A Escola Regular e o Aluno Autista: Desafios e Possibilidades

2018 ◽  
Vol 18 (4) ◽  
pp. 432
Author(s):  
Lumiko Mori Tedesco ◽  
Mário Molari
Keyword(s):  
Inclusive Education ◽  
Social Relationships ◽  
Paradigm Shift ◽  
School Context ◽  
School Setting ◽  
Autism Spectrum ◽  
Learning Processes ◽  
Citizenship Rights ◽  
Content Learning ◽  
Teaching Learning

O reconhecimento da diferença no contexto da escola é o resultado de lutas históricas dos movimentos sociais por direitos de cidadania e deigualdade para todos. Nesse cenário, a inclusão das pessoas com Transtorno do Espectro Autista vem ganhando espaço, em todo o território nacional, criando discussões acerca de estratégias, que garantam o ensino dessas crianças, no mesmo espaço de alunos com desenvolvimento típico. Sendo assim, o objetivo do artigo é refletir sobre ações voltadas às atitudes e desafios implícitos nos processos de ensino-aprendizagem daqueles alunos considerados diferentes, particularmente, daqueles com autismo, que apresentam atrasos no desenvolvimento e prejuízos no relacionamento social, em graus que requerem atendimento individualizado, tornando possível seu aprendizado e convivência na escola. O estudo foi feito a partir do levantamento de referências teóricas já analisadas e publicadas, com a finalidade de explicar as hipóteses e suposições formuladas pelo pesquisador a respeito das questões a serem investigadas em documentos de cunho científico. O que se percebeu, nesse estudo, é que no cenário escolar, quando é incluída uma criança com autismo, há uma dificuldade por parte dos professores em organizar ambientes, que possam oferecer uma aprendizagem de conteúdos significativos para todos os alunos da mesma turma, indiferentemente de suas diferenças cognitivas, sensoriais ou físicas. Porém, mesmo os desafios sendo grandes se observa uma mudança de paradigma, que tem como foco dar oportunidade para todas as crianças de estarem no mesmo  ambiente. Além disso, persiste uma luta permanente dos pais, em prol de uma educação inclusiva, que vem superando cada vez mais as barreiras na sociedade em todos os aspectos.Palavras-chave: Autismo. Inclusão. Estratégias pedagógicas.AbstractThe recognition of difference in the school context is the result of historical struggles of social movements for citizenship rights and equality for all. In this scenario, the inclusion of people with Autism Spectrum Syndrome has been gaining space throughout the national territory, creating discussions about strategies that ensure the teaching of these children in the same space of students without any type of disability. Thus, the objective of the article is to reflect on actions aimed at the attitudes and challenges implicit in the teaching-learning processes of those students considered to be different, particularly those with autism who present delays in development and impairments in social relationships in degrees that require individualized attention, making it possible theue learning and coexistence in school. The method used in the study was based on the collection of theoretical references already analyzed and published, with the purpose of explaining the hypotheses and assumptions formulated by the researcher regarding the questions to be investigated in scientific documents. What was perceived in this study is that in the school setting when a child with autism is included there is a difficulty on the part of the teachers to organize environments that can offer meaningful content learning for all the students of the same class regardless of their cognitive, sensorial or physical differences. However, even the big challenges are a paradigm shift that focuses on giving all children the opportunity to be in the same environment. In addition, there is a continuing struggle for parents for inclusive education that has increasingly been overcoming barriers in society in all aspects.Keywords: Autism. Inclusion. Pedagogical Estrategies.

scholarly journals Involvement, Collaboration and Engagement – Social Networks through a Pedagogical Lens

2016 ◽  
Vol 9 (2) ◽  
pp. 31 ◽  
Author(s):  
Tami Seifert
Keyword(s):  
Social Networks ◽  
Best Practices ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Collaborative Work ◽  
Learning Processes ◽  
The Social ◽  
And Shifts ◽  
Teaching Learning

<p class="JLDAbstract" align="left">Social networks facilitate activities that promote involvement, collaboration and engagement. Modelling of best practices using social networks enhances its usage by participants, increases participants confidence as to its implementation and creates a paradigm shift to a more personalized, participatory and collaborative learning and a more positive attitude towards its implementation. The contribution of the study described in this paper resides in the enhancement of teaching and learning methods that make use of the social network environment and shifts the focus of learning from the teacher to the learner. This breaks down the boundaries of time and place for teaching and learning. Another contribution is the strengthening of teachers’ personal and professional capabilities and the promotion of teaching-learning processes transpiring beyond the classroom boundaries by sharing contents, current communication, active learning and collaborative work. </p>

scholarly journals To assess and be assessed

2015 ◽  
Vol 71 (1) ◽  
pp. 80-95 ◽  
Author(s):  
Anna Hampson Lundh ◽  
Helena Francke ◽  
Olof Sundin
Keyword(s):  
Social Practice ◽  
School Context ◽  
School Setting ◽  
Careful Consideration ◽  
Content Type ◽  
Independent Information ◽  
Upper Secondary ◽  
Discursive Interaction ◽  
The Individual ◽  
Teaching Learning

Purpose – The purpose of this paper is to explore how students construct narratives of themselves as information seekers in a school context where their descriptions of their information activities are assessed and graded. Design/methodology/approach – Blog posts on credibility judgements written by 28 students at a Swedish upper secondary school were analysed through a bottom-up coding process based in the sociocultural concept of narratives of selves. Findings – Two tensions in the students’ accounts are identified. The first tension is that between the description of the individual, independent student and the description of the good group member. The second tension is between describing oneself as an independent information seeker and at the same time as someone who seeks information in ways that are sanctioned within the school setting. Research limitations/implications – The study focuses on a specific social practice and on situated activities, but also illustrates some aspects of information activities that pertain to educational contexts in general. It explores how social norms related to credibility judgements are expressed and negotiated in discursive interaction. Practical implications – The study highlights that when information activities become objects of assessment, careful consideration of what aspects are meant to be assessed is necessary. Originality/value – The study is based on the idea of information activities as socially and discursively shaped, and it illustrates some of the consequences when information activities become objects of teaching, learning, and grading.

scholarly journals USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

2013 ◽  
Vol 8 (1) ◽  
pp. 16-24
Author(s):  
Pamela Buhere ◽  
Pamela Ochieng
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Survey Design ◽  
School Setting ◽  
Learning Resources ◽  
Head Teachers ◽  
Regular Teachers ◽  
The Government ◽  
Teaching Learning

This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E) for Special Needs Education (SNE) learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should improve on funding to cater for facilities and modification of structures. Key words: inclusive education, special needs learners, teaching/learning resources.

scholarly journals Atletismo escolar em diferentes propostas de ensino

2018 ◽  
Vol 16 (2) ◽  
pp. 85-91
Author(s):  
Ronan Junio Fonseca
Keyword(s):  
Qualitative Study ◽  
School Context ◽  
Analytical Framework ◽  
Learning Processes ◽  
Em 12 ◽  
The Subject ◽  
Teaching Learning

Este artigo foi produzido com o objetivo de construir um recurso pedagógico de referência para o ensino de atletismo na escola, através de um quadro analítico com diferentes propostas de ensino, baseado em especialistas no assunto. Trata-se de um estudo exploratório, descritivo e qualitativo, realizado por meio de pesquisa bibliográfica fundamentada em 12 livros específicos da modalidade de atletismo, que remete ao ensino no contexto escolar. Como resultado final, foi possível obter esse referencial com as características pedagógicas inerentes aos processos de ensino-aprendizagem, voltados ao atletismo. Esta pesquisa conclui-se com um recurso didático-pedagógico que auxiliará o professor nas tomadas de decisões sobre como ensinar a disciplina.ABSTRACT. School athletics in different teaching proposals. This article was produced with the aims to build a pedagogical resource that serves as a reference for the teaching athletics in the school, through an analytical framework with different teaching proposals, based on specialists in the subject. The methodology used was an exploratory, descriptive and qualitative study, by bibliographic research based in twelve specific books of the athletics modality that refers to the teaching in the school context. As a result, it was possible to obtain this framework with the pedagogical characteristics inherent to the teaching-learning processes, focused on athletics. This research is concluded with a didactic-pedagogical resource that will help the teacher in making decisions about how to teach the discipline.

Iterative redesign of a caregiver-mediated intervention for use in educational settings

Autism ◽  
2022 ◽  
pp. 136236132110666
Author(s):  
Karen Bearss ◽  
Daina Tagavi ◽  
Aaron R Lyon ◽  
Jill Locke
Keyword(s):  
Disruptive Behavior ◽  
Challenging Behavior ◽  
Challenging Behaviors ◽  
School Context ◽  
School Setting ◽  
Autism Spectrum ◽  
School Staff ◽  
User Centered Design ◽  
Educational Settings ◽  
Multiple Stages

Teachers endorse disruptive behavior as a considerable concern for autistic students, which is compounded by the lack of adequate resources for behavioral intervention planning in the classroom. The RUBI program is an evidence-based, low-intensity manualized intervention, initially developed for parents of autistic children ages 3–14 and co-occurring disruptive behavior. Utilizing the Discover, Design/Build, Test (DDBT) framework, which combines user-centered design and implementation science, RUBI intervention content was collaboratively and iteratively redesigned with elementary school stakeholders (40 school staff from 28 schools) to ensure the feasibility, acceptability, and appropriateness of the redesigned intervention, RUBI in Educational Settings (RUBIES). Iterative quantitative and qualitative methods were conducted with stakeholders to identify targets for RUBI redesign. Conventional content analysis was used to code qualitative data and identify usability issues. Recommendations were provided for modifications to RUBI sessions to address the needs of the school context and end-users to develop RUBIES. Feasibility scores improved following the redesign. The use of the DDBT framework to redesign the RUBI intervention may promote greater usefulness and usability in school contexts. Lay abstract Teachers often report concerns about behavior challenges in their students with autism spectrum disorder (ASD) in the school setting. Furthermore, teachers often report that they do not have adequate training in how to manage these challenging behaviors effectively. The RUBI program is an intervention initially developed for parents of children with ASD and co-occurring challenging behavior in clinic settings. The present project used school staff input to systematically redesign RUBI to be used with educators in schools. School staff gave input at multiple stages of development to ensure the adapted intervention was appropriate to use in a school setting. Responses were coded and analyzed to identify strengths and weaknesses of the RUBI manual in schools and adaptations were made accordingly. Scores of how appropriate, possible, likable, and usable RUBI would be in schools rose after the intervention was redesigned. The redesigned RUBIES manual may give school staff the tools they need to manage disruptive behaviors. In addition, collaborating with providers over multiple stages to redesign established interventions for new contexts may be a promising way to help bring research tools to practice in the future.

scholarly journals SALA DE ATENDIMENTO EDUCACIONAL ESPECIALIZADA (AEE): O USO DA TECNOLOGIA ASSISTIVA NO PROCESSO DE INCLUSÃO DOS ALUNOS NAS ATIVIDADES DE ENSINO-APRENDIZAGEM

2019 ◽  
Vol 12 (1) ◽  
pp. 72
Author(s):  
Márcia Lazzari Viana ◽  
Maria do Rocio Fontoura Teixeira
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Context ◽  
National Policy ◽  
Pedagogical Practices ◽  
Teacher Needs ◽  
Resource Rooms ◽  
Teaching Learning ◽  
The Right

It’s not enough, to ensure the schooling of the students with disabilities, only the right of attending school, it is necessary to teach and give meaning to the contents developed and that meet the different characteristics, potential, and learning pace. Through the National Policy on Specialized Education in Inclusive Education, the classrooms called: Salas de Recursos Multifuncionais e a Instituição do Atendimento Educacional Especializado (AEE) na Educação Básica were promoted. The AEE classroom is a space of the school, where didactic, pedagogical and Assistive Technology materials are available, where professionals with specific training to attend the students with special educational difficulties due to some type of disability are ready to support them. These classrooms aim to improve student learning in the school context. In the Education field, the Assistive Technology aid in the Process of Learning and Development of Students with Disabilities, further promoting the autonomy within their abilities in the accomplishment of their own tasks. It’s important to emphasize that the teacher needs to have technical knowledge and mastery of Assistive Technology resources, so this tools can be implemented within his/her pedagogical practices. In this context, this research aims to make a bibliographical research, through the literature on the subject, proposing a discussion about the state of the art of work. In this context, this work objective was to present a bibliographic study, proposing a discussion about the art state of issues related to the Multifunctional Resource Rooms and scholar inclusion of students with disabilities. With the ending of the presente work, can be concluded that, the students’ with desabilities inclusion, as well the Multifunctional Resource Rooms usage, still a great challenge to be worked on in the educational system. A new look at education is needed, since it’s possible, through public policies, promote accessibility and inclusion for students with desabilities, seeking to develop their skills during the teaching-learning process.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change

Autism ◽  
2021 ◽  
pp. 136236132098489
Author(s):  
Hui Min Low ◽  
Tze Peng Wong ◽  
Lay Wah Lee ◽  
Somchay Makesavanh ◽  
Bountheing Vongsouangtham ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Teacher Training ◽  
Inclusive Education ◽  
Democratic Republic ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developed Country ◽  
Positive Effects ◽  
Students With Autism ◽  
Effective Inclusion

The main aim of this article is to explore whether pictorial narration could offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in a low-resource context in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teacher training included a half-day orientation workshop, followed by 4 weeks of online learning. Statistically significant improvement in autism spectrum disorder knowledge and reduction in autism spectrum disorder stigma was recorded for the teachers after completing the teacher training. The findings on social validity pointed to high acceptance toward the pictorial narrative method and the content designed for the purpose of this training. The teachers’ acceptance of the training method was found to have positive effects on their knowledge changes in the diagnosis and etiology aspects of autism spectrum disorder knowledge. The findings supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. The findings offered insights to explain the knowledge change and stigma reduction recorded. Lay abstract In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teachers’ knowledge test results and feedback were analyzed. The findings indicated that teachers’ acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

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