RCAAP Repository

O Ensino Superior é reconhecido na nossa sociedade como um dos melhores caminhos para um emprego gratificante, estando associado a benefícios significativos. As pessoas com Dificuldades Intelectuais e Desenvolvimentais, com limitações ao nível do funcionamento intelectual e do comportamento adaptativo, apesar de ambicionarem continuar a sua formação académica, constituem um dos grupos socialmente mais excluídos, deparando-se com preconceitos que impedem o seu acesso ao Ensino Superior. Com base numa revisão da literatura narrativa, pretende-se obter uma compreensão do processo de inclusão destes estudantes que está a decorrer em instituições do Ensino Superior europeias, a partir dos contributos da literatura. Assim, objetiva-se: (i) descrever características de programas a funcionar na Europa; (ii) identificar metodologias pedagógicas que têm facilitado o sucesso do processo de ensino e aprendizagem; e (iii) identificar efeitos da participação destes estudantes em programas oferecidos por instituições europeias. Este estudo evidencia que, com as metodologias apropriadas, é possível a inclusão de pessoas com Dificuldades Intelectuais e Desenvolvimentais no Ensino Superior. Sublinhamos a importância dos efeitos positivos e dos resultados relacionados com a melhoria da empregabilidade provenientes destas iniciativas curriculares inclusivas.

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This article is part of a research developed with Brazilian students who had difficulties related to the literacy process and aimed to analyze the contributions of a multisensory didactic intervention. The proposal, with emphasis on the phonoarticulatory bias, was based on a work aimed at overcoming the difficulties related to the appropriation of the alphabetical writing system, comprehension and production of texts. Four students from the 3rd year of elementary school from public schools in a city in the interior of São Paulo, Brazil, participated, with an average age of 9 years. The results indicate that the pedagogical interventions developed brought countless benefits, given that as there was a stimulation of phonoarticulatory awareness, the students showed significant advances both in terms of reading and writing, signaling greater discernment as to the sound composition of the words, grapheme-phoneme correspondence and regularity in writing, characteristics that directly affected the appropriation of the alphabetical writing system, as well as the comprehension and production of texts. It is considered that the use of different resources and didactic possibilities arising from alternative proposals has proved to be a possibility of work, being combined with the development of activities aimed at a small number of students.

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The closure of the schools as a result of the need to mitigate the dissemination of SARS-CoV-2 virus has entailed the adoption of an emergency remote teaching to which teachers and pupils had to adapt. In this paper data drawn from a wider study are presented. The study aimed at analyzing the conditions in which teachers dealt with teaching, their emotional and cognitive experiences and the personal, professional and contextual factors that have affected their work. Data were collected through an online survey with teachers from all sectors of teaching (n=2638). Findings point to an overall positive perception about the ways in which teachers and pupils responded to emergency remote teaching. However, difficulties were also found. These relate to the functioning of remote teaching, namely technical problems, internal and external distractions, time management and challenges in the interaction with pupils. Implications for (re)thinking remote teaching, in regard to technical and technological, but also pedagogical aspects, as well as teacher education and organisation of teachers’ work are discussed.

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Robotics are being used in the intervention with children with Autism Spectrum Disorder (ASD) in many places and already for many years. Many robots were developed and different studies are being made in order to evaluate its effectiveness. “Socially Assistive Robotics” is shown to be effective in different areas mainly in social and emotional development. Milo, a robot developed by a team led by Richard Margolin for the Robots4Autism program (RoboKind, 2020), is one of the robots whose use is reported to be successful. In Macao there is no report of studies or experiences on the use of robots in the intervention with children with ASD. In a collaboration between the Macao Science Centre, the Macao Autism Association (MAA) and the University of Saint Joseph, an exploratory study was developed to understand the applicability of Milo to the work with children with ASD in Macao. The study showed that the robot is able to facilitate social and emotional competences of children with ASD. However, several limitations including language, cultural differences, the inexperienced facilitators and the level of sessions are too simple for the participants to be aware of that may affect the effectiveness of the intervention. It is important to show that the adoption of Milo in Macao for intervening children with ASD can be further implemented, with better practical solutions.

The pandemic makes it a rule that remote teaching has become a regular way of education nowadays. After the first period of emergency remote teaching (ERT), both the teachers and students entered the second stage of more regular remote teaching. Both teachers and young people improved their digital literacy skills and can experience fully the benefits of remote/blended learning. However, there are also many worries about the youths’ well-being in the lockdown time. Remote learning education creates plenty of challenges, connected with inequalities in access to both the equipment and IT services, various levels of the quality of remote teaching and mental health issues. It is especially the case of students with special educational needs (SEN), like disabilities of learning challenges. At John Paul II Catholic University of Lublin a research group was established in April 2020 (coordinated by the author of this text) to study the conditions and recommendations for remote teaching of SEN students. The presentation will be discussing the main results of the findings of this project shown in a wider context on remote education methodology. Recommendations will be formulated for fully inclusive remote education of students with special/additional educational needs.

The teachers’ perceptions of the students who reach the first year of the University are that they, sometimes so-called digital natives, do not have digital maturity that allows them to face not only the academic obstacles, but also the future challenges of working life. To detect the difficulties of developing competencies and the application of strategies for solving problems involving technology should be considered a fundamental and priority element for optimizing the formal learning process. In this way, it is necessary to know the contrast between what students think they know and what they really can do. In this study, we tried to identify what students think about their own digital knowledge and performance profile and what the main tools they use. We found, through the analysis of results of two questionnaires that, in their perception they can solve their digital problems, but they recognize their low level of competence. However, issues of solving digital problems are identified by choosing inappropriate solutions. It is now up to the University, in the light of the results obtained, to create programs that will increase the digital skills of young students so that they can face a full, competitive, and digitally inclusive citizenship.

This research results from the work as a teacher of the Aveiro Schools Group (AEA) working in the Aveiro Prison Establishment (EPA), in the education and professional training of prisoners who attend Adult Education and Training Courses (EFA), at the different levels. B1, B2, B3 and Secondary. This is a qualitative research, which followed a methodological approach of approaching Action Research (AI), centred on the EPA case study, in order to know the consequences of the Covid-19 pandemic crisis in the organization, management and development of inmates’ school activities. As techniques for collecting and producing data, semi-structured interviews with trainees, teachers, trainers and the direction of the EPA were privileged; records of the direct interactions of the researcher with the EPA population (in the visits area of the Prison facility, separated by the acrylic glass window); records of the inmates autonomous work activities, mediated by EPA’s Direction. As a technique for analysing and processing data, content analysis of all the information collected, was privileged. The results reveal the existence of further constraints in the organization and management of the educational resources applied to the teaching activities in a prison environment, far outreaching the limitations already existing in a non-pandemic context.

Confronted by new demands and challenges, which are a consequence of the new global orders brought by social, economic, technological and educational changes, schools and Education urgently need to find clear ways to innovate and adapt to the new but also unpredictable circumstances. Bearing in mind the prescriptive and narrow curriculum, focused on what are considered to be the core subject areas, we believe that by designing a project based on an artistic approach it will be possible to broaden and make it more flexible, in order to actually work the skills regarded as vital for the twenty-first century. With projects like this we expect to improve students’ learning, as learning becomes more meaningful and personal, as well as to revive teachers’ social roles, since teachers are asked to work with each other collaboratively. This particular project, implemented in Escola Artística do Conservatório de Música do Porto (CMP), was developed based on the work of Paniagua e Istance (2018) regarding the clusters of innovative pedagogies, which highlights learning through the arts as it prompts the involvement of the physical, artistic, emotional and social dimensions in learning, as well as on the work of the composer Bart Quartier, Image, which named the project “Images of Image”, by combining the following pedagogical approaches: experiential learning and embodied learning.

This paper aims to discuss to what extent social, parental and family aspects affect the performance of university students in the Southern Africa Region. Principles of online teaching and learning and the qualitative and quantitative methodologies inform this research. Data comprises information and ideas of students and their parents or guardians, collected through a survey on online teaching and learning processes in the region. Data analyses indicate that over 77% of learners were not satisfied/successful with online learning. Financial challenges, however, are not the main reason of frustration. Only 39% of students report difficulties related to finances. A large number of respondents indicates issues related to negative parental and family involvement, such as lack of parental guidance and encouragement in favour of online learning and denial of this modality of education, as the major problems behind students’ frustration, dissatisfaction and failure. It is highlighted, therefore, that positive parental involvement is a key for students’ success, especially in the online learning process.

This exploratory study attempted to analyze the learning processes in Emergency Remote Teaching (ERT)during the Covid-19 pandemic, caused by the Coronavirus SARS-CoV-2. We tried to understand the challenges and opportunities that resulted from learning processes in virtual environments, based on the testimonies of a group of students from the 2nd and 3rd years of the Undergraduate Course in Educational Sciences, at the University of Madeira, who attended the Curricular Unit of Comparative Education. Using a qualitative approach, this descriptive investigation found, from a questionnaire survey of 9 open questions, the types of technological and computer devices available for access to the digital platforms used in synchronous sessions; in addition, there was an attempt to discover the learning scenarios that emerged in the virtual learning spaces. The understanding of the meaning that participants attributed to their experiences, during the second semester of the 2019/2020 academic year, demonstrated that the use of virtual learning platforms allowed them to reconstruct the teaching/learning processes initially planned for in person classroom learning. The ideas of the students reveal the appearance of constructionist learning environments mediated by information and communication technology, which allowed an organizational, curricular, and relational restructuring of pedagogical praxis.