Top PDF INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture.
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Rev. bras. cineantropom. desempenho hum.  vol.13 número2

Rev. bras. cineantropom. desempenho hum. vol.13 número2

The conclusions gathered from this research highli- ght the importance of several aspects relating to pre-service teacher education and inclusion. First, pre-service educators tend to feel unprepared and ill-equipped to work in an inclusive educational en- vironment; secondly, pre-service teacher programs should ideally include coursework in adaptive edu- cation and experiential components (Practicum, ield experience, clinical experience); and thirdly, a school-university collaborative relationship can facilitate beneicial outcomes to future educators, as well as special needs populations. Conversely, the results show variance with the indings that attitudes towards inclusion in pre-service teachers can be improved through further preparation within coursework, collaborative and inclusive ield experiences, and personal experience with successful individuals with disabilities.
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School of Economics and Management

School of Economics and Management

The adjustment for MSc. trajectories with no categorical variable provided an acceptable outcome according to the overall tests and scores 13 (See Appendix 1). Adjustment outcomes displayed by SPSS (version 15.0) provide not only values for the unstandardized regression coefficients β, which cannot be used for prediction, but also some corresponding tests, as the Wald test significance: whenever the latter will be equal or lower than 0,05 the corresponding variable will be considered relevant. Therefore, the following variables and influence have been accepted: Graduation and Master institutions (establ; estabm); several reasons to have completed MSc. (being able to perform the desired occupation – razcurm 7; employer’s demanding – razcurm 13; wish to studying further – razcurm 16 and wish to develop own scientific culture – procfm 14); satisfaction with academic work and career (satacadm and peracadm, respectively); lack of support by employer and family (obstfor 2 and obstfor 3, respectively); present occupation status in terms of kind of labour agreement and tenure (relconta; dur2ocup2).
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Science as culture: paradigms and epistemological implications in school scientific education.

Science as culture: paradigms and epistemological implications in school scientific education.

como a “saída do homem da menoridade - saída da sua incapacidade para se servir do entendimento a não ser que guiado por outrem”. Note-se que a “divisa das luzes” é precisamente: “tem coragem de te servir do teu próprio entendimento”. De facto, Kant defende que, uma vez que a sensibilidade só por si não basta, o entendimento - “poder de produzir conceitos” - é fundamental para que haja conhecimento. Assim, a ideologia do iluminismo, pretendendo afastar a autoridade institucional e o seu código de valores, endeusa outros valores; pre- tendendo afastar os dogmas, dogmatiza a razão; pretendendo afastar o Deus providência, elege o Deus arquitecto, o Deus que propícia um universo semelhante a um mecanismo de relojoaria; pretendendo afastar o obscurantismo, de uma vez por todas, oferece as luzes resplandecen- tes da ciência que irão “iluminar” para todo o sempre o olhar sobre o mundo. É a partir do paradigma newtoniano que os valores da ciência são pensados de forma imperialista - “Ideal das luzes”. “Este ideal parte da convicção de que a luz aberta por Newton jamais se apagaria, de que iria iluminar a realidade para todo o sempre. Elege como lema da ciência o domínio do Universo - conhecendo-o, agindo sobre ele, transformando-o, subjugando-o. O símbolo do ’iluminismo raciona- lista’ traduz bem a consagração da ciência: um sol com rosto humano (razão) sorri prazenteiramente (felicidade decorrente do progresso do conhecimento), enquanto derrama sobre a terra a sua luz benéfica (radiação luminosa da ciência) e dissipa uma massa de nuvens negras (trevas do erro e da ignorância)”. 3
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Children and the experience of migration: constraints and resources

Children and the experience of migration: constraints and resources

For this purpose the position of cultural mediator of children may also facilitate their integration in the host country: they can maintain the link with tradition and develop trade and relations with Italian people (teachers, schoolmates, etc.). On the opposite, parents often remain in the position of separation or marginality and they can pre- vent a deeper connection with the host culture. For children the result may be assimilation and hence rejection of parents’ traditions. Moreover, in some cases the relationship with the institu- tions (Health Services, School, Administrative Offi ces and other institutions) requires children to take a parental role with respect either to mum or dad, while outside of the described context parents continue to maintain power by impos- ing education according to their cultural canons. In this way growth is not linear, the child be- ing considered old or young, depending on the context in which he is and the role that he is re- quested to play.
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Sara Albieri Milagres e leis da natureza em Pierce e Hume

Sara Albieri Milagres e leis da natureza em Pierce e Hume

Se Hume se refere apenas aos milag res histÓricos, isto quer dizer que atinge apenas os milagres efetivamen te re latados , e não todo e qualquer milag re.. Agos t[r]

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Luiz Henrique Dutra A liberdade é um fato natural 1

Luiz Henrique Dutra A liberdade é um fato natural 1

adotada quando não parece suficiente uma explicação com base no projeto ou na configuração interna das partes do objeto ou estrutura. Aqui, recorre- se a leis, que podem inclusive ser leis estatísticas, como se faz nas ciências físicas atuais. A postura intencional (intentional stance), por sua vez, é adotada quando as duas primeiras parecem insuficientes para explicar determinadas classes de eventos. Creio que um bom e simples exemplo a dar a este respeito seria o crescimento dos seres vivos. De fato, o mundo da vida e da ação oferecem uma multidão de exemplos de sistemas in- tencionais.
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FAMILY HISTORY IS ASSOCIATED WITH THE PRESENCE OF DYSLIPIDEMIA IN PRE‑SCHOOL CHILDREN

FAMILY HISTORY IS ASSOCIATED WITH THE PRESENCE OF DYSLIPIDEMIA IN PRE‑SCHOOL CHILDREN

Methods: A cross‑sectional study with 257 children aged 4 to 7 years old from Viçosa, Minas Gerais, Southeast Brazil. Nutritional status and lipid profile (total cholesterol, cholesterol fractions, and triglyceride) assessments and an active search for a family history of dyslipidemia in parents were carried out. Pearson’s chi‑square test was used to identify associations, and Student’s t‑test was used to compare means. A Poisson regression analysis was performed to assess the independent association between family history and the presence of dyslipidemia in children. A significance level of 5% was adopted.
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EN CLAVE INST I TUC IONAL

EN CLAVE INST I TUC IONAL

procedimicntos de exámen y contmstación a los que presumiblemente puede someterse una teoria son acciones quo ocurrcn en el mundo y, al dccir que un.a tooria cs contrastable, [r]

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ARLENE REIS A CONCEPÇÃO DE HOMEM NA POLÍTICA DE ARISTÓTELES

ARLENE REIS A CONCEPÇÃO DE HOMEM NA POLÍTICA DE ARISTÓTELES

animais superiores vivem também por hábito, o homem possui Aoyoç e. pode convencer-se que é melhor viver diferentemente do hábito.[r]

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Dental Press J. Orthod.  vol.17 número6

Dental Press J. Orthod. vol.17 número6

The chi-square test was applied to verify whether individuals with oral habits presented predominance of Class II malocclusion, compared to those with no habits (Table 6). The significance level was 5%, with 2 degrees of independence. After analysis it was found that the chi-square value calculated, obtained from data on referred table, was 2.18. Because this value is lower than the tabulated value (5.99), it was found that the null hypothesis cannot be discarded. In the re- search conducted in this work, it is possible to confirm this hypothesis, since the most frequent malocclusion associated with oral habits was Class II (82.4% - 14 of 17), followed by Class III malocclusion (71.4% - 5 of 7) and Class I (64.6% - 75 of 116), respectively. The preva- lence of Class II malocclusion probably occurs due to the fact that the Class II, division 1 patients, present in-
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João Eduardo Pinto Basto Lupi A cosmologia de Orígenes

João Eduardo Pinto Basto Lupi A cosmologia de Orígenes

Hャャ ャ⦅N | セti ᄋZnNNj |GィZャャャャャ ZNGAB N@ P:ttrohlt;Í:t.[r]

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Common household chemicals and the allergy risks in pre-school age children.

Common household chemicals and the allergy risks in pre-school age children.

The prevalence and concentration the VOCs detected in the present study are strikingly concordant with those detected from other Scandinavian countries. We compared the concordance of our detected VOCs with Finnish EXPOLIS study [40]. In the EXPOLIS study, air samples (2–3 L) from 183 homes were collected during the winter of 1996–1997 in Helsinki, Finland, focusing on 30 VOCs as target compounds. Extensive quality assurance and control standards were practiced. Of the 30 VOCs, 21 VOCs were also collected in our study. The prevalence (% detected in participant homes) of the VOC compounds were significantly correlated between the two studies (R 2 = 0.57, p,0.001) (Figure S3). Also, eight VOC compounds, which were identified in $80% of the homes in both the studies (i.e., toluene, limonene, hexanal, p/m-xylene, benzaldehyde, octanal, undecane, and ethylbenzene), their concentrations were significantly corre- lated (R 2 = 0.612, p = 0.022) (Figure S4). This suggests that compounds with low prevalence are also expected to have low concentrations in both DBH and EXPOLIS. For example, 2- methyl-1-propanol, observed in 5% of the homes of DBH study was 1.96 m g/m 3 and 3.37 m g/m 3 in EXPOLIS. Striking similar- ities in absolute concentration and correlation of the compounds between the two studies support the validity of our sampling and analytical procedures.
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Prevétlence of trachoma in pre-school and school children in the suburb of]oinville, state of Santa Catarina, Brazil

Prevétlence of trachoma in pre-school and school children in the suburb of]oinville, state of Santa Catarina, Brazil

A trachoma prevalence survey was carried out among 2, 822 pre-school and school children, aged 3 months to 15 years (average 8.4 years), who attended six public educational institutio.ns located in di.fferent areas in the suburbs ofJoinville. 53, 2 % ofthem were males. Trachoma was assessed using the simplified W.H. O. grading scheme by two ophthalmologists. The TF prevalence was Z 9% and the TS prevalence was 1. 1 %. No TI, TT or CO

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Educ. Real.  vol.42 número4

Educ. Real. vol.42 número4

In this debate, it seems important to consider that, in the Brazil- ian territory, the consolidation of philanthropy in the education of dis- abled people was more explicit along the 20th century, when the protec- tive State continued in the attempt to provide the basic conditions of life to the population (Jannuzzi, 2004). In that context, among other issues, the low state investment in resources and structures facilitating the in- clusive processes of disabled people contributed significantly for the civil society to be convinced that the educational work junto alongside this group of people should be configured as state and civil benevolence or, in the best-case scenario, as an assistentialist policy. In our under- standing, the individual choices gained a delineation and a very specific direction, and, gradually, the special needs education institutions took over centrality and absolute social pertinence in this process.
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Family history is associated with the presence oF dyslipidemia in pre‑school children

Family history is associated with the presence oF dyslipidemia in pre‑school children

Poisson regression models with robust variance were used to evaluate the association of family history of dyslip- idemia (independent variable) with hypercholesterolemia, low HDL-c, high LDL-c, and hypertriglyceridemia in chil- dren (dependent variables). The analysis was adjusted for gender, age and nutritional status (normal weight and over- weight individuals). The suitability of the regression models was assessed by the Hosmer Lemeshow test (Goodness of fit test). For all of the tests performed, the level of statistical sig- nificance adopted was 5%.

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Family history is associated with the presence of dyslipidemia in pre‑school children

Family history is associated with the presence of dyslipidemia in pre‑school children

Methods: A cross‑sectional study with 257 children aged 4 to 7 years old from Viçosa, Minas Gerais, Southeast Brazil. Nutritional status and lipid profile (total cholesterol, cholesterol fractions, and triglyceride) assessments and an active search for a family history of dyslipidemia in parents were carried out. Pearson’s chi‑square test was used to identify associations, and Student’s t‑test was used to compare means. A Poisson regression analysis was performed to assess the independent association between family history and the presence of dyslipidemia in children. A significance level of 5% was adopted.
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Rev. bras. linguist. apl.  vol.14 número2

Rev. bras. linguist. apl. vol.14 número2

According to these interviewees, the bilingual school has reduced the traditional spaces in which young people can learn about Apyãwa Tapirapé culture. The students have less time to spend with their parents, because they are required to go to school every day. Some of them do not learn how to cultivate traditional crops, and they receive less instruction according to traditional, hands- on Apyãwa Tapirapé pedagogy, which is based on observation and repetition. When there was no school in the village, children used to learn in public spaces like the fields, the forest, the river beach, or the family home, but this now occurs less frequently. The interviewees emphasize that there is an indigenous education that it is not associated with schooling. The school is not able to teach many of those skills that are acquired in a hands-on setting; only the time spent with the extended family provides the opportunity for apprenticeship. This time with the family also allows for the enrichment of native language usage and learning. Although school has been appropriated by the Apyãwa Tapirapé people, many Apyãwa Tapirapé feel that it is still a non-indigenous creation that should not usurp the traditional indigenous learning spaces.
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Improving Secondary School Students' Achievement and Retention in Biology Through Video-based Multimedia Instruction

Improving Secondary School Students' Achievement and Retention in Biology Through Video-based Multimedia Instruction

Accor ding t o Adegok e ( 2011) , all six pr inciples have been proven r epeat edly in em pir ical r esear ch e.g., May er , Bov e, Br ym an, Mar s, and Tapangco ( 1996) for m ult im edia pr inciple; Mousav i, Low and Sw eller ( 1995) for m odalit y pr inciple; May er , Heiser , and Lonns ( 2001) ; Mor eno & May er ( 2000) ; Tabbers, Mar t ens, and Van- Mer r iëboer ( 2004) for r edundancy pr inciple. How ev er , Thalheim er ( 2004) has r epor ted findings t hat w er e not in consonance w it h May er ’s ( 2001) m ult im edia lear ning principle. For inst ance, Muller , Lee, and Shar m a ( 2008) found t hat t he r edundancy pr inciple did not t r ansfer t o norm al classroom sit uat ions. I n t heir st udy , Muller et al. ( 2008) suggest ed t hat addit ion of int er est ing inform at ion m ay help m aint ain t he lear ners’ int er est in a nor m al classr oom env ironm ent .
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