| 2 |
"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
|
|
|
|
In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
(Transnationale) Mobilität in einer mehrsprachigen Region. Eine explorative Studie an einem deutschsprachigen Gymnasium im italienischen Bozen
|
|
Dittmer, Torben. - : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung, 2020. : Bremen, 2020. : pedocs-Dokumentenserver/DIPF, 2020
|
|
In: Bremen : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung 2020, 26 S. - (TraMiS-Arbeitspapier; 4) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
(Transnationale) Mobilität in einer mehrsprachigen Region. Eine explorative Studie an einem deutschsprachigen Gymnasium im italienischen Bozen ...
|
|
Dittmer, Torben. - : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung, 2020
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Expanding the Enrollment of International Students on College Campuses: Predictors of Enrollment Rates and Strategies for Recruitment
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Communication disorders in primary school students with school refusal behaviour
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
We shall overcome: a phenomenological study of the role academic, social and family factors have on English learners' decision to pursue higher education
|
|
|
|
In: Theses and Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Inclusão, surdez e ensino médio : perspectivas e possibilidades para o atendimento educacional especializado
|
|
|
|
Abstract:
Com o intuito de ampliar as reflexões sobre a variabilidade de opções pedagógicas que podem ser disponibilizadas aos alunos surdos no ensino comum, o trabalho desenvolvido nesta dissertação de mestrado tem como objetivo descrever e analisar o Atendimento Educacional Especializado oferecido a tais alunos em uma escola municipal de Ensino Médio. As questões que nortearam o referido estudo foram: Como se constituiu o Atendimento Educacional Especializado para alunos surdos e que profissionais estavam habilitados a prestar esse serviço? Quais eram os objetivos desse serviço de apoio e como era feito o seu planejamento? Em um contexto em que o Atendimento Educacional Especializado se desenvolveu de forma múltipla, quais são os efeitos e os possíveis beneficiários desse trabalho? Estas questões embasaram a análise do movimento institucional organizado e vivenciado pelos gestores da Secretaria Municipal de Educação de um município da região metropolitana de Porto Alegre/RS, pelos membros da equipe diretiva, professores e alunos da escola municipal de Ensino Médio onde o referido projeto foi implantado. Com base nas reflexões do pensamento sistêmico propostas por Gregory Bateson e Humberto Maturana, este estudo foi conduzido por meio da pesquisa qualitativa, priorizando a processualidade do trabalho investigativo, contemplando a subjetividade do pesquisador, dos sujeitos e o contexto no qual estavam inseridos. Nesta perspectiva, os dados do presente trabalho foram coletados com a utilização dos seguintes instrumentos metodológicos: observação participante, análise de documentos, e entrevista semi-estruturada. No que se refere à organização geral do projeto, mereceu destaque a implantação de espaços variados que combinavam a presença de alunos surdos e alunos ouvintes sendo atendidos por diferentes profissionais especialistas em educação de surdos, demonstrando que o Atendimento Educacional Especializado pode ser múltiplo e plural. O desenvolvimento da pesquisa acabou retratando que, se por um lado, havia o reconhecimento de que os alunos surdos possuíam necessidades lingüísticas diferentes e que, por isso, precisavam ser atendidos em alguns momentos separados dos ouvintes, por outro lado, o projeto de inclusão nos indicou que a convivência e a experiência de participar de grupos nos quais há o desafio da Língua Portuguesa, da LIBRAS e de outras formas de comunicação pode ser rica para os alunos surdos, para os alunos ouvintes e para os demais integrantes da comunidade escolar. Os resultados da presente investigação fortalecem a compreensão de que a escola comum, ao repensar e redimensionar suas práticas, deve ser a melhor opção para a educação de todos os alunos. ; In order to deepen the discussion about the variability of pedagogical options that may be made available to deaf students in regular schools, the work developed in the present master's thesis aims to characterize and analyze the Specialized Educational Services provided to such students in a public High School. The questions that guided this study were: What did the Specialized Educational Services provided to deaf students include, and what professionals were entitled to provide these services? What was the goal of these services, and how was the planning undertaken? In a context in which Specialized Educational Services have developed in multiple ways, what are the outcomes, and who are the possible beneficiaries of this work? Those questions underlay the analysis of the institutional movement organized and experienced by the managers of the Municipal Secretariat of Education of a municipality in the metropolitan region of Porto Alegre/RS (Brazil), and by members of the management team, teachers and students of the public High School where the project was put into operation. Based on concepts of systemic thinking, proposed by Gregory Bateson and Humberto Maturana, the present study was conducted by means of qualitative research, giving priority to the procedural character of investigative work, taking into consideration the subjectivity of the researcher and participants, and the context in which they were set. In this perspective, data were collected by using the following methodological tools: participant observation, document analysis, semi-structured interview and questionnaire. Regarding the general organization of the project, we must highlight the implementation of varied spaces that brought together deaf and hearing students professionally assisted by a wide range of specialists in deaf education, which illustrates that Specialized Educational Services can be multiple and plural. Throughout this research, we observed that, on the one hand, deaf students are agreed to have different linguistic needs and, because of that, they should at times be given individual assistance, on the other hand, the inclusion project in question gave evidence that sharing and participating in groups challenged by the Portuguese language, the Brazilian Sign Language, and other forms of communication, can be enriching to deaf students, hearing students, and other members of the school community. The outcomes of the present research reinforce the idea that regular schools are the best choice for the education of every student, for they somehow rethink and remodel their practices.
|
|
Keyword:
Deaf education; Ensino médio; High school; Inclusão escolar; Special education; Specialized educational attendance; Surdo
|
|
URL: http://hdl.handle.net/10183/35087
|
|
BASE
|
|
Hide details
|
|
|
| 9 |
Inclusão, surdez e ensino médio : perspectivas e possibilidades para o atendimento educacional especializado
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Attendance, performance and the acquisition of early literacy skills: A comparison of Indigenous and non-Indigenous school children
|
|
|
|
In: Faculty of Education - Papers (Archive) (2010)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Causes of truancy from mainstream education for a group of Pasifika students enrolled in alternative education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Risk perception and enrollment decisions following a crisis: Northern Illinois University and February 14, 2008.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Politiques de langue, scolarisation et francophonie ; Langage policies, schooling and francophony
|
|
|
|
In: Hermès (Paris.1988) [ISSN 0767-9513], 2004, N° 40; p. 299-301 (2004)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Why Indigenous Issues are an Essential Component of Teacher Education Programs
|
|
|
|
In: Australian Journal of Teacher Education (2003)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Critical Factors in Successful Texas Middle Schools 1993-1995
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Letter to Farris Bryant from Broward Lovell. ( 1955-03-29 )
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
