Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process

Students with autism spectrum disorder (ASD) often display atypical behaviors which general education teachers may not know how to handle. As a result, students with ASD may not get the opportunity to be educated alongside typical peers in the least restrictive environment. Segregated settings often become the most recommended setting for students with ASD. The way to change this practice is if the child's parent is willing to speak up and request an inclusive, less restrictive setting. Working together with the school site, as an equal partner, parents can collaboratively prepare the student for an inclusive setting. Inclusive environments can be overwhelming to a student with ASD, if they come from a smaller classroom environment. Preparing the student and teacher for the transition can help to eliminate potential barriers in the inclusion process. Barriers can be identified through the individualized education plan (IEP), and solutions can be devised within that process.

A Meta Nove do Plano Municipal de Educação na Rede Municipal de Porto Alegre

Este artigo apresenta um recorte da análise da política de educação da Rede Municipal de Porto Alegre, no período de 2017 a 2019, considerando o cumprimento da meta nove do Plano Municipal de Educação, que visa a universalizar a alfabetização da população com quinze anos ou mais e reduzir a taxa de analfabetismo funcional. A metodologia de análise utilizada foi a abordagem do ciclo de políticas de Ball e Bowe, sendo identificados os principais grupos de interesse e sua atuação nos diferentes contextos da trajetória da política. No processo de investigação, foram utilizados dados quantitativos, como as estatísticas de órgãos oficiais, para precisar índices de matrículas e da demanda da EJA para alfabetização, anos iniciais e finais do Ensino Fundamental. A metodologia da pesquisa também agregou dados qualitativos, baseados em entrevistas e documentos legais.Palavras-chave: Plano Municipal de Educação; Educação de Jovens e Adultos; Políticas Públicas de Educação em Porto Alegre.The Nine Goal of the Municipal Education Plan in the Municipal Network of Porto AlegreABSTRACTThis article presents an excerpt from the analysis of the education policy of the Municipal Network of Porto Alegre, from 2017 to 2019, considering the fulfillment of goal nine of the Municipal Education Plan, which aims to universalize the literacy of the population aged fifteen years or more and reduce the rate of functional illiteracy. The analysis methodology used was Ball and Bowe's policy cycle approach, identifying the main interest groups and their performance in the different contexts of the policy trajectory. In the investigation process, quantitative data such as statistics from official bodies were used to specify enrollment rates and EJA demand for literacy, initial and final years of elementary school. The research methodology also added qualitative data based on interviews and legal documents.Keywords: Municipal Education Plan; Youth and Adult Education; Public education policies in Porto Alegre.La Meta Nueve del Plan Municipal de Educación en la Red Municipal de Porto AlegreRESUMENEste artículo presenta un recorte del análisis de la política de educación de la Red Municipal de Porto Alegre, en el período de 2017 a 2019, considerando el cumplimiento de la meta nueve del Plan Municipal de Educación, que tiene por objetivo universalizar la alfabetización de la población con quince años o más y reducir la tasa de analfabetismo funcional. La metodología de análisis utilizada fue el abordaje del ciclo de políticas de Ball y Bowe, siendo identificados los principales grupos de interés y su actuación en los diferentes contextos de la trayectoria de la política. En el proceso de investigación fueron utilizados dados cuantitativos como las estadísticas de órganos oficiales para especificar índices de matrículas y de la demanda de la EJA para alfabetización, anos iniciales y finales de la Enseñanza Fundamental. La metodología de la pesquisa también agregó dados cualitativos basados en entrevistas y documentos legales. Palabras clave: Plan Municipal de Educación; Educación de Jóvenes y Adultos; Políticas públicas de educación en Porto Alegre.

Designing and Implementing a Distance Education Plan: A Case Study at a School in Portugal in Pandemic Context

Considering the epidemiological situation of the new coronavirus - COVID 19 in Portugal, the XXII Constitutional Government decided, in March 2020, to suspend all classroom teaching and non-teaching activities in all educational establishments in the national territory. Consequently, all Portuguese educational institutions had to adapt to the new educational reality, where technologies play a leading role in ensuring communication, interaction and collaboration between all stakeholders in the teaching-learning process. Naturally, this adaptation took time and was accompanied by several opinions and guidelines issued by the Ministry of Education and other responsible entities. In general, these guidelines aimed to ensure that all students continue to learn in a pandemic context, regardless of geographical and temporal barriers. One of the guidelines issued was the design, development and implementation of a Distance Learning Plan in each of the Portuguese schools. Thus, based on the case study methodology, we intend to demonstrate the process of designing and implementing a distance education plan in a school in Portugal. The plan was categorized into three main areas - technology, pedagogy, and content - and arise from the theoretical model Technological, Pedagogical and Content Knowledge (TPACK). This plan was developed based on the consultation of all educational agents in that school, but, in a special way, of the students and teachers who were the protagonists in the educational process. Participant observation, recorded in the researcher's diary, was also another instrument used that contributed to the design of the distance education plan. The results of the study suggest that the plan designed, despite the improvements that it naturally had to have during its implementation, was adequate for the realization of the process of teaching and learning at a distance in times of pandemic.