by handicapped and nonhandicapped students in the state of Texas

This research examines the graduation rate experienced by students receiving public education services in the state of Texas. Special attention is paid to that subgroup of Texas students who meet Texas Education Agency criteria for handicapped status. The study is guided by two research questions: What are the high school completion rates experienced by handicapped and nonhandicapped students attending Texas public schools? and What are the predictors of graduation for handicapped and nonhandicapped students?^ In addition, the following hypotheses are explored. Hypothesis 1: Handicapped students attending a Texas public school will experience a lower rate of high school completion than their nonhandicapped counterparts. Hypothesis 2: Handicapped and nonhandicapped students attending school in a Texas public school with a budget above the median budget for Texas public schools will experience a higher rate of high school completion than similar students in Texas public schools with a budget below the median budget. Hypothesis 3: Handicapped and nonhandicapped students attending school in large Texas urban areas will experience a lower rate of high school completion than similar students in Texas public schools in rural areas. Hypothesis 4: Handicapped and nonhandicapped students attending a Texas public school in a county which rates above the state median for food stamps and AFDC recipients will experience a lower rate of high school completion than students living in counties below the median.^ The study will employ extant data from the records of the Texas Education Agency for the 1988-1989 and the 1989-1990 school years, from the Texas Department of Health for the years of 1989 and 1990, and from the 1980 Census.^ The study reveals that nonhandicapped students are graduating with a two year average rate of.906, while handicapped students following an Individualized Educational Program (IEP) achieve a two year average rate of.532, and handicapped students following the regular academic program present a two year average graduation rate of only.371. The presence of other handicapped students, and the school district's average expense per student are found to contribute significantly to the completion rates of handicapped students. Size groupings are used to elucidate the various impacts of these variables on different school districts and different student groups.^ Conclusions and implications are offered regarding the need to reach national consensus on the definition and computation of high school completion for both handicapped and nonhandicapped students, and the need for improved statewide tracking of handicapped completion rates. ^

O aluno com deficiência visual nas aulas de educação física : análise do processo inclusivo = The student with visual impairments : analysis of inclusive process

Universidade Estadual de Campinas . Faculdade de Educação Física

Coordenação motora de portadores de deficiencia mental : avaliação e intervenção

Universidade Estadual de Campinas. Faculdade de Educação Física

Time Constraints in the School Environment: What Does a Sleepy Student Tell Us?

In this article, we discuss school schedules and their implications in the context of chronobiological contemporary knowledge, arguing for the need to reconsider time planning in the school setting. We present anecdotal observations regarding chronobiological challenges imposed by the school system throughout different ages and discuss the effects of these schedules in terms of sleepiness and its deleterious consequences on learning, memory, and attention. Different settings (including urban vs. rural habitats) influence timing, which also depends on self-selected sleep schedules. Finally, we criticize the traditional view of a necessary strict stability of sleep-wake habits.

Development of the student placement evaluation form: A tool for assessing student fieldwork performance

Evaluation of students undertaking fieldwork education placements is a critical process in the health professions. As training programs and practice evolve, systems for assessing students need to be reviewed and updated constantly. In 1995, staff of the occupational therapy training program at the University of Queensland, Australia decided to develop a new tool for assessing student fieldwork performance. Using an action research methodology, a team developed the Student Placement Evaluation Form, a flexible and comprehensive criterion-referenced evaluation tool. The present paper examines action research as an appropriate methodology for considering real-life organisational problems in a systematic and participatory manner. The action research cycles undertaken, including preliminary information gathering, tool development, trial stages and current use of the tool, are detailed in the report. Current and future development of the tool is also described.

A simple data logger for student-designed rocket experiments.

The final-year project for Mechanical & Space Engineering students at UQ often involves the design and flight testing of an experiment. This report describes the design and use of a simple data logger that should be suitable for collecting data from the students' flight experiments. The exercise here was taken as far as the construction of a prototype device that is suitable for ground-based testing, say, the static firing of a hybrid rocket motor.

Undergraduate student experiences and perceptions of group projects

This paper reports the experiences and perceptions of student group projects of three cohorts of undergraduates: a 3rd year capstone course in professional communication (N = 54), a 3rd year elective in chemical engineering (N = 29), and a core 2nd-year course in chemical engineering (N = 74).

The Rural Clinical Division: a student journey to rural medicine

Background: The University of Queensland has through an Australian Government initiative, established a Rural Clinical Division (RCD) at four regional sites in the southern and central Queensland. Over the fi rst four years of the existence of the RCD, an integrated package of innovative medical education has been developed. Method: The integrated aspects of the RCD program include: The Rural Medical Rotation: Every medical student undertakes an eight week rural rotation in Year 3. Year 3 and 4 MBBS - 100 students are currently spending one to two years in the rural school and demand is increasing. Interprofessional Education - Medical and Allied Health students attend lectures, seminars and workshops together and often share the same rural clinical placement. Rural health projects - allow students to undertake a project of benefi t to the rural community. Information Technology (IT) - the Clinical Discussion Board (CDB) and Personal Digital Assistants (PDA) demonstrate the importance of IT to medical students in the 21st century. Changing the Model of Medical Education - The Leichhardt Community Attachment Placement (LCAP), is a pilot study that resulted in the addition of three interns to the rural workforce. All aspects of the RCD are evaluated with surveys using both qualitative and quantitative free response questions, completed by all students regularly throughout the academic year. Results: Measures of impact include: Student satisfaction and quality of teaching surveys – 86-91% of students improved their clinical skills and understanding across all rotations. Academic results and progress – RCD students out-perform their urban colleagues. Intent to work in rural areas – 90% of students reported a greater interest in rural medicine. Intern numbers – rural / regional intern placements are increasing. Conclusions: The RCD proves to be a site for innovations all designed to help reach our primary goal of fostering increased recruitment of a rural medical workforce.