A Presença de um Núcleo de Atendimento Educacional e sua Contribuição para a Atenuação de Dificuldades de Leitura e Escrita / The Presence of an Educational Center and its Contribution to the Attenuation of Difficulties in Reading and Writing

Resumo: O presente artigo tem por finalidade a busca por estratégias que possam atenuar os déficits de leitura e escrita da rede municipal de educação no município de Aracatu – Bahia. Os objetivos da pesquisa são: Investigar as etapas de construção de um Núcleo de Atendimento Educacional Especializado no município de Aracatu – Ba; Identificar as práticas educativas de inclusão necessárias a um espaço escolar inclusivo; Analisar práticas positivas que poderão ser usadas para contribuir no bom desempenho em leitura e escrita. A metodologia utilizada foi pesquisa de campo com levantamento de informações de professores e coordenadores que atuam nas escolas no ano de 2021, coletando informações e as transformando em dados qualitativos e quantitativos. Conclui-se que o núcleo será um suporte para que professores e famílias entendam como lidarem com situação de crianças com diagnósticos e a maneira como serão incluídas sob um novo olhar de um espaço escolar inclusivo. Palavras – chave: Atendimento Educacional; Educação; Inclusão; Leitura/Escrita. Abstract: The purpose of this article is to search for strategies that can attenuate reading and writing deficits in the municipal education network in the city of Aracatu – Bahia. The research objectives are: To investigate the stages of construction of a Specialized Educational Service Center in the city of Aracatu – Ba; Identifying the educational practices of inclusion necessary for an inclusive school space; Analyze positive practices that can be used to contribute to good performance in reading and writing. The methodology used was field research with a survey of information from teachers and coordinators who work in schools in 2021, collecting information and transforming it into qualitative and quantitative data. It is concluded that the nucleus will be a support for teachers and families to understand how to deal with the situation of children with diagnoses and how they will be included under a new perspective of an inclusive school space.Keywords: Educational Service; Education; Inclusion; Reading/Writing.

The Young Engineers Project: One Library’s Collaboration to Foster Fun and Literacy

It started with a phone call from Jovette Hiltunen, director of Teaching and Learning at the Lake County Educational Service Center in Painesville, Ohio, in the fall of 2012, and, unfortunately, it appears to have ended when the money ran out from the grant in the summer of 2014. However, it was an amazing experience, and the kids we worked with touched our hearts. We are so proud of our young engineers.

DA ESCOLA ESPECIAL AO CENTRO DE ATENDIMENTO EDUCACIONAL ESPECIALIZADO: OLHARES EM MOVIMENTOS

The content of this text is the implementation of inclusive special education policies. It analyzes the process of transformation of a special school in a specialized educational service center. This is a qualitative study carried out from documentary analyses and semi-directed interviews done in 2012 in a city of the metropolitan region of Porto Alegre/RS. The "Policy Cycle Approach" orients its theoretical-methodological path. As a result, it may be observed that such process is a quick movement, without much planning, focused on specialized services and not on regular schools. Such fragmentation shows disputes, setbacks and advances against the demands for school inclusion as well as the complexity to provide an inclusive system. Movements which seek, in closing and opening doors, to constitute new settings on “difference” and “equality” in education.

A Personal Journey: Integrating Mathematics and Service Learning

The NCTM's standards have affected me as a teacher in more ways than I can count. As a teacher of mathematics in the early 1990s, I realized the importance of professional development. My interest was so deep that the local educational service center trained me to teach other teachers about the Standards and their application.

Using High Technology to Facilitate Educational Equity in Rural Northeastern Utah Schools

The northeastern Utah Telelearning Project began in 1985. A cooperative effort by the Northeastern Utah Educational Service Center, local school districts, and the Area Vocational Center pooled their resources and talents to identify alternative delivery methods for providing education to rural schools separated by geography and economic resources. Computers, telephones, dedicated phone lines, simplex and duplex microwave, and UHF television were used to provide classes to six area schools. These communication tools were shown to be effective methods of delivery when traditional means were no longer available. The planning, implementation, and operation of the telelearning system are examined.