Browsing by Author "Alves, Silvia"
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- Developing Assessment pratice in ArmeniaPublication . Sanches-Ferreira, Manuela; Simeonsson, Rune; Silveira-Maia, Mónica; Alves, Silvia
- Projecto da Avaliação Externa da Implementação do Decreto-Lei n.º 3/2008Publication . Sanches-Ferreira, Manuela; Simeonsson, Rune; Silveira Maia, Mónica; Pinheiro, Sara; Tavares, Ana; Alves, Silvia
- Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachersPublication . Toulia, Anastasia; Alves, Silvia; Avramidis, Elias; Sanches-Ferreira, Manuela; Silveira-Maia, MonicaThis study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen elementary school teachers, ten from Greece and six from Portugal, who implemented the programme in their classes were interviewed before and after implementation. The thematic analysis performed indicates that the intervention was perceived as successful in improving the students’ social skills and the overall classroom climate. Specific benefits were noted for students with disabilities and for those from racial or ethnic minority backgrounds. Overall, the FRIEND-SHIP programme was viewed as an easy to implement intervention with a relevant structure and content and was valued as very promising in fostering all students’ social participation.
- School-based practices of occupational therapists for an inclusive education in PortugalPublication . Silveira-Maia, Mónica; Alves, Silvia; Trigueiro, Maria João; Faias, Joaquim; Silva, VitorThe present study is part of a project that aims to develop a common framework defining general requirements – in terms of skills, contents and methods – to be considered on occupational therapists (OT)’ training for school-based practices aligned with the principles of inclusion. Although the concept of inclusive education has been, consensually, defined as the enablement of school contexts to support the access, participation and progression of all students - considering a wide spectrum of learning and functioning profiles -, the bridging of that conception and the field of practices has been subject to different understandings (e.g., Amor et al., 2019). Within school-based OT such praxeological divergences can be recognized in terms of the prominence assigned to in-class vs pull-out services; to child-direct vs consultation practices; and/or rehabilitation vs participation-centered approaches (e.g., Kaelin et al., 2019). In Portugal, there is around 90 Inclusive Resource Centers – IRC (DGE, 2019), which general goal is to mobilize specialized human resources – including the OT – to incorporate multidisciplinary teams at schools (along with regular and special education teachers, psychologists, principals, parents) promoting the process of inclusion of children in need of additional supports.
- WHAAM: Context-Driven FrameworkPublication . Alves, Silvia; Bamidis, Panagiotis; Bilbow, Andrea; Callahan, Amy; Chiazzese, Giuseppe; Chifari, Antonella; Doherty, Gavin; Janegerber, Sarah; McGee, Colin; Merlo, Gianluca; Myttas, Nikos; Nikolaidou, Maria; Rinaldi, Rosalia; Fernandes, Manuela Sanches; Santos, Miguel; Sclafani, Matteo; Seta, Luciano; Maia, Monica