DOCSLIB.ORG

CONDUCTAS QUE NOS PREOCUPAN En Personas Con Discapacidad Intelectual Y Del Desarrollo

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CONDUCTAS QUE NOS PREOCUPAN En Personas Con Discapacidad Intelectual Y Del Desarrollo CONDUCTAS QUE NOS PREOCUPAN En Personas con Discapacidad Intelectual y del Desarrollo ¿Qué debes saber? ¿Qué debes hacer? EDITORES Pere Rueda Quitllet y Ramón Novell Alsina CONDUCTAS QUE NOS PREOCUPAN En Personas con Discapacidad Intelectual y del Desarrollo ¿Qué debes saber? ¿Qué debes hacer? © Confederación Plena inclusión España C/ General Perón 32. 1º 28020-Madrid www.plenainclusion.org Diseño y maquetación: SocialCo. Depósito legal: M-8856-2021 Contenido Prólogo. 5 Autores ..................................................................................................... 8 Introducción y marco general ................................................................14 SECCIÓN A Proceso de evaluación integral de la persona y su entorno ..................30 INTRODUCCIÓN SECCIÓN A Introducción sección proceso de evaluación integral de la persona y su entorno ...................................................................................31 CAPÍTULO 1 Conocer a la persona ...........................................................................................48 CAPÍTULO 2 Conocer la salud física ..........................................................................................69 CAPÍTULO 3 Conocer la salud mental ......................................................................................100 CAPÍTULO 4 Conocer el perfil neuropsicológico ......................................................................139 CAPÍTULO 5 Conocer el perfil sensorial ...................................................................................183 CAPÍTULO 6 Conocer el entorno. 221 CAPÍTULO 7 Conocer la función de la conducta. La evaluación funcional .................................252 Índice 4 SECCIÓN B Apoyo e intervención ............................................................................295 INTRODUCCIÓN SECCIÓN B Introducción a la sección de apoyo e intervención ...............................................296 CAPÍTULO 8 Intervención “no planificada” ..............................................................................312 CAPÍTULO 9 Creación de entornos de apoyo y cuidado de alta calidad .....................................336 CAPÍTULO 10 Elaborar e implantar planes de apoyo. .363 CAPÍTULO 11 Utilización de psicofármacos en personas con discapacidad intelectual ................397 CAPÍTULO 12 Desarrollo de entornos sociales competentes ......................................................426 CAPÍTULO 13 Apoyo emocional a los que cuidan: claves para el éxito. .466 SECCIÓN C Programas y servicios ............................................................................499 INTRODUCCIÓN SECCIÓN C Introducción a la sección de programas y servicios ..............................................500 CAPÍTULO 14 Intervención en Atención Temprana ...................................................................504 CAPÍTULO 15 Los planes de apoyo conductual positivos a nivel de escuela ................................560 Prólogo Las sociedades democráticas avanzadas comprenden que la ciudadanía no es un concepto etéreo, sino una condición para la vida desde la dignidad y los derechos. No sería, por tanto, aceptable definir pe- rímetros distintos de ciudadanía en función de condiciones personales, características vitales, y situa- ciones que expresan la diversidad inherente a la naturaleza humana. Es, por ello, función de nuestra sociedad crear las condiciones políticas, económicas, sociales, sanitarias, educativas…para hacer posi- ble ese espacio humano de convivencia que acepte toda singularidad. Sin duda, se debe entender como una responsabilidad pública capaz de dar respuestas adecuadas a cada persona por desafiante que sea el reto que ello supone. El derecho a la personalización desde una dignidad completa y un proyecto de vida en comunidad, se convierte en el sentido final de nuestro movimiento asociativo, de la sociedad en su conjunto y de los gobiernos que nos damos. Hoy esta aspiración no es una realidad generalizada, y especialmente no ocurre para aquellas perso- nas que tienen problemas de salud mental y/o presentan conductas que nos preocupan. Si además son personas con discapacidad intelectual o del desarrollo (autismo, parálisis cerebral y otras), todavía la complejidad en la respuesta es mayor. Lo más probable es que no encuentre fácilmente un enfoque y un sistema de apoyos adecuados y compatibles con esa plena ciudadanía. Plena inclusión ha ido dando pasos para avanzar en ese compromiso, anclado en nuestra ética proyec- tada hacia las personas, familias, organizaciones y entorno social. Si recordamos el Posicionamiento sobre Salud Mental y Discapacidad Intelectual asumido por FEAPS en 2007, podemos decir que sigue teniendo una vigencia total: “Supone un desafío por el sufrimiento que genera en las personas que lo padecen; la dificultad para su iden- tificación; la altísima probabilidad de este grupo de quedar excluido de las oportunidades que por derecho les corresponden para una ciudadanía plena y para una mejora constante en su calidad de vida y en la de su entorno familiar, su alta vulnerabilidad a que se vean significativamente mermadas sus capacidades y posi- bilidades de mantener su salud integral o a que se generen situaciones de trato inadecuado, si no se asegura una formación sólida en valores de los servicios proveedores de apoyo. Las familias de estas personas tienen generalmente y de forma sostenida en el tiempo una situación de gran estrés en relación con la prestación de los apoyos que requieren, originándose también una altísima probabilidad de que disminuyan significati- vamente sus capacidades y oportunidades para asegurar y mejorar la calidad de vida familiar. Además, los recursos que en ocasiones se ofrecen suponen un alejamiento del hogar de la persona, con el consiguiente impacto negativo en la dinámica familiar” Por ello, Plena inclusión comprendió en línea con lo anteriormente expuesto que en nuestras planifica- ciones, acciones y análisis faltaban muchas personas, excluidas por nuestra incapacidad de incluirlas. Generalmente aquellas personas y sus familias que tenían algo en común: precisaban de respuestas más complejas, intensas, multidisciplinares y que sufrían una discriminación interseccional mayor. Así Prólogo 6 nace “Todos somos Todas” estrategia que ha tenido eco a nivel internacional, y parte de la convicción de que las personas y familias que precisan de más apoyos suelen recibir menos, tanto en intensidad como en calidad profesional de la intervención. Sufren un mayor déficit en el ejercicio de sus derechos. No forman parte de la agenda política, ni son visibles, ni tienen oportunidades de participación e in- fluencia. Si algo hemos avanzado en este ámbito, es porque se ha ido generando una transformación social, que no ha ocurrido por casualidad, ni de manera mágica. Si en España se ha mejorado algo en el apoyo a personas con discapacidad intelectual o del desarrollo con problemas de salud mental y personas con dificultades de comportamiento ha sido por un grupo de profesionales del ámbito social y médico que como verdaderos rompehielos han cuestionado las intervenciones segregadoras, basadas en el control y la restricción y han ofrecido otro camino. Una intervención de equipo que, desde la psiquiatría, la psicología, la educación, la aportación de las familias y muy especialmente desde las propias personas, han provocado una comprensión y un aborda- je basado en la ética, la ciencia y la acción profesional cualificada que promueve los derechos desde las personas y sus familias aceptando su originalidad y las formas distintas de estar en este mundo. A estos “viejos rockeros”, de carácter indomable y cuestionadores de los modos de acción imperantes les debemos la incorporación en muchas de nuestras organizaciones y prácticas de una mirada más respetuosa y acorde con nuestra misión, junto a una exigencia permanente en reivindicar recursos y condiciones que hagan posible apoyo de calidad. Gracias muy especiales a Pere Rueda, Ramón Novell y Javier Tamarit que siguen inspirando a muchas personas desde su saber comprometido, tanto en Espa- ña como en otros países, haciendo gala de su calidad humana y generosidad. Gracias también, a muchas otras personas que desde hace años luchan por mejorar desde la ciencia y la buena práctica, propuestas para la vida de las personas con discapacidad intelectual o del desarro- llo con problemas de salud mental y/o problemas de conducta creando redes, articulando propuestas, vertebrando canales de apoyo. Me gustaría hacer un homenaje a tres actores claves en este proceso: las propias personas, que en una vida dura, perseveran en la búsqueda de un merecido espacio de bienestar, a sus familias, especialmente a las madres, que se ven obligadas a construir una fortaleza hecha de amor y sufrimiento, de la que ojalá puedan salir pronto, con el único objeto de vivir como cualquier otra fa- milia. A los equipos de apoyo directo, al cuidador o cuidadora desconocida, ese profesional de base que con muy poco reconocimiento asume un compromiso radical en la “hora de la verdad” del apoyo, donde tiene que interpretar los modelos, las tecnologías, las consignas con la mejor herramienta, su propia humanidad, en escucha y en positivo, disponible hacia la otra persona. Como muchos y muchas sabéis durante años esa acción transformadora de la intervención profesional en salud mental y conductas desafiantes en el ámbito de las personas con discapacidad intelectual o del desarrollo ha estado orientado por el enfoque y contenidos del
Load more

Recommended publications
  • An Exploration from a Life Course Perspective of the Transition from School for Autistic Young People
    An Exploration from a Life Course Perspective of the Transition from School for Autistic Young People Caitlin Marie Taggart Bachelor of Arts (Psychology) Master of Occupational Therapy Studies A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2018 School of Health and Rehabilitation Sciences Abstract The transition from school is a feature of typical adolescence, but can be challenging for autistic young people. While their experiences at school can be difficult, schools also afford structure and routine and can provide external support for young autistic people and their families. They provide reasonably predictable social networks as well as opportunities to encounter others outside of the family. Upon leaving school, autistic young people lose ready access to expected routines and established social groups and often disengage from the community. For many, the transition from school is confusing and stressful. In this thesis, I explore, from a life course perspective, the transition from school for autistic young people without intellectual impairment. Life transitions involve relinquishing some roles and adopting others. Adopting new roles such as worker, homemaker, parent and spouse, which are more complex and less predictable than the role of school child, can be problematic for autistic young people. For example, the unpredictability of interview processes and environments (e.g., the questions to be asked, bright lights, distracting noises) can make getting a job difficult. Difficulties identifying and responding to unspoken social rules and workplace routines can result in loss of employment. The transition from school is one of many turning points within a person’s whole life.
    [Show full text]
  • Proceedings of the Workshop on Automatic Text Simplification
    COLING 2014 Automatic Text Simplification Methods and Applications in the Multilingual Society Proceedings of the Workshop August 24th, 2014 Dublin, Ireland c 2014 The Authors The papers in this volume are licensed by the authors under a Creative Commons Attribution 4.0 International License. ISBN 978-1-873769-42-3 Proceedings of the Workshop on Automatic Text Simplification - Methods and Applications in the Multilingual Society (ATS-MA 2014) Constantin Orasan, Petya Osenova and Cristina Vertan (eds.) ii Introduction The remarkable development of language technology tools in recent years in terms of robustness, computational speed and volume of processed data, together with the increasing number of languages covered, made possible their usage not only for specific research applications, but also for real world applications which prove useful in everyday life. Automatic correction of text, machine translation, extraction of important information and interaction with devices using speech are just some of these applications. Language technology now has the maturity to be used for addressing societal challenges such as helping people with disabilities, the elderly and migrants. However, due to the ambiguity and complexity of natural language, its automatic processing is still very challenging and benefits from processing shorter and less ambiguous information. The same is true for people who have difficulties understanding text due to disabilities, or who have to read texts in a language they do not have a good command of. In all these cases, automatic text simplification can prove to be very useful. In contrast to controlled languages, which practically create a sublanguage by imposing constraints on the grammar rules, discourse style, number of words in a sentence etc., text simplification eliminates or replaces parts of sentences or paragraphs, or even reformulates them according to specific requirements of the target user groups.
    [Show full text]
  • Section 41: Secretary of State Approved List
    Section 41: Secretary of State Approved List Section 41 of the Children and Families Act 2014 allows the Secretary of State by order to publish a list of approved independent educational institutions, independent special schools and post-16 institutions for the purposes of satisfying Section 38 (Preparation of an Education, Health and Care (EHC) plan by local authorities) of the Act. Institutions can only be included on the list with their consent. The list has been refreshed to include approved autumn term applicants and remove institutions who have not continued to meet the Section 41 eligibility criteria. The Children and Families Act places specific duties upon institutions on the approved list: institutions on the approved list must “have regard” to the SEN Code of Practice; institutions on the approved list have a reciprocal duty to co-operate with the local authority on arrangements for children and young people with SEN; local authorities’ published local offer must refer to the institutions on the approved list; specific duties and rights relating to admissions, in line with maintained schools, Academies, FE colleges and non-maintained special schools: o a child or young person has a right to request that an institution on the approved list is named in their EHC Plan; o if the institution is named in an EHC Plan, the local authority is under a qualified duty to secure a place; o if the institution is named in an EHC Plan, the institution must admit the pupil or young person. Local authorities should satisfy themselves with the latest education and social care inspection information when preparing the EHC plan.
    [Show full text]
  • College Prospectus Raising Aspirations and Improving Lives
    college prospectus raising aspirations and improving lives www.espa.org.uk Our approach As we support learners across the autism Our College teams are supported by a highly spectrum, each College site has tailored its skilled and experienced Multi-Disciplinary approach to meet the needs of learners with Team whose input significantly improves similar abilities and need. learner outcomes. Learners also have access to our Counselling Service, providing College learners are supported to achieve individualised support and guidance that can academic and vocational qualifications enable individuals to overcome some of their ranging from Entry Level to ‘A’ Level. personal challenges. Our residential sites provide a youthful, The learners’ time at ESPA College ends homely environment that ensures learners with a magnificent celebration at their gain more independent living skills and enjoy graduation ceremony. This annual end of Welcome from an extended curriculum with the support year, high profile event showcases the skills of experienced and qualified Residential and confidence gained by learners and allows Learning Support Workers. our Principal family and friends to celebrate together. We can offer a range of residential accommodation to meet the varied needs and requirements of the learners, including a CQC-registered Halls of Residence in Newcastle. Some learners, who require very specific and specialised living accommodation can be offered placements within our transition house or other CQC- registered provision. The College offers each learner a bespoke, innovative and creative curriculum. All of our planned activities and learning sessions are designed to be engaging, enjoyable, individualised and challenging. We aim to develop the whole person and blend our autism specific core curriculum with a broad range of academic subjects.
    [Show full text]
  • Proceedings of the 14Th Conference of the European Chapter of The
    EACL 2014 14th Conference of the European Chapter of the Association for Computational Linguistics Proceedings of the 3rd Workshop on Predicting and Improving Text Readability for Target Reader Populations (PITR) April 27, 2014 Gothenburg, Sweden c 2014 The Association for Computational Linguistics Order copies of this and other ACL proceedings from: Association for Computational Linguistics (ACL) 209 N. Eighth Street Stroudsburg, PA 18360 USA Tel: +1-570-476-8006 Fax: +1-570-476-0860 [email protected] ISBN 978-1-937284-91-6 ii Introduction Welcome to the Third International Workshop on Predicting and Improving Text Readability for Target Reader Populations (PITR). The last few years have seen a resurgence of work on text simplification and readability. Examples include learning lexical and syntactic simplification operations from Simple English Wikipedia revision histories, exploring more complex lexico-syntactic simplification operations requiring morphological changes as well as constituent reordering, simplifying mathematical form, applications for target users such as dyslexics, deaf students, second language learners and low literacy adults, and fresh attempts at predicting readability. The PITR 2014 workshop has been organised to provide a cross-disciplinary forum for discussing key issues related to predicting and improving text readability for target users. It will be held on April 27, 2014 in conjunction with the 14th Conference of the European Association for Computational Linguistics in Gothenburg, Sweden, and is sponsored by the
    [Show full text]
  • Colleges Directory 2019 / 2020 2 Natspec Colleges Directory 2019/2020
    Colleges Directory 2019 / 2020 2 Natspec Colleges Directory 2019/2020 Our vision is that all young people with learning difficulties or disabilities can access quality education and training which meets their individual needs and supports their aspirations for skills, work and life. For more information about Natspec www.natspec.org.uk 3 Welcome to the Natspec Colleges Directory, the guide to all our member colleges and organisations. This directory contains information about the organisations we represent. They offer day or residential provision for students aged 16 to 25, giving young The 2014 Children and Families Act people the chance to develop and the government’s 2017 Careers skills, become more independent Strategy both state that young and to learn in an exciting real-life people should be able to understand environment. The colleges have the full range of opportunities multidisciplinary specialist teams and available to them and have their expertise, enabling students to make views taken into account. a successful transition to adult life. We hope that you find this a useful This directory is part of a programme guide to the choices available. of information, advice and guidance There is more information available that young people need as they start on our website about Natspec – to make choices that will affect their www.natspec.org.uk. future life chances. Clare Howard Natspec Chief Executive 4 Natspec Colleges Directory 2019/2020 How to use this directory Choosing a college is an important decision. If you’re looking for a certain location, a particular specialism or type of provision, or a specific course or vocational programme, then the key information about every college is available in this directory.
    [Show full text]
  • ICT-Enabled Social Innovation in Support to the Implementation of the Social Investment Package - IESI
    ICT-Enabled Social Innovation in support to the Implementation of the Social Investment Package - IESI D1.2 – Annex - IESI Knowledge Map 2015 - Booklet V.1.0 31st October 2015 Gianluca Misuraca, Csaba Kucsera, Fiorenza Lipparini, Christian Voigt and Raluca Radescu 2015 Report EUR xxxxx EN This Booklet1 presents the most essential information of all the 140 ICT-enabled social innovation initiatives promoting social investment through integrated approaches to social services delivery mapped during 2015, the second phase of the IESI project. Access to the full database through the IESI Web-tool may be granted upon request. Table of contents Name of initiative Page 3D Novations 1 50 Plus Net 4 Activating daily life - programme together with technology solutions 7 AgeingWorks 9 Alavateli 12 Alko-soft 15 Alzheimer Netherlands 17 Andalusian Telecare Service 19 AspIT 22 Avitus 24 Backr 27 Balanced European Conservation Approach - ICT services for resource saving in social housing 30 Bookshare 33 Borger.dk MyPage 36 Bread and Internet 39 Bridge International Academies 42 Buurtzorg 45 Byström Youth Services 48 Care for each other 51 Career information computer 53 Career Moves 55 Caren 58 Central Information for Social Development 61 Circle 63 Citizen's Spots 66 City of Malmo - citizens engagement strategy 68 CoderDojo 71 Comet 74 Coordinating Care for Older People 77 Customer Relationship Management - 79 cyprus.gov.cy 81 1 Annex of the IESI project's deliverable D1.2: Misuraca G., Kucsera, C., Lipparini F., Voigt C., and Radescu R., (2015) 'Mapping and Analysis of ICT-enabled Social Innovation initiatives promoting social investment in integrated approaches to the provision of social services: IESI Knowledge Map 2015', European Commission's Joint Research Centre, Institute for Prospective Technological Studies, JRC Technical Reports Series.
    [Show full text]
  • Praxisleitlinien Altenpflege
    Praxisleitlinien Altenpflege Planen, Formulieren, Dokumentieren mit ENP-Pflegediagnosen Literatur ENP-Praxis Herausgegeben von Pia Wieteck Hinweise zur Anwendung der Literaturangaben ENP-Praxis Im Buch „Praxisleitlinien Altenpflege“ (2018) fin- Beispiel den Sie am Ende jeder Praxisleitlinie Hinweise auf Der Praxisleitlinie „Der Bewohner hat eine diejenige Literatur, die bei der inhaltlichen Bear- Schluckstörung“ sind rund 80 Literaturan- beitung hinzugezogen wurde und die Neu- oder gaben hinterlegt (vgl. Buch Praxisleitlinien Weiterentwicklung damit absichert. Die Zahlen Altenpflege, S. 270): verweisen auf den jeweiligen Eintrag in diesem Literaturverzeichnis ENP-Praxis. Literatur 607, 1072, 1152, 1156, 1166, 1167, 1170, 1175, 1178, 1184, 1185, 1186, 1199, 1200, 1202, 1204, 1207, 1209, 1210, 1211, 1212, 1213, 1217, 1269, 1280, 1281, 1284, 1287, 1289, 1290, 1291, 1292, 1293, 1295, 1296, 1298, 1300, 1302, 1303, 1304, 1305, 1306, 1307, 1309, 1310, 1311, 1312, 1313, 1314, 1315, 1316, 1317, 1323, 1324, 1325, 1326, 1327, 1328, 1329, 1330, 1331, 1332, 1333, 1334, 1342, 1343, 1344, 1346, 1347, 1349, 1350, 1353, 1355, 1357, 1358, 1360, 1362, 1366, 1367, 1368, 1371, 1372, 1373, 1380 Die letzten beiden Zahlen stehen beispiels- weise ausgeschrieben für die folgenden Literaturangaben auf den Seiten 32 und 33 dieses Literaturverzeichnisses: ● 1373 Straumann, A. et al. (2003). Natural history of primary eosinophilic esophagitis: a follow-up of 30 adult patients for up to 11.5 years. Gastroenterology, 125 (6), pp. 1660-1669. ● 1380 Gross, R. D. et al. (2009). The coor- dination of breathing and swallowing in chronic obstructive pulmonary disease. American Journal of Respiratory and Critical Care Medicine, 179 (7), pp. 559-565. doi: 10.1164/rccm.200807-1139OC 1 Literatur ENP-Praxis Literatur ENP-Praxis 24 Barz, H.
    [Show full text]
  • Section 41: Secretary of State Approved List
    Section 41: Secretary of State Approved List Section 41 of the Children and Families Act 2014 allows the Secretary of State by order to publish a list of approved independent educational institutions, independent special schools and post-16 institutions for the purposes of satisfying Section 38 (Preparation of an Education, Health and Care (EHC) plan by local authorities) of the Act. Institutions can only be included on the list with their consent. The Children and Families Act places specific duties upon institutions on the approved list: institutions on the approved list must “have regard” to the SEN Code of Practice; institutions on the approved list have a reciprocal duty to co-operate with the local authority on arrangements for children and young people with SEN; local authorities’ published local offer must refer to the institutions on the approved list; specific duties and rights relating to admissions, in line with maintained schools, Academies, FE colleges and non-maintained special schools: o a child or young person has a right to request that an institution on the approved list is named in their EHC Plan; o if the institution is named in an EHC Plan, the local authority is under a qualified duty to secure a place; o if the institution is named in an EHC Plan, the institution must admit the pupil or young person. The list will be updated termly and published on GOV.UK. Published: August 2014 Special Post 16 Institutions Edubase Host local reference authority Institution Trading Name1 Legal Name2 302/7905 Barnet Ambitious
    [Show full text]
  • May 10, 2017, Vegetarian Action Newsletter
    VEGETARIAN ACTION NEWSLETTER #37 MAY 10, 2017. http://jamesrichardbennett.blogspot.com/2017/05/omni-vegetarian- action-newsletter-37.html Edited by Dick Bennett for a Culture of Peace, Justice, and Ecology http://omnicenter.org/donate/ OMNI’s MAY VEGETARIAN POTLUCK is Wednesday, MAY 10, at OMNI, Center for Peace, Justice, and Ecology (2ND Wednesdays) at the OMNI Center for Peace, Justice, and Ecology. We usually begin at 6:00, but tonight we’re showing a film, so I will be coming early. All are welcome. You may want to enjoy some old or new vegetarian recipes,and discuss them, to talk about healthier food, or you are concerned about cruelty to animals or warming and climate change. Whatever your interest it’s connected to plant or meat eating; whatever your motive, come share vegetarian and vegan food and your views with us in a friendly setting. As an extra treat, thanks to Bob Walker we will be showing the new film What the Health! created by the makers of Cowspiracy. We would have more films and programs if we had the money, so please give a donation. If you are new, get acquainted with OMNI’s director, Gladys. At OMNI, 3274 Lee Avenue, off N. College east of the Village Inn and south of Liquor World. More information: 935-4422; 442-4600. Contents: Vegetarian Action Newsletter #37, May 10, 2017 Vegan Poetry Dr Ravi P Bhatia. Seeking Peace in Vegetarianism Health, Nutrition VegNews each number packed with articles, recipes, ads for products about veg/vegan food. What the Health! New film about meat eating/carnivorism vs.
    [Show full text]
  • Using the Spelit Analysis Technique for Organizational Transitions June Schmieder-Ramirez & Leo Mallette 291
    Education Applications & Developments Advances in Education and Educational Trends Series Edited by: Mafalda Carmo Edited by: Mafalda Carmo, World Institute for Advanced Research and Science, WIARS, Portugal Published and distributed by: Rua Tomas Ribeiro, 45, 1ºD, 1050-225 Lisboa, Portugal www.insciencepress.org Printed by: GIMA - GESTÃO DE IMAGEM EMPRESARIAL, LDA CET - Centro Empresarial Tejo, Rua de Xabregas Nº 6 - Lote B 1900-440 Lisboa, Portugal Printed on acid-free paper ISSN of Collection: 2183-2978 ISBN of this Volume: 978-989-97866-8-4 Legal Deposit: 393052/15 All Rights Reserved © 2015 inScience Press This work is under inScience Press Open Access License. This publication may be read, downloaded, printed, copied, distributed, displayed, reproduced and performed, but only for non-commercial purposes, provided acknowledgement of the original source and its author(s) is made, with a link to inScience Press. This publication will be available online in http://insciencepress.org/ and limited hard copies can be ordered from: InScience Press, Rua Tomas Ribeiro, 45, 1ºD 1050-225 Lisboa, Portugal Contents CONTENTS Foreword v Contributors xvii Section 1: Teachers and Students Chapter 1 Teacher education and professional development: Text production and school management in focus Ana Luzia Videira Parisotto & Renata Portela Rinaldi 3 Chapter 2 Student perception of teachers’ National Council for the Accreditation of Teacher Education and California Commission on Teacher Credentialing dispositions Kimberly R. Hudson 12 Chapter 3 Academic
    [Show full text]
  • Facilitating Greek Young Learners with Asperger's Syndrome
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Bolton Institutional Repository (UBIR) Facilitating Greek young learners with Asperger’s syndrome into the mainstream English as an Additional Language (EAL) classroom through the use of Interactive Whiteboard Technologies Research for the Degree of MPhil in Special Education University of Bolton Sophia Sagia 14.02.2015 Sophia Sagia Facilitating Greek young learners with Asperger’s syndrome into the mainstream EAL (English as an Additional Language) classroom through the use of Interactive Whiteboard Technologies. Acknowledgments The completion of this research would not have been possible without a few individuals who have supported me throughout my education and I would like to express my gratitude to them. Foremost, I would like to express my sincere thanks to the University of Bolton for this opportunity and my gratitude to my supervisor Dr David Kitchener (University of Bolton) for the continuous support of my MPhil study and research, for his patience, motivation and immense knowledge. His guidance helped me in all the time of research and writing of this thesis. I have also benefited greatly from my husband’s guidance, encouragement and invaluably constructive criticism during this project work. He’s been a source of inspiration to me. I would also like to express my gratitude to the research participants and their families for their cooperation in this study. Last but not least I am deeply thankful to my children for their patience, unconditional love and support in everything I do. This dissertation is heartily dedicated to them.
    [Show full text]