Caracterização de queixas escolares e diagnósticos no ambulatório de neuro-dificuldades de aprendizagem

The objective of this study was to characterize the children referred to the Neuro-Learning Disorder Clinic at the Public Hospital of the Universidade Estadual de Campinas (State University of Campinas) in 2010 focusing on the demographics, parents' concerns, and the diagnoses given by the health care professionals. A total of 203 male and female children and young people, aged 4-17 years old, attending kindergarten to high school were analyzed. The children that were referred due to school-related problems underwent interdisciplinary evaluations aiming to establish a diagnosis. After thorough evaluation, the children were treated according to their specific needs. The study sample was predominately comprised of males (67.0%), fifth graders with average age of 10 years and 11 months. The main problems identified were global learning difficulties and inattention. The evaluation results indicated 43.8% of pedagogy-related learning difficulties and 32.2% of intellectual disability issues. The findings corroborate those of other studies on the characterization of behavior and school-related problems of children and adolescents in specialized centers. The results obtained emphasize the importance of an interdisciplinary team work to evaluate school-related problems331161171O objetivo do trabalho foi caracterizar as crianças encaminhadas ao Ambulatório de Neuro-Dificuldades de Aprendizagem da Universidade Estadual de Campinas em 2010. Foram analisados dados de 203 crianças e jovens, de ambos os gêneros, com faixa etária entre 4 e 17 anos de idade, cursando do ensino infantil ao médio. As crianças encaminhadas com queixas escolares passaram por avaliações interdisciplinares com objetivo diagnóstico e após o processo avaliativo foram devidamente encaminhadas para intervenções específicas conforme o caso. Na amostra de crianças atendidas houve maior frequência do gênero masculino (67,0%), uma idade média de 10 anos e 11 meses, com maior número de pessoas cursando o 5ª ano. As principais queixas foram dificuldades globais de aprendizagem e desatenção. Dos resultados das avaliações, 43,8% foram de dificuldades escolares de ordem pedagógica e 32,2% de deficiência intelectual. Os achados obtidos corroboram outros estudos de caracterização de queixas escolares e comportamentais de crianças e adolescentes em centros especializados. Os dados também reforçam a importância da avaliação de equipe interdisciplinar em um processo de investigação das queixas escolare

Caracterização de queixas escolares e diagnósticos no Ambulatório de Neuro-Dificuldades de Aprendizagem

The objective of this study was to characterize the children referred to the Neuro-Learning Disorder Clinic at the Public Hospital of the Universidade Estadual de Campinas (State University of Campinas) in 2010 focusing on the demographics, parents' concerns, and the diagnoses given by the health care professionals. A total of 203 male and female children and young people, aged 4-17 years old, attending kindergarten to high school were analyzed. The children that were referred due to school-related problems underwent interdisciplinary evaluations aiming to establish a diagnosis. After thorough evaluation, the children were treated according to their specific needs. The study sample was predominately comprised of males (67.0%), fifth graders with average age of 10 years and 11 months. The main problems identified were global learning difficulties and inattention. The evaluation results indicated 43.8% of pedagogy-related learning difficulties and 32.2% of intellectual disability issues. The findings corroborate those of other studies on the characterization of behavior and school-related problems of children and adolescents in specialized centers. The results obtained emphasize the importance of an interdisciplinary team work to evaluate school-related problems.O objetivo do trabalho foi caracterizar as crianças encaminhadas ao Ambulatório de Neuro-Dificuldades de Aprendizagem da Universidade Estadual de Campinas em 2010. Foram analisados dados de 203 crianças e jovens, de ambos os gêneros, com faixa etária entre 4 e 17 anos de idade, cursando do ensino infantil ao médio. As crianças encaminhadas com queixas escolares passaram por avaliações interdisciplinares com objetivo diagnóstico e após o processo avaliativo foram devidamente encaminhadas para intervenções específicas conforme o caso. Na amostra de crianças atendidas houve maior frequência do gênero masculino (67,0%), uma idade média de 10 anos e 11 meses, com maior número de pessoas cursando o 5ª ano. As principais queixas foram dificuldades globais de aprendizagem e desatenção. Dos resultados das avaliações, 43,8% foram de dificuldades escolares de ordem pedagógica e 32,2% de deficiência intelectual. Os achados obtidos corroboram outros estudos de caracterização de queixas escolares e comportamentais de crianças e adolescentes em centros especializados. Os dados também reforçam a importância da avaliação de equipe interdisciplinar em um processo de investigação das queixas escolares.33116117

Caracterização De Queixas Escolares E Diagnósticos No Ambulatório De Neuro-dificuldades De Aprendizagem

The objective of this study was to characterize the children referred to the Neuro-Learning Disorder Clinic at the Public Hospital of the Universidade Estadual de Campinas (State University of Campinas) in 2010 focusing on the demographics, parents' concerns, and the diagnoses given by the health care professionals. A total of 203 male and female children and young people, aged 4-17 years old, attending kindergarten to high school were analyzed. The children that were referred due to school-related problems underwent interdisciplinary evaluations aiming to establish a diagnosis. After thorough evaluation, the children were treated according to their specific needs. The study sample was predominately comprised of males (67.0%), fifth graders with average age of 10 years and 11 months. The main problems identified were global learning difficulties and inattention. The evaluation results indicated 43.8% of pedagogy-related learning difficulties and 32.2% of intellectual disability issues. The findings corroborate those of other studies on the characterization of behavior and school-related problems of children and adolescents in specialized centers. The results obtained emphasize the importance of an interdisciplinary team work to evaluate school-related problems.33116117

A Case Study of Instructional Contributions of Community and Government Secondary School Administrators in Pakistan

The study examined the instructional contribution of a community and government school administrator in Pakistan. While using qualitative tools to generate data, the research exclusively examined the administrators’ engagements in such instructional processes as conducting class visits, arranging inschool professional development programs, and contributing to curriculum enrichment. The study noted that as compared to government administrator, the community administrator seemed more active in the instructional processes of his school. The detachment of the government administrator from classroom practices had many implications that also influenced the quality of education in the government school. On the basis of the findings of this study, I maintain that the efficiency of school administrators is contingent upon multiple elements, such as provisions of job related training, introduction of an effective accountability tool, support of instruction oriented educational officials, and contribution of community/parents The study suggested Pakistan should address the above-mentioned elements when defining the instruction-oriented role of school administrators in the country

A Comparison on Student Motivation of Students Who Enroll Voluntarily and Involuntarily a Vocational Training Program

The present study compared the motivation of female students who enrolled in a federally funded vocational training program voluntarily with those who enrolled involuntarily. The federal government has mandated that females receiving public aid must complete a trade and obtain full-time employment. The study was conducted from January 1, 1994 through March 31, 1994. Motivation was evaluated by vocational completion, average length of stay (ALOS) , and GED completion. The students have to complete all the required assignments and pass a competency test in the vocational area to be considered a vocational completer. In addition, they were required to complete six ( 6) weeks of work experience to obtain on the job training. Average length of stay (ALOS) measures the number of days that a student was in an active (pay) status at termination The students\u27 profiles were evaluated at termination to assess their individual success in the program. The present study indicated that students who enroll voluntarily were as successful in completing their goals as students who were coerced to enroll by outside influences, i.e., welfare reform (Futures), parental pressures, or probation

Universitas Terbuka amongst the National Framework for Teachers’ Professional Development Program Presented in the International Conference on Teacher Education

Efforts to increase teacher professionalism has been obliged by Law of Teacher No. 14/2005 signifying necessities in continuous supports and strong commitment from all parties and communities. In addition to national routine programs, the Government has made several efforts to improve quality of education, including allocating foreign loan programs and coordinating international partnerships. In the meantime, Universitas Terbuka (UT) has long been committed to strengthening teacher competence and qualification through distance and online programs. As a nation-wide university, UT implements its programs through 38 Regional Offices(RO) and one RO to serving students domicile abroad. Since 1984, UT has promoted 1,315,009 professional teachers, serving over 45% of the total number of teachers in Indonesia. To corroborate with current governmental educational policy, UT was challenged to assure its programs to be aligned with current issues of national quality development. Likewise, UT promotes efficiency in leading educational quality development through open and online teacher training programs. These programs foster teachers’ continuous professional development and expertise. Partnership and collaboration with other education-related institutions constitute apparently the key issues to succeed the programs. To conclude, it is obvious that all the programs are dully dedicated to strengthen the professionalism of teachers to be capable of meeting the national goals for nation and character building and development

O programa de aprimoramento profissional em psicologia na perspectiva do egresso

Os Programas de Aprimoramento Profissional foram criados na década de setenta, e tem seu valor reconhecido como formação de pós-graduação na modalidade latu sensu dentro do território do estado de São Paulo. O presente estudo teve por objetivo identificar o impacto dos Programas de Aprimoramento Profissional na formação e exercício profissional do psicólogo, especialmente na área da saúde, de acordo com a percepção dos egressos. Trata-se de um estudo transversal, descritivo, de abordagem quanti-qualitativa. Grande parte dos egressos (93,1%) encontra-se inserida no mercado de trabalho, atuando como psicólogo. As atividades práticas foram melhores avaliadas do que as atividades teóricas. Conclui-se, com o presente estudo, que a realização do Programa de Aprimoramento Profissional possibilitou o aperfeiçoamento e a capacitação do profissional para atuação qualificada e diferenciada na área da saúde. Por fim, cabe ressaltar, a necessidade de adequação dos Programas de Aprimoramento às novas demandas em saúde

Hand-Held Calculators And Mathematics Achievement: What the 1996 National Assessment Of Educational Progress Eighth-Grade Mathematics Exam Scores Tell Us

The purpose of this study was to analyze the 1996 National Assessment of Educational Progress data to identify the relationship between calculator use and student performance on the National Assessment of Educational Progress Mathematics Assessment. This general purpose includes several sub issues. In addition to being interested in the overall relationship between use and National Assessment of Educational Progress achievement (including the effort to control for spurious factors), this study examined the contextual factors that moderate the impact of calculator use. Similarly, it analyzed the relationship between calculator use and student performance on calculator-allowed and calculator-restricted items, as well as the ability of students to recognize whether the use of a calculator was appropriate when responding to a math problem. Findings indicate that significant differences in achievement exist between students who regularly use calculators and those who do not use calculators. Even when controlling for various contextual factors that moderated this relationship (e.g., gender, socioeconomic status, parents\u27 level of education, students\u27 National Assessment of Educational Progress achievement level), it was found that the more frequently students use a calculator the higher their scores tend to be. The results also show that when not allowed to use calculators, the more frequent calculator users continue to score higher than those who do not use calculators. Finally, using calculators does not automatically equate to calculator dependence, and, in fact, the more often students use a calculator the more adept they are at applying it properly and withholding it when inappropriate. Based on the findings of this study, the use of a calculator in mathematics classes should improve students\u27 ability to learn mathematical concepts and apply calculator technology in an appropriate manner when solving mathematical problems