Despite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different…
Despite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different areas, directed toward the inclusion of students in regular classrooms. Therefore, a diagnosis about the situation of inclusive education and the resources available in schools offering regular teaching becomes of paramount importance. Therefore, the purpose of this paper is to present the results of an investigation that sought information on pedagogical work in inclusive education and in the use of support materials by teachers of basic education in Brazil and Portugal.
In order to carry out this investigation, a questionnaire was developed by a partnership between researchers from the Pontifical Catholic University of São Paulo, Brazil and the University of Minho, Portugal, and applied to mathematics teachers. The study participants consisted of 197 mathematics teachers, working in primary school, secondary school and young people and adult education. Data collection was carried out through a questionnaire, available online and designed in Google Forms, with 48 questions (both open and closed formats).
From the results obtained, there is a clear need not only for promoting initial and further teacher training that takes into consideration the profile of this teacher, but also for promoting the development of support materials (games, software, devices and assistive technology) in a collaborative way, involving users, teachers, engineers in a way to ensure a good usability and adequate adaptability. Thus, the inclusion of SEN students in schools must not take place only with their physical integration, but also must consider their integration at social, emotional and educational levels.
It is understood that the teacher should receive a solid training in successful inclusion experiences in terms of technological, educational and didactic experiences. Another problem that seems to be recurrent is that support materials have been developed in a way that is somehow disconnected from the reality of the classroom. The context in which the support material is inserted is fundamental to the success of its utilization. What is more, it cannot be isolated from the individuals who will use it. It thus becomes urgent to prepare the school environment for the reality of inclusion. This involves aspects from changes in infrastructure and development of assistive technology to assist the student with SEN in their learning, to the establishment of public policies that involve teacher initial and further training, specialized support and curricular discussions.
Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack…
Few people with special educational needs (SEN) had access to higher education in Brazil until the 1980s, mainly due to their lack of access to basic education and a lack of specific public policies for this population. It was only in 2003 that the Brazilian government implemented strategies for the dissemination of the factors referring to inclusive education. The objective was one of the support for the transformation of educational systems into inclusive educational systems. As these policies are recent; few studies have been carried out in Brazil. According to Brazilian statistical data, the number of enrollments connected to special education in regular basic education classes, in 2015, was almost 751,000 students, while in higher education in diverse graduation courses the number was 38,000. In this sense, this chapter aims to unveil and discuss Brazilian public policies for the access and permanence of SEN students in higher education. Reflections will also be presented related to the evolution of the number of enrollments of students with specific SEN (visual, physical, hearing, and intellectual) in basic and higher education, as well as the implementation of public policies focused on this population in a Brazilian context.
The chapters in this book focus on how higher education can cultivate and promote a more inclusive and equitable environment in higher education, especially with regard to…
The chapters in this book focus on how higher education can cultivate and promote a more inclusive and equitable environment in higher education, especially with regard to gender diversity as well as those non-conforming, non-heteronormative groups. The chapters in this volume cover the broad picture/context of diversity in various countries as well as a specific focus on gender. The chapters discuss the factors relating to inclusion and equity, what is driving campuses to be more inclusive, and practical steps and case studies that higher education institutions can implement to create more inclusive and equitable learning environments. Finally, this volume discusses the need for inclusive leadership which involves building institutional capacity for inclusion and creating the right conditions under which inclusion and equity can grow and thrive and crafting policies and practices whose end result is to create a culture of inclusion.
This chapter examines the professional identities of Brazilian journalists. It does so through an analysis of the growing professional autonomy of journalism from 1950 to…
This chapter examines the professional identities of Brazilian journalists. It does so through an analysis of the growing professional autonomy of journalism from 1950 to 1990 through the life stories of 10 intellectual-journalists, individuals whose journalistic activities have crossed over into other intellectual fields.
This study applies a symbolic interactionist framework to understand how these actors managed their reputations and careers within the intellectual world. The narratives were taken from qualitative semi-structured interviews, and supported by additional research such as interviews, biographies, and articles which have been published about their lives.
The life stories were compared to the extensive structural changes affecting the world of journalism and the world of intellectuals in Brazil. This comparison revealed gaps between these two spheres of practice, within which the ambivalent form of journalists’ identities have been constructed.
This chapter offers two contributions to the study of Brazilian journalists. From a theoretical and methodological viewpoint, it advances beyond other studies that focus more on the prevailing representations of journalists’ professional identities and their role in society. From an empirical standpoint, it describes the complex negotiations between the worlds of journalism, culture and politics. This chapter also reexamines the current dominant explanation for the changes in Brazilian journalism. It shows that building careers and new levels of interpersonal cooperation for intellectuals and journalists has been a slow process. Ultimately, this development has left some behind, especially those actors stretched between multiple professional identities such as those who self-identify as intellectual-journalists.
The purpose of this paper is to assess dimensions of the food choice process among older consumers. Based on Gains’ model (1994), the study focuses on the dimensions…
The purpose of this paper is to assess dimensions of the food choice process among older consumers. Based on Gains’ model (1994), the study focuses on the dimensions: consumer, food and context, and investigates these consumers’ heterogeneities through the identification of possible market segments.
A quantitative study was conducted with 401 respondents in Brazil. The data were analyzed using exploratory factor analysis and cluster analysis.
The results highlighted four factors related to characteristics of food (appearance, price, packaging and quality), and four related to characteristics of the context/environment of the store (staff characteristics, external shopping environment, internal store environment and ease of access). The results also showed that older consumers liked to make food purchases, even though their options were restricted by health issues. Two segments were identified. “Older with a restricted diet” comprised consumers with lower education levels. They had fewer daily meals (three) and chose food with more regard to health. The second segment “Younger and better educated” comprised respondents with higher education levels and higher income. They had more daily meals, and health was less of a restriction on food choice than it was for the first cluster.
This study applies Gains’ three dimensions’ food choice model, with the variables adjusted in detail to enable a description of the purchasing behaviors of older adults in Brazil.