scholarly journals Contradições no/do cotidiano escolar: professores e alunos com deficiência diante do ensino na diversidade

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Ana Paula de Freitas ◽  
Maria Inês Bacellar Monteiro ◽  
Evani Andreatta Amaral Camargo
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Human Development ◽  
Historical Perspective ◽  
Institutions Of Higher Education ◽  
School Life ◽  
Teachers And Students ◽  
Construction Of Disability

ResumoA partir do referencial teórico histórico-cultural do desenvolvimento humano e de conceitos bakhtinianos de interação dialógica e do ato responsável, temos como objetivos neste texto compreender como professores de alunos com deficiência intelectual têm se posicionado diante do ensino na diversidade, que concepções sobre deficiência orientam seu fazer docente e como avaliam seu trabalho com estes alunos. Para responder a tais questões, analisamos encontros entre professores do Ensino Fundamental II e pesquisadores vinculados a instituições de ensino superior, em um processo de reuniões colaborativas. Foram trazidos recortes dessas falas docentes, construídos em dois episódios. Como resultados, compreendemos que os educadores têm conhecimento do que lhes cabe ensinar, no entanto, revelam o conflito em que vivem, trazendo as marcas de uma construção social da deficiência. Avaliamos que os encontros na perspectiva colaborativa podem possibilitar reflexões que permitam aos professores pensar sobre suas ações pedagógicas no ensino da diversidade.Palavras-chave: Diversidade. Perspectiva Histórico-Cultural. Educação Especial. Deficiência Intelectual.Cotidiano Escolar.Contradictions in/from school life: teachers and students with disabilities in face of diversity teachingAbstractBased on the cultural historical theory of human development and on Bakhtinian concepts of dialogicinteraction and responsible act, it is our aim to understand how teachers of students with intellectual disabilities see education in diversity, what conceptions of disability guide their teaching and how they evaluate their work with these students. To answer these questions, we analyzed meetings between Secondary Schoolteachers and researchers linked to institutions of higher education in a process of collaborative meetings. We herein present clippings of the teachers’ speeches, built in two episodes. As a result, we understand that educators are aware of what they must teach, however, they reveal the conflict in which they live, bringing the marks of asocial construction of disability. We conclude that meetings in a collaborative perspective can produce reflections that allow teachers to think about their educational actions in the teaching of diversity.Keywords: Diversity. Cultural Historical Perspective. Special Education. Intellectual Disabilities. School life.

scholarly journals Coping Strategies Used By Students with Disabilities in Managing Social and Higher Educational Experiences

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Nageswara Rao Ambati
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Students With Disabilities ◽  
Andhra Pradesh ◽  
Qualitative Data ◽  
Educational Experiences ◽  
Institutions Of Higher Education ◽  
Research Questions ◽  
Education Needs ◽  
Depth Interviews

This study attempts to understand social and educational experiences of students with disabilities in institutions of higher education and is exploratory in nature. To understand the educational experiences of these students, it is not enough to know only the availability of services and resources. It is also necessary to understand the students personally, and the circumstances in which they live. To answer the research questions posed in this study, the researcher has used mixed methods and three universities were selected through purposive sampling in so as to gain maximum diverse variation. For this study, in-depth interviews were conducted with hundred students with disabilities in selected universities in Andhra Pradesh, India. In this study, quantitative and qualitative data analyses were used and in most cases quotes of real text for each theme were maintained and used extensively. The findings of the study show the students were very categorical about their special needs in order to achieve their goals. A greater understanding has been gained regarding coping strategies adopted by them to manage their higher education needs. Based on findings of the study the researcher has brought out the factors which influence the creation of an inclusive environment in institutions of higher education.

There’s No Place Like Home: Finding Teachers in Your Backyard

2020 ◽  
Vol 39 (2) ◽  
pp. 104-112
Author(s):  
Nancy Mamlin ◽  
Jennifer A. Diliberto
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Preservice Teacher Education ◽  
Special Education Teacher ◽  
Institutions Of Higher Education ◽  
Current Investigation ◽  
Education Teacher ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Near Future

The current investigation surveyed 83 preservice teacher education candidates enrolled in institutions of higher education (IHEs) to pursue licensure in special education. The purpose of the investigation was to determine why these candidates were pursuing a career as a special education teacher, when they decided, and where they saw themselves teaching in the near future. The survey yielded implications for potential K-12 and IHE initiatives to promote careers in the field of special education to individuals.

scholarly journals Gender socialization of students with disabilities: Ukrainian practicies

2020 ◽  
Vol 9 (27) ◽  
pp. 260-267
Author(s):  
Oksana Kravchenko ◽  
Pavlo Oksom ◽  
Alla Voitovska ◽  
Iryna Albul
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Positive Impact ◽  
Gender Socialization ◽  
Education Institution ◽  
Research Process ◽  
Special Educational Needs ◽  
University Environment ◽  
The Social ◽  
Teachers And Students

The aim of the article is to analyze the process of gender socialization of students with disabilities. We used a comparative analysis method and method of generalization in the research process. The logic of our study involved organizing and conducting a survey of students with disabilities. The state of gender socialization of students with disabilities in six institutions of higher education of Ukraine is investigated. The social and pedagogical conditions for the formation of gender socialization of students with disabilities are substantiated. The importance of creating a gender sensitive university environment based on the idea of gender equality has been proved. The basic elements that determine the level of gender sensitivity of a higher education institution are considered. The expediency of creating self-help centers for students with disabilities is substantiated. The essence of teachers and students motivation to cooperate in an inclusive environment in the context of gender socialization is highlighted. Positive impact of students with disabilities involvement in active forms of student and out-of-class student activity has been established. It is proved that the experience of students with special educational needs is not gender-neutral, because boys and girls deal with different realities that shape the understanding of disability.

scholarly journals Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine

2021 ◽  
pp. 33-42
Author(s):  
Oksana Khomik ◽  
Nataliia Bielikova ◽  
Svitlana Indyka ◽  
Oksana Kovalchuk ◽  
Viktor Halan-Vlashchuk
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Physical Education ◽  
Students With Disabilities ◽  
Psychological Adaptation ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Persons With Disabilities ◽  
Adaptive Physical Education ◽  
E Learning

The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.

scholarly journals Por entre as brechas dos muros da universidade: O circo como componente curricular na formação inicial em Educação Física

2017 ◽  
Vol 30 (2) ◽  
pp. 59 ◽  
Author(s):  
Rita De Cassia Fernandes Miranda ◽  
Eliana Ayoub
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Sao Paulo ◽  
Institutions Of Higher Education ◽  
São Paulo ◽  
Initial Training ◽  
Descriptive Research ◽  
Teachers And Students ◽  
Professional Contexts ◽  
National Reality

Esta pesquisa descritiva analisa os desdobramentos da implementação curricular do circo como componente curricular na formação inicial em Educação Física em duas instituições de ensino superior do Estado de São Paulo/Brasil. Para tanto, foram realizadas entrevistas narrativas com docentes, gestores e alunos, totalizando 13 participantes. Concebendo o currículo como território de disputas e relações de poder, identificou-se que a intensa participação dos docentes e discentes nas ações de ensino, pesquisa e extensão tem conferido visibilidade ao circo para a produção de novos conhecimentos. Destaca-se também o relevante papel assumido pelos grupos de estudo e pesquisa atuantes nestas instituições, fomentando que muitos alunos egressos, hoje professores, incorporassem esses conhecimentos na escola básica, em projetos sociais, entre outros contextos de atuação profissional, alguns deles compondo, inclusive, grupos com enfoque artístico. Todavia, os exemplos investigados parecem não constituir maioria na realidade nacional, algo que pode vir a ser mapeado por outras investigações.Palavras-chave: Currículo; Ensino Superior; Educação Física; Circo ABSTRACTThis descriptive research examines the ramifications of curriculum implementation of the circus as a component in the initial training in Physical Education in institutions of higher education of the State of São Paulo/Brazil. Narrative interviews to teachers, administrators and students were made to a total of 13 participants. Viewing the curriculum as a territory of disputes and power relations, the intense participation of teachers and students in teaching, research and extension has given visibility to the circus in the production of new knowledge. The study highlights the important role assumed by study and research groups that are active in these institutions, encouraging many students graduating today, as well as teachers, to incorporate this knowledge in elementary school, in social projects, among other professional contexts, some of them including groups with an artistic focus. However, the examples investigated do not constitute a majority of the Brazilian national reality, something that could be mapped by other investigations.Keywords: Curriculum; Higher Education; Physical Education; Circus 

Recognizing the Inequalities in Remote Learning Education

2021 ◽  
pp. 77-96
Author(s):  
Deanne J. Tucker-White
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Institutions Of Higher Education ◽  
Working At Home ◽  
Disabled Students ◽  
Marginalized Communities ◽  
Students In Poverty ◽  
K 12 ◽  
Remote Learning ◽  
At Home

The COVID-19 pandemic has altered the instructional approach in K-12 and institutions of higher education to be almost solely online. The challenges for schools at the beginning of the pandemic were immense. Schools faced issues such as not having a plan for families to access WiFi, students not having one-to-one devices at home, parents working at home without anyone to help students log in, special education population/disabled students unable to acquire adequate learning services, and students in poverty or experiencing homelessness who were helpless to quarantine and did not know where their next meal would come from. The closing of school doors exacerbated the historical and pervasive educational inequities and generational implications within marginalized communities. Given the tense relationships and not-great experiences with an education that many marginalized families have had, remote learning progression was a rocky one.

Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school

1997 ◽  
Vol 21 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Susan L. Wright ◽  
Jeff Sigafoos
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Students With Disabilities ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Students With Special Needs ◽  
Regular Classrooms ◽  
Teachers And Students

The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom setting, potential disruption and disadvantage to other students and the lack of support and resources. Unless these concerns are addressed, placement of students with special needs in regular classrooms may generate stress, concern, and even possibly resentment among some teachers and students without disabilities.

Changes in Technology Use in California's Special Education Programs

1997 ◽  
Vol 18 (4) ◽  
pp. 233-242 ◽  
Author(s):  
Rena B. Lewis
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Technology Use ◽  
Education Programs ◽  
Teachers And Students ◽  
Special Education Programs ◽  
Education Administrators ◽  
Technology In Instruction ◽  
Drill And Practice

Abstract This study investigated changes in technology use in california's special education programs between the late 1980s and mid-1990s. two groups representing districts that participated in an earlier study were surveyed: special education administrators ( n = 149) and special educators who routinely use technology in instruction ( n = 189). Results suggest that computers and other technologies are more available today and used more often by administrators, teachers, and students with disabilities. Students are more likely to have technology goals on their individualized education programs, interact with technology in general education settings, and use computers as tools rather than for drill-and-practice. Administrators and teachers remain enthusiastic about technology's benefits. However, although technologies used in school programs have become more sophisticated and more plentiful, barriers to full implementation still exist.

Fuelling a National Innovation System in Colombia

2006 ◽  
Vol 20 (4) ◽  
pp. 237-241
Author(s):  
Diana Lucio-Arias
Keyword(s):  
Higher Education ◽  
Information Source ◽  
Innovation System ◽  
Admission Criteria ◽  
Scientific Policy ◽  
Institutions Of Higher Education ◽  
Research Activities ◽  
Teachers And Students ◽  
Innovative Behaviour ◽  
Pertinent Information

This presentation of the innovation-driven environment in Colombia derives from important national efforts to gather and store pertinent information. Two large surveys have tested the ‘innovative behaviour’ of Colombian manufacturing firms – the more recent of these was in 2005. Another information source is the Scienti platform, an online effort to collect and store information about research and researchers nationwide. Finally there is the SNIES, the national higher education information system which inventories curricula, admission criteria, study costs, physical resources, research activities, teachers and students of all institutions of higher education in the country. Although all of these instruments have their problems and are still in their consolidation phases, they constitute an invaluable asset for the country's scientific policy making.

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