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Background: Computerized smartglasses are being developed as an assistive technology for daily activities in children and adults with autism spectrum disorder (ASD). While smartglasses may be able to help with educational and behavioral needs, their usability and acceptability in children with ASD is largely unknown. There have been reports of negative social perceptions surrounding smartglasses use in mainstream populations, a concern given that assistive technologies may already carry their own stigma. Children with ASD may also have a range of additional behavioral, developmental, and social challenges when asked to use this emerging technology in school and home settings. Objective: The usability and acceptability of Glass Enterprise Edition (Glass), the successor to Google Glass smartglasses, were explored in children with ASD and their caregivers. Methods: Eight children with ASD and their caregivers were recruited to attend a demonstration session with Glass smartglasses the week they were publicly released. The children had a wide range of ability, including limited speech to speaking, and represented a full range of school ages (6 to 17 years). Children and caregivers were interviewed about their experience of using the smartglasses and whether they would use them at school and home. Results: All 8 children succeeded in using Glass and did not feel stressed (8/8, 100%) or experience any overwhelming sensory or emotional issues during the session (8/8, 100%). All 8 children (8/8, 100%) endorsed that they would be willing to wear and use the device in both home and school settings. Caregivers felt the experience was fun for the children (8/8, 100%), and most caregivers felt the experience was better than they had expected (6/8, 75%). Conclusions: A wide age and ability range of children with ASD used Glass immediately after it was released and found it to be usable and acceptable. Despite concerns about potential stigma or social acceptability, all of the children were prepared to use the technology in both home and school settings. Encouragingly, most caregivers noted a very positive response. There were no behavioral, developmental, or social- or stigma-related concerns during or after the session. Smartglasses may be a useful future technology for children with ASD and are readily accepted for use by children with ASD and their caregivers. [JMIR Hum Factors 2018;5(1):e1]

Background: Impairment in social communication is the primary deficit in school-aged children with autism spectrum disorder (ASD). Research has shown that there are efficacious interventions to address social communication deficits, yet their delivery is hampered by the lack of human and time resources. Emerging assistive technologies, such as smartglasses, may be able to help augment the social communication interventions currently provided by human educators and therapists. While emerging research suggests assistive socio-emotional coaching smartglasses can be effective and usable in research settings, they have yet to be studied amidst the complex social, physical, and time-constrained environment of the school classroom. This single-subject study reports on the feasibility and efficacy of 16 intervention sessions of the Empowered Brain Face2Face module, a smartglasses-based social communication intervention.Methods: A 13-year-old fully-verbal adolescent male student with a diagnosis of ASD received a total of 16 smartglasses-aided intervention sessions over a two-week period. Interventions occurred twice-daily during school days, and were facilitated by school professionals. Outcomes were measured using the Social Responsiveness Scale 2 (SRS-2), a commonly used validated measure of social communication in children with ASD, by his parent, paraprofessional, and two teachers. Difficulties in usability during the study were recorded through observation notes. Results: The participant completed the three-week study (1 pre-intervention week (baseline) and 2 intervention weeks) without any observations of adverse effects or usability concerns. The parent and 3 educators completed the SRS-2 for the baseline and intervention weeks, demonstrating significant improvement in social communication after the intervention relative to baseline. The parent, special education teacher, and general education teacher noted marked reductions in SRS-2 total T score, with improvement in SRS-2 social communication, social motivation, social cognition, and restricted interests and repetitive behavior subscales. Conclusion: Smartglasses are a novel assistive technology that can help facilitate social communication and behavioral coaching for students with ASD. The use of the Face2Face module by Educators over a two-week period was associated with improvements in social communication. While further research is warranted, this study supports the use of this novel technology to deliver assistive social communication and behavioral coaching in schools.

Самоефикасност представља процену појединца о сопственим способностима организовања и извршавања акција, потребним да би се остварио одређени тип активности (Bandura, 1977). Основни циљ истраживања је био да се истражи да ли постоје разлике у квалитету перципиране самоефикасности између ученика типичне популације и ученика који наставу прате по ИОП-у и у ком домену су те разлике најизраженије. Узорком је обухваћено шездесет ученика у редовним основним школама. Једну групу су чинили ученици типичне популације (N=30) који наставу похађају по редовном плану и програму, а другу групу су чинили ученици који наставу слушају по ИОП1 (N=15), односно ИОП2 (N=15). Календарски узраст ученика обухваћених узорком је од 9 до 12 година, тачније то су ученици школског узраста од трећег до шестог разреда. За потребе овог истраживања користили смо Упитник за мерење самоефикасности за децу (SEQ-C) за испитивање три домена самоефикасности (акaдемску, социјалну, емоционалну). Други инструмент који смо користили је Моја основна школа - Упитник 3 конструисан да испита ставове ученика о спровођењу инклузије у њиховој школи. Резултати су показали да се две групе ученика међусобно разликују према степену самоефикаснoсти, односно да ученици типичног развоја имају виши степен самоефикасности (академске, социјалне, емоционалне) у односу на ученике са сметњама у развоју који прате наставу по ИОП1 и ИОП2. У истраживању није добијено да се ниво самоефикасности (академске, социјалне, емоционалне) разликује у односу на пол и узраст ученика. Истраживање је указало и на значај социјалне самоефикасности за став према школи код ученика који похађају наставу по ИОП-у, односно указало је на то да ученици са сметњама у развоју који се адекватније носе са друштвеним изазовима имају позитивније ставове према школи. Self-efficacy is an individual's assessment of his own ability to organize and execute actions necessary to achieve a certain type of activity (Bandura, 1977). The main goal of the research was to investigate whether there are differences in the quality of perceived self-efficiency among the students of the typical population and students who follow the IEP (Individualized Education Program) and in which domain these differences are most pronounced. The sample included sixty students in regular elementary schools. One group consisted of students of a typical population (N = 30) who attended the regular program and the second group consisted of students who follow IEP1 (N = 15) and IEP2 (N = 15). The age of the students included in the sample is from 9 to 12 years, more precisely, they are pupils of school age from the third to the sixth grade. For the purposes of this research, we used the Questionnaire for Measurement of Self- Efficiency for Children (SEQ-C) to examine three domains of self-efficiency (academic, social, emotional). The second instrument we used is My Primary School - Questionnaire 3 designed to examine students’ attitudes towards implementing Inclusion in their school. The results have shown that the two groups of students differ in degree of self-efficiency, i.e. that students with the typical development have a higher level of self-efficiency (academic, social, emotional) compared to students with developmental disabilities who follow the IEP1 and IEP2. The research did not show that the level of self-efficiency (academic, social, emotional) differs in relation to the gender and age of students. The research also pointed to the importance of social self-efficiency for attitudes toward school in students following the IEP, indicating that students with developmental disabilities who can more adequately deal with social challenges have more positive attitudes towards school.

En el presente ensayo el objetivo general será identificar el impacto de la adopción de la Normas Internacionales de Educación (NIE) para profesionales de la contabilidad en Colombia. Para ello la investigación se divide en tres partes las cuales son: Primer apartado de este ensayo se abordan los antecedentes de la contabilidad en general y particularmente de la educación contable en Colombia, en el segundo apartado se realiza un estudio comparativo del contenido de las normas internacionales de educación propuestos por la IFAC frente a la normatividad colombiana con respecto a la educación superior, y por último en el tercer apartado se identifican los retos de la aplicación de las NIE para profesionales de la contabilidad en Colombia, teniendo en cuenta experiencias de otros países en América. In this essay, the overall objective will be to identify the impact of the adoption of the International Education Standards (NIE) for accounting professionals in Colombia. To do this the research is divided into three parts which are: First section of this essay discusses the background of accounting in general and particularly accounting education in Colombia, the second section is a comparative study of the content of standards International education programs proposed by IFAC against Colombian regulations regarding higher education, and finally in the third section identify the challenges and impacts of the adoption of NIE for accounting professionals in Colombia based on studies carried out on the subject in countries of Latin America where its implementation has already begun. Pregrado

Cationisation during the mercerisation process with an epihalohydrin results in novel cotton cellulose that gives a new dimension to cotton pre-treatment and finishing. The modified cotton retains all the beneficial properties of mercerised cotton with a change of the surface charge that ensures further quality improvement. The present paper deals with systematic investigations of the interface phenomena of cationised cotton fabric with an epihalohydrin ; 2, 3-epoxypropyl trimethyl ammonium chloride (EPTAC) during and after mercerisation process. The water, ionic surfactant and dyestuff adsorption, as well as surface free energy, electrokinetic potential, Isoelectric point (IEP) and Point of zero charge (PZC) determined according to the streaming current/streaming potential method ; and specific amount of surface charge of modified cotton fabrics are researched.

One major issue emerges out of general observations and consensus in Italy and it concerns the knowledge and assessment of the students with disabilities and Special Educational Needs (SEN). Related to this issue, there is an increasing attention for a specific need: making an accurate assessment of the disabled students’ strengths and weaknesses and, on this basis, building an Individualized Educational Plan (IEP) that can really meet their actual characteristics and needs. Our paper presents the results of a two years’ research project aimed at adopting semantic web technology to draft the IEP for pupils with Special Educational Needs on the basis of WHO’s International Classification of Functioning, Disability and Health (ICF). This innovative model allows to understand, describe and share pupil’s functioning. It could be positively used by school professionals and health professionals at an international level and it gives the opportunity to use a bio-psycho-social conceptualization of health and functioning.

In recent years, university-based Intensive English Programs (IEPs) have expanded to serve the growing population of international students who wish to earn their degrees at U.S. universities. Many of these IEPs have shifted their focus to assist these academically bound international students by functioning as a bridge to enrollment in American undergraduate or graduate degree programs. Accordingly, it has become increasingly important to investigate and better understand how such programs are serving this student population. This dissertation explores how one university-based IEP is preparing its academically bound international students for their subsequent academic studies. In order to gain greater insight into students’ experiences throughout the college-going process, current and former students were interviewed about the ways in which this IEP facilitated their admittance to, enrollment in, and academic readiness for success in university degree programs. Additionally, interviews with instructors and administrators, observations of IEP courses and advising sessions, and student test score and academic record data were all analyzed to gain a more holistic understanding of the processes these students undergo in the pursuit of their academic goals. This study draws upon Lave and Wenger’s (1991) theory of situated learning as a theoretical framework to examine the academic socialization that international students studying at a university-based IEP experience throughout the college-going process. The findings from this study revealed that in addition to English language instruction, university-based IEPs with academically bound student populations must also provide their students with the college choice support and academic readiness skills necessary to achieve their goals. By conducting an in-depth analysis of one university-based IEP, this dissertation offers concrete implications that IEP administrators and instructors can enact in order to better support their students throughout the university applications and admissions processes, while providing these students with the linguistic and academic skills necessary for ultimate success in their undergraduate or graduate degree program.

This study examines key genres within the Individualized Education Plan (IEP Process) as rhetorical processes that respond to, anticipate, enable, and in some cases, forecast and govern federally mandated parent participation within the IEP process. Specifically, I argue that the Notice of IEP team Meeting, IEP Meeting, and Prior Written Notice (PWN) are genres that technically meet legislative requirements but subvert the intended rhetorical context, challenging parent involvement rather than facilitating federally mandated parent participation.

The theoretical part of this dissertation deals with the issue of special needs integration. It provides explanations of terms concerning special needs education whilst examining factors that could influence its success rate. Moreover, it specifies the legislative basis regarding the education of people with special educational needs. This includes the organisation of special educational provision and its types, the system of SEN support, the role of teaching assistants and their major responsibilities. The closing chapter consists of disability profiles of selected SEN pupils. The practical part is devoted to the casuistry of selected SEN pupils. It describes the diagnosis, course and progress of their disability from birth to present day and looks at how they interact with classmates as well as their educational performance, possibilities and limits. Moreover, it examines their family background and attitudes of parents and teachers towards their school duties, which present the increased demands so closely linked with the SEN process. Attention is drawn to the benefits of inclusive education for both pupils with disabilities themselves and for classes they are integrated into. Research took the form of personal document analysis, observation and interviews with the SEN pupils, their parents, teachers and classmates. In effect, the investigation implies that the success of special needs integration depends on a whole range of factors, perhaps the most crucial being the teacher's personality. This is of vital importance for managing both knowledge transfer and mutual interaction between mainstream children and children with disabilities.

Este artigo teve como objetivo identificar aspetos ambientais influentes no processo de inclusão de alunos com incapacidade. Foram analisados Programas Educativos Individuais (PEI) de 170 alunos com necessidades adicionais de suporte, num processo de recolha que cobriu diferentes regiões de Portugal Continental. Os conteúdos dos PEI foram objeto de análise de conteúdo, procedendo- se à identificação de unidades de significado e sua categorização dedutiva nas taxonomias de: Whiteneck et al. (1997) – acessibilidade, disponibilidade, adaptabilidade, suporte social e equidade; e da CIFCJ (OMS, 2007) – produtos e tecnologias, ambiente natural, apoio e relacionamentos, atitudes e serviços, sistemas e politicas. Os resultados sugerem que o suporte social (e.g., atitudes, comportamentos de apoio), a disponibilidade (e.g., serviços, recursos, materiais) e a adaptabilidade (e.g., ajustamento de métodos/ tarefas/ materiais) são, na globalidade dos casos, as dimensões mais consideradas no apoio à participação dos alunos com incapacidade. De modo correspondente, os domínios da CIF-CJ mais abordados foram o apoio e relacionamentos (i.e., apoio prático físico ou emocional) e os produtos e tecnologias, especificamente métodos/ materiais educativos especialmente concebidos ou adaptados. A partir destes resultados são discutidas implicações práticas em diferentes níveis do sistema educativo. The aim of this study was to identify environmental conditions that influence the inclusion process of students with disabilities. To this end, the Individualized Education Programs (IEP) for 170 students with additional support needs were analyzed. The sample represented all regions of continental Portugal. The IEP were subject to content analysis with the identification of meaning units and its deductive categorization within the taxonomies proposed by Whiteneck et al. (1997) – accessibility availability, adaptability, social support and equity – and the ICF-CY (WHO, 2007) – products and technology, natural environment, support and relationships, attitudes, and services, systems and policies. The results suggested that social support (e.g., attitudes, supportive behaviors) and availability (e.g., services, resources, materials) and adaptability (e.g., adjustment of methods/tasks/materials) were the most referenced dimensions in the support provided to enhance students’ participation. In a congruent way, the most mentioned domains of the ICF-CY were support and relationships (i.e., physical and emotional practical support) and products and technology, specifically educational methods/ materials adapted or especially designed. Based on these results practical implications on different educational system levels were outlined. Cet article vise l’identification de plusieurs variables de nature environnementale qui influencent le processus d’inclusion des étudiants handicapés. On a analysé les programmes éducatifs individuels (PEI) de 170 élèves ayant des besoins d’assistance supplémentaires, en suivant une procédure d’échantillonnage qui couvrait différentes régions du Portugal continental. Le contenu de chaque PEI a été l’objet d’une analyse de contenu où étaient identifiées des unités de signification qui étaient après catégorisées déductivement en utilisant des catégories incluses dans les taxonomies de Whiteneck et al. (1997) – accessibilité, disponibilité, adaptabilité, soutien social et équité – et de la CIF-EA (OMS, 2007) - produits et systèmes techniques, environnement naturel, soutiens et relations, les attitudes et services, systèmes et politiques. Les résultats suggèrent que, dans l’ensemble des cas, le soutien social, la disponibilité et l’adaptabilité sont les dimensions plus considérées dans le soutien à la participation des étudiants handicapés. Corrélativement, les domaines plus considérés de la CIF-EA ont été les soutiens et relations et les produits et systèmes techniques, en particulier les méthodes / matériels pédagogiques spécialement conçus ou adaptés. Ces résultats sont discutés en termes de ses implications pratiques aux différents niveaux d l’enseignement. Este trabalho foi apoiado pela Fundação para a Ciência e a Tecnologia (FCT) ao abrigo da Bolsa n.º SFRH/BD/47417/2008 SI

The prospects of rinsed red mud (alumina production residue) utilization for liquid radioactive waste treatment have been investigated, with Co(2+) and Sr(2+) as model cations of radioactive elements. To evaluate the sorption effectiveness and corresponding binding mechanisms, the process was analyzed in batch conditions, by varying experimental conditions (pH, Co(2+) and Sr(2+) concentrations in single solutions and binary mixtures, contact time, and the concentration of competing cations and ligands common in liquid radioactive waste). Comparison of the Co(2+) and Sr(2+) sorption pH edges with the red mud isoelectric point has revealed that Co(2+) removal took place at both positive and negative red mud surface, while Sr(2+) sorption abruptly increased when the surface became negatively charged. The increase of initial cation content and pH resulted in increased equilibrium times and sorption capacity and decreased rate constants. From single metal solutions and various binary mixtures, Co(2+) was sorbed more efficiently and selectively than Sr(2+). While Sr(2+) sorption was reduced by coexisting cations in the order Al(3+) ≥ Ca(2+) >Na(+) ≥Cs(+), removal of Co(2+) was affected by Al(3+) species and complexing agents (EDTA and citrate). Desorption of Co(2+) was negligible in Ca(2+) and Sr(2+) containing media and in solutions with initial pH 4-7. Sr(2+) desorption was generally more pronounced, especially at low pH and in the presence of Co(2+). Collected macroscopic data signify that Co(2+) sorption by red mud minerals occurred via strong chemical bonds, while Sr(2+) was retained mainly by weaker ion-exchange or electrostatic interactions. Results indicate that the rinsed red mud represent an efficient, low-cost sorbent for Co(2+) and Sr(2+) immobilization.

The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Pre- and post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.

米国マサチューセッツ州ボストンの特別支援教育について，特別支援学校の見学と特別支援教育コーディネーターや大学教員にインタビューを行い，保護者の関与，インクルージョン状況や特別支援学校における学力保障，自立活動に関係する個別指導計画(IEP)等について情報・資料収集をした。その結果，①早期介入のために医療機関や保護者団体が積極的に関与していること，②特別支援教育の対象児であっても通常のカリキュラムでの学習目標の達成を目指すことが原則であること，③個別指導計画作成のプロセスや評価が重要なこと等が明らかになった。また，ロードアイランド州の小学校において，英語を母語としない移民の児童に対する特別支援の実際を授業参観を通して見ることができた。

本研究では、米国における重度重複障害児とその家族が地域において高い生活の質（QOL）を維持し、豊かな生活を実現するため、その基盤となる個別の教育支援計画をどのように作成し、実践しているのか、地域支援の実態も含め、一事例を対象に視察調査を行なった。本事例においては、個別の教育支援計画は保護者を中心とした教育、医療、福祉からの多様な支援者で構成されたチームによって作成され、家庭を教育の基盤とした実践が地域の専門的支援を活用し、適切な連携に基に行われていた。こうした実践を可能としている要素として、関係者間の共通理解の基盤となる Vision Statementの存在と、これに基づくコミュニケーションの育成と密接な連携の構築があげられた。本事例は、在宅の重度重複障害児の教育を含めた地域支援を、多様な地域資源を効果的に協働させながら実現していく実践例として示唆を与えるものと思われる。

近年、米国での個別教育計画（Individualized Education Program,以下、IEP）の考え方が日本に広まり、特別支援教育の分野で「個別の指導計画」として作成されるようになった。しかし、いわゆる通常学級における「軽度発達障害」のある子どもたちへの適用については始まったばかりと言えよう。本研究は、「北大土曜教室」で行われている「特別な教育的ニーズ」のある子どもたちへのIEPシステムの実践と、その可能性、汎用性、及び指導法についての検討を行った。本論の事例から、「軽度発達障害」の支援にIEPを用いる有効性が示唆された。実践を通してIEPの課題と可能性について、学校教育への適用も視野に議論する。

障害のある子どもの早期発見と早期対応の必要性はいうまでもないものの，発達障害のある子どもは，幼児期に確定診断のあるケースは少なく，保育者からは「気になる子ども」と認識されている。学齢期以降の特別支援教育へと子どもの支援をつなげるためにも，保育所・幼稚園の中で支援体制を確立すること，子どもの困り感を把握し個別の指導計画を作成すること，そして個に応じた適切な支援を保育の中で行うことが重要となる。本研究では，就学前の保育機関である保育所・幼稚園が，障害のある子どもや気になる子どもの支援を全園体制の下でおこなうための支援のあり方について検討した。

土曜教室には、個別学習と集団活動があり、個別では子ども一人ひとりに応じたオーダーメイドの教材が用意され学習支援が展開されている。子どもの担当毎に教員、院生、学部生がチームを組んで支援にあたっている。土曜教室活動の最大の特徴は、Plan-Do-Check-Actionが組み込まれていることである。事前・事後ミーティングと用紙を作成することにより、スタッフ自身が自分たちの指導や子どもの反応を振り返る。また複数の目で反省と改善を図ることが、自分たちのスキルアップにつながっていく。親との面談では、子どもの理解を深めるだけではなく軽度発達障害を持つ子どもが置かれている貧しい現状を認識する。私たちは、IEPを作ることで自らの専門性を高め、臨床に対する目と力を養っている。

学習指導要領で個別の指導計画の作成が打ち出された平成11年以前から作成していたA群とそれ以降のB群では，個別の指導計画の様式については，学部で異なる結果が出た。個別の指導計画の評価者は，A群の小学部で「担任」の数値が高く平均を上回っていたが，全体的にA・B群に大きな差はみられなかった。評価の頻度について，A・B群に大きな違いは見られなかったが,全体的な傾向としてA群のほうが長めに設定してあった。実態表の作成率は小・中・高等部ともA群の方が高かった。実態表の見直しの頻度は，A群で小・中・高等部ともに「1学期ごとの見直し」の数値がB群よりも高かった。実態表の作成者は，A群で小・中・高等部とも「担当者」の数値がB群と比べて高かった。個別の指導計画の問題点として，小学部・中学部と高等部で傾向が異なる。全般的にはB群の方が問題点としている項目が多い。B群では「担当者の事務負担の軽減」の数値が高い。また，小中学部では「カリキュラムとの関連」でB群の数値が高かった。個別の指導計画の今後の強化点について，小中学部ではA群で「TTの問題」，B群で「カリキュラムとの関連」の項目で大きな違いが現れている。

Provecto de Intervención, Este proyecto de intervención, va encaminado a la mejora del rendimiento académico, utilizando la motivación como elemento clave. El alumnado al que se dirige, es el que se encuentra dentro del grupo con Necesidades Específicas de Apoyo Educativo, por condiciones personales especiales. Su desarrollo se vincula al Instituto de educación secundaria La madraza, ubicado en el Cerrillo de Marecena. En referencia a la fundamentación teórica, se estructura en diferentes epígrafes: Distinción entre el alumnado con necesidades específicas de Apoyo Educativo (NEAE) y Alumnado con Necesidades Educativas Especiales (NEE); Definición y factores que pueden perjudicar al Rendimiento académico (Factores Individuales, Educativos y Familiares); por último, una breve pincelada a la educación Emocional. Los ejes primordiales en los que se centra esta intervención serian la mejora de la relación de escuela y familia, implicación de las habilidades sociales, fomento de la Auto-Estima y Motivación del Alumnado, con el fin de la mejora del rendimiento Académico. Para ello se han diseñado una serie de actividades dinámicas y activas para el alumnado en cuestión., Universidad de Granada. Facultad de Ciencias de la Educación. Grado en Pedagogía

This paper reviews rare earth minerals (monazite and xenotime) separation by flotation. A wide range of monazite and xenotime flotation test results are summarized including: reasons of variation in the point of zero charges on these minerals, the effects of various flotation conditions on zeta potential of monazite and xenotime, interactions of collectors and depressants on the surface of these minerals during flotation separation, relationship between surface chemistry of the minerals and different types of collector adsorptions and effects of the conditioning temperature on flotation of rare earth minerals. This review collects various approaches for the selective separation of monazite and xenotime by flotation and gives perspectives for further research in the future. Keywords: Flotation, Rare earth, Monazite, Xenotime, IEP, Hydroxamate

I vår studie intar vi en hermeneutisk ansats och genomför en textanalys. I vår studie tolkar, analyserar och kategoriserar vi innehållet i åtgärdsprogrammets behov och åtgärd. Utifrån diskurser konstruerar vi en ram som hjälper oss att tolka formuleringar i åtgärdsprogram. Syftet med denna studie är att undersöka hur identitet, makt och matematiska begrepp synliggörs i åtgärdsprogram. I studien undersöker vi i vilken omfattning begreppen ovan förekommer i behov och åtgärder för årskurs 6 och 7. Vi utgår från ett diskursivt perspektiv mot makt och identitet. Vår studie visar att koppling mellan behov och åtgärd saknas i vissa åtgärdsprogram. Tillskriva identitet har den största andelen för åtgärder. Matematiska begrepp har störst andel för upptagna behov. Makt (makt genom kunskap och titel) har lägst förekomst i upprättade åtgärder. Det är varje skolas diskurs och dess skolpersonal som avgör på vilket sätt och i vilket forum som arbetet kring elevens behov fungerar. På samma sätt är den skillnad som existerar mellan olika upprättade åtgärdsprogram ett uttryck för den kultur eller diskurs som råder just nu, lokalt på skolan. Detta är avgörande om åtgärdsprogrammet används som ett fungerande verktyg. In our study we take a hermeneutical approach and interpret text. In our study we interpret, analyse, and categorize the content of the IEP´s needs and arrangements. Based on discourses we construct a framework that helps us interpret phrasings in IEPs. The purpose of this study is to investigate how identity, power and mathematical concepts are made visible in the text of IEPs. In this study, we investigate to what extent the concepts above occur in the needs and arrangements for grades 6 and 7. We start from a discursive perspective on power and identity. Our study shows that the connection between needs and arrangements is missing in some IEPs. Attributing identity has the largest share of arrangements. Mathematical concepts have the greatest proportion of occupied needs. Power (power through knowledge and title) has the lowest occurrence of written arrangements. It is the discourse of every school and its school personal that decides in what direction and in what context the work toward the needs of the student. In the same way is the difference that exist between different IEPs an expressian in the culture that is dominant at schools. This is crusial if the IEPs is working as a functioning tool.

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There was also a need for continuous encouragement and affirmation in order for them to dare to take on assignments. When it came to collaborative learning together with classmates, the girls preferred to hide their perceived weaknesses, which only made them more dependent on the teacher’s aid. In addition, the girls felt that the teachers were unhappy with the way they handled their school work, and felt overlooked rather than “seen”. In both the stories and the IEPs, concentration difficulties were highlighted as a consistent problem. The analyses show that it is not possible to speak of concentration difficulties without further specification. Since the girls also explained that they were able to maintain concentration, it is necessary to identify which conditions allow pupils to maintain their skills, and when these skills are lost. One finding was that experiences of playing sports created unexpected development opportunities for performing under pressure, even in test situations. According to the girls, visual strengths could compensate for difficulties remembering comprehensive information. The teaching provided opportunities to demonstrate an understanding of facts through visual expression, but creative elements were not included in graded assessments. The study shows that the girls’ leisure-time experiences created opportunities for generalisation regarding learning strategies in school situations.

The implementation of inclusive education is one of the government's efforts to providing quality education for all levels of society. However, to date, inclusive education is not working correctly, students with special needs must adapt to learning tailored to their abilities, interests and talents (integration education). As a result, they can not achieve learning objectives, and the worst thing is they will stay class or drop out. A slow learner is one type of disability who received less attention because of its vagueness, so their existence is difficult to identify. IEP (Individualized Education Program) for slow learners can help them achieve progress. Index of inclusion in this research was used to determine the extent of successes of inclusive schools in implementing inclusive education, while the assessment was done to determine the capabilities and needs of the learners.[Siswa slow learner menempati populasi tertinggi untuk siswa berkebutuhan khusus. Sebagai salah satu jenis learning disability, slow learner masih dapat belajar dengan teman sebayanya asalkan guru mempersiapkan program pembelajaran khusus yang telah dimodifikasi dari pembelajaran reguler. Program ini disebut Individualized Education Program (IEP). Penelitian ini mencoba mengembangkan IEP mata pelajaran kimia untuk slow learner, mengidentifikasi komponen yang dibutuhkan dalam menyusun IEP untuk slow learner, dan menganalisis judgement reviewers (guru kimia dan guru pendamping khusus) dan peer reviewers terhadap IEP yang dikembangkan. Hasil penelitian menunjukkan slow learner membutuhkan IEP sebagai dokumen utama panduan guru dalam pembelajaran kimia di kelas. Komponen pengembangan IEP meliputi identitas peserta didik, tim pengembangan dan pelaksana, asesmen yang pernah dilakukan, hambatan dan kekuatan, kebutuhan dan perlakuan, faktor pendukung dan penghambat, rencana perlakuan, dan modifikasi terhadap perangkat pembelajaran kimia reguler]

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.

El Manual de Calidad como documento base y primera medida para la implementación del Sistema de Gestión de Calidad del Colegio Ernesto Guhl, tal como lo establecen los requisitos establecidos en la Norma ISO 9001:2008. Si bien es cierto que el Ministerio de Educación Nacional establece los lineamientos básicos de calidad a seguir por parte de las Instituciones de educación formal en sus niveles de preescolar, básica (primaria y secundaria) y media, entre otros, lo que se busca es ir más allá enseñándoles a las instituciones del sector educativo la importancia de brindar un servicio en donde se cumplan y/o superen las expectativas de toda su comunidad educativa, incentivándoles a implementar, desarrollar y mejorar un SGC que les permita posteriormente a través de la certificación obtener reconocimiento dentro del sector. El estudio dio inicio al identificar que la institución no tiene implementado ningún Sistema de Gestión de Calidad ni por ende una certificación que les acredite, no queriendo decir con esto que no den cumplimiento a lo establecido por ley, ya que su Sistema de Gestión actual se basa en lo establecido por el PEI, no obstante la institución y sus directivos han mostrado gran interés y compromiso en la elaboración del Manual de Calidad basado en la norma ISO 9001:2008 para el cumplimiento de los requisitos, y en donde se verán plasmados los objetivos establecidos y la identificación e interacción de los procesos que intervienen en la prestación del servicio educativo de calidad. The Quality Manual as a base document and a first step towards the implementation of the Quality Management System of the College Ernesto Guhl, as set out the requirements of ISO 9001:2008. While the Ministry of Education establishes the basic quality guidelines to be followed by the institutions of formal education in their pre-school, basic ( primary and secondary) and media, among others, what is sought is to beyond teaching them to institutions in the education sector the importance of providing a service where you meet and / or exceed the expectations of its entire educational community , encouraging them to implement, develop and improve a QMS that subsequently allow them through the certification obtained recognition within the sector. The study began by identifying the institution has not implemented any Quality Management System and therefore a certificate stating them, not mean by this that do not comply with the provisions of law, since its current management system is based on the provisions of the Institutional Education Project (IEP), however the institution and its managers have shown great interest and commitment in the development of the Quality Manual based on ISO 9001:2008 standard for compliance with the requirements , and which will be reflected the stated objectives and the identification and interaction of the processes involved in the provision of quality educational service