Significant changes have been observed in educational reforms in the Indian subcontinent over the last two decades. During this time period, educational policies began to be influenced by international developments in education (Hodkinson & Devarakonda, 2011). According to Singal (2006a), the Indian government endorsed the objective of the Salamanca Declaration (UNESCO, 1994), which was to ensure policy changes to “promote the approach of inclusive education, namely enabling schools to serve all children, particularly those with special educational needs”. This time period also marked the beginning of the usage of the term “inclusive education” in educational policies in India; however, a guideline to defining inclusion and actual implementation of inclusion in schools has not yet been realized (Singal & Rouse, 2003). There are few schools implementing inclusion in India; many practices are reflective of those developed and used in schools in developed countries. Inclusive practices developed in schools in Western countries may not suit the needs of schools in the Indian context. This case study was designed to explore how one primary school in India adapted and implemented inclusion. The perceptions and experiences of the principal, teachers and parents regarding inclusion were also explored in the context of inclusive practices of the school. Multiple sources of data collection including in-depth interviews, observations, document review and focus group were used to answer research questions. Data analyses were used to identify themes and categories to answer research questions using techniques identified by Glaser and Strauss (1967). Findings are presented as follows: (1) an introduction to the school, (2) implementation of inclusion in India, and (3) knowledge and perceptions of stakeholders regarding inclusion. Findings indicate that the school practiced a social model of inclusion to suit their needs and based on the availability of resources. Parents of children with disabilities played an important role in implementing inclusion. Goals for inclusion, school and classroom practices, as well as participants’ perceptions regarding inclusion were consistent with their experiences and implementation of social inclusion. Participants’ had mostly positive perceptions, but expressed some limitations about inclusion. Implications for future research, practice and policy are also discussed. / text

Diss. (sammanfattning) Stockholm : Karol inst., 2003. / Härtill 4 uppsatser.

Resumo: A televisão é o meio de comunicação de maior alcance nacional. A maioria da população brasileira possui a TV como única fonte de informação e entretenimento. A implantação da TV digital no Brasil pretende promover uma revolução a partir da inclusão digital de milhares de brasileiros que não possuem acesso a internet e estão excluídos digitalmente. A Caixa Econômica Federal é o banco de relacionamento da maioria da população brasileira, com um base de 48,1 milhões de clientes. O projeto de TVD foi pensado não apenas por uma questão estratégica tendo a população de baixa renda, como a mais beneficiáda por todo esse processo. O presente estudo fará uma reflexão sobre a inclusão digital a partir da televisão digital e que consequencias isso poderá trazer ao país. O que se pretende fazer é traçar um estudo sobre televisão digital, tendo como foco principal a interatividade a partir do desenvolvimento dentro da Caixa Econômica Federal, prevendo que a televisão fará uma inclusão digital e se transformará numa televisão social / Abstract: Television is the means of communication which has be biggest reach in Brazil. Most of Brazilian population has TV as the only source of information and entertainment. Digital TV implantation in Brazil intends to promote a revolution beginning with the digital inclusion of millions of Brazilians that don't have internet access and are digitally excluded. Caixa Economica Federal is the relation bank of the majority of Brazilian population, with a database of 48,1 millions clients. The DTV project was developed not only based in a strategic question having low income population as the most beneficiary among this process. This study makes a consideration of digital inclusion since digital TV and the consequences that DTV can lead to the country. It intends to make a study about digital television, focusing at interactivity starting at Caixa Economica Federal development, which says that television will make digital inclusion in Brazil and it will become a social television / Orientador: Cosette Espíndola de Castro / Coorientador: Maria Cristina Gobbi / Banca: João Baptista de Mattos Winck Filho / Banca: Álvaro Fraga Moreira Benevenutto Junior / O "Programa de Pós-Graduação em Televisão Digital: informação e conhecimento" capacita profissionais para atuarem em televisão digital n as três áreas: comunicação, educação e tecnologia / Mestre

The aim of the study is to contribute to a better understanding of how educators relate to social inclusion in preschool. Educators' perception of social inclusion is an important topic to investigate because there are often children who temporarily or permanently need special support in preschool. The inclusion of children in preschool is considered important and educators have a central role and responsibility to include all children in preschool. According to our experience, there is a great variety of how educators perceive the work of social inclusion in preschool.   In order to answer the question of how educators relate to social inclusion in preschool, it is chosen to conduct semi-structured, qualitative interviews. We interviewed eight preschool educators to find out how they perceive their work with social inclusion. The two themes that appeared in the educators’ answers were inclusion and exclusion.   The study found that preschool educators' work with social inclusion is complex. Educators in the study considered that all children have the right to enter into a social context, to be socially included, and they acknowledges their responsibility to ensure that all children are included. They expressed that it is not the responsibility of the children, but the adults, to ensure that all children are included in the group. Several of the educators express that there are difficulties and challenges with inclusion work, and state that children need to master certain social skills in order to be able to be included. Adaptation will lead to all children being given the opportunity to participate and succeed. The study further shows that the interviewed educators consider themselves responsible for creating opportunities that enable inclusion. The result of the study shows that for a functioning work with social inclusion, educator’ needs to form a common view and gain an understanding of the concepts of inclusion and exclusion among preschool teachers. The way educators perceive social inclusion, affects how educators work with social inclusion in preschool. In order to gain insight into, and in a more concrete way, an understanding of how preschool educators relate to social inclusion, it was chosen to accomplish this study. It is hoped that other preschool educators can benefit from the study's results in their professional role in the future.

L’objectif de cette thèse est d’examiner à la fois les dimensions de l’offre et de la demande relatives à l’inclusion financière. Cette recherche présente un ensemble complet de preuves empiriques concernant l’accès aux services financiers, aux niveaux macro et micro-économiques. Le troisième chapitre fournit une exploration de cette hypothèse essentielle. En utilisant des données structurelles par pays, il montre les effets de l’inclusion financière sur la réduction de la pauvreté et des inégalités. En outre, il montre les effets bénéfiques des nouvelles technologies sur l’extension de l’inclusion financière et la réduction de la pauvreté. Le quatrième chapitre soutient que la culture financière est un déterminant important de l’inclusion financière des ménages et du bien-être. Basé sur des données d’enquête, il suggère en outre que l’accès aux nouvelles technologies et leur utilisation augmente la probabilité de l’inclusion financière. L’objectif du cinquième chapitre est de déterminer si l’adoption des nouvelles technologies favorise l’inclusion financière des PMEs au Pakistan. L’analyse révèle une association entre l’adoption des NTIC et l’accès de la firme aux services financiers, ce qui implique que les firmes qui ont un meilleur accès ou une utilisation plus intense des nouvelles technologies sont susceptibles de tirer de plus grands avantages des marchés financiers que les autres.Cette recherche contribue à la littérature sur l’accès aux services financiers en étendant l’examen de plusieurs dimensions significatives et complémente les études sur l’impact de la profondeur financière, de la stabilité financière et de la culture financière. / The aim of this PhD dissertation is to examine both the supply and demand sideof financial inclusion. This research presents a comprehensive set of evidence regarding financial access at macro and micro levels. This thesis blends three essays where the third chapter provides insights on the crucial linkages between new technologies, financial inclusion and poverty. Findings have shown poverty and inequality reducing effects of financial inclusion based on cross country data. Moreover, it shows beneficial effects of new technologies in expansion of financial inclusion and poverty reduction. Fourth chapter argues that financial literacy is an important determinant of households’ financial inclusion and welfare. Based on primary data it further suggests that the access toand use of new technologies increase the likelihood of financial inclusion. The objective of fifth chapter is to determine whether the adoption of new technologies promotes financial inclusion for SMEs in Pakistan. The analysis indicates the association between information and communication technologies (ICT) adoption and firm’s access to finance,implying that firms with greater access to and use of new technologies are more likely to benefit from financial markets compared with the others. This research contributes to the literature on access to finance in a more extensive way by examining relatively modern dimensions such as ICTs, digital finance and mobile money. Moreover, this dissertation concentrates on the effects of financial development and ICT on poverty and inequality which is understudied branch in conventional finance-growth nexus.

Ancienne décrocheuse scolaire reconvertie dans la multidisciplinarité et tendue vers la transdisciplinarité, la chercheure s’empare de la santé définie par Canguilhem comme « dépassement de la norme ». Elle invite les jeunes à la manifester dans leur démarche d’insertion socioprofessionnelle. C’est d’autant nécessaire qu’ils se heurtent à une « densification normative » (Thieberge, 2014) source de marginalisation et d’inégalité sanitaire compromettant le « vivre ensemble ». Cette situation conduit à interroger Moscovici sur le « passage d’une époque majoritaire à une époque minoritaire ». En ce sens, le récit de vie des stagiaires, victimes d’exclusion, ouvre la voie de l’inédit, du rare. Conviant à s’aventurer dans une « multivie » qui rejaillit sur le care, la résilience et le processus de normalisation, ils privilégient les relations en toute chose dans un esprit bachelardien de relativité et d’inclusion propice à l’édification d’une démocratie « en santé » (Hirsch, 2016). / Former school drop-out person, reconverted in multidisciplinarity and directed towards transdisciplinarity, the researcher seizes the healthcare defined by Canguilhem as « exceeding the norm ». She invites young people to express it in their socio-professional integration process. It is all the more necessary that they come up against a « normative densification » (Thieberge, 2014), a source of marginalization and health inequality compromising the« living together". This situation leads to question Moscovici about the « transition from a majority era to a minority era ». In this sense, the life story of the trainees, victims of exclusion, opens the way to the novelty, to unusual. Inviting to venture into a « multiplelives » that reflects on the « care », resilience and the process of normalization, they prefer the relationships in everything in a Bachelardian spirit of relativity and inclusion conducive to the edification of a « healthy » democracy (Hirsch, 2016).

82 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-30T13:39:48Z No. of bitstreams: 1 Ana Paula Albuquerque.pdf: 604071 bytes, checksum: a278c8e8c86c6a1bfa016be5f7c14deb (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T18:55:36Z (GMT) No. of bitstreams: 1 Ana Paula Albuquerque.pdf: 604071 bytes, checksum: a278c8e8c86c6a1bfa016be5f7c14deb (MD5) / Made available in DSpace on 2013-06-11T18:55:36Z (GMT). No. of bitstreams: 1 Ana Paula Albuquerque.pdf: 604071 bytes, checksum: a278c8e8c86c6a1bfa016be5f7c14deb (MD5) Previous issue date: 2007 / A pesquisa teve como objetivo principal investigar o uso da ludicidade e da arte em ONGs, e como recurso para a inclusão social crítica e transformadora. A necessidade surgiu do contato e participação de projetos no universo das ONGs, o que propiciou a constatação do crescimento significativo de tais instituições, tendo, muitas delas, a intenção de trabalhar com a arte e a ludicidade para a efetivação da cidadania. Diante desses fatores, surgiram os questionamentos norteadores da pesquisa: Que inclusão social é essa à qual algumas ONGs se referem? Como e onde se dá a ludicidade na formação do educador que trabalha em tais organizações? Qual a contribuição do trabalho de arte e ludicidade, enquanto possibilidade de experiência plena e de sentido terapêutico (dar-se conta da auto-estima, do eu individual) e político (dar-se conta da transformação da realidade, do coletivo) para o processo de construção da cidadania? Como se pode efetivar uma inclusão crítica através da arte e da ludicidade? Para dar conta dessas interrogações, utilizei-me, para a investigação, do método etnográfico e microetnográfico. Como espaço empírico de pesquisa, foi escolhido o Projeto Buscapé, que envolve seis organizações. Como em pesquisa deste tipo, participei do dia-a-dia deste, entrevistando, gravando em áudio e vídeo e conversando com os atores do processo (educadores, educandos, coordenadores); com isso, percebi o conceito de inclusão pensado por eles e a ressonância desse trabalho na vida dos educandos, a formação do educador e como ela dá conta do processo pedagógico. Assim, pude confrontar o referencial teórico com os dados de campo, o que me levou a formular conhecimentos acerca da forma como é desenvolvido o trabalho lúdico e artístico e de como este contribui para uma inclusão social pautada na inclusão simbólica, visando o indivíduo e sua participação crítica na sociedade. / Salvador

L’objectif de cette thèse est de contribuer à la construction des connaissances sur l’inclusion scolaire d’élèves en situation de handicap en appréhendant le sens qu’ils accordent à leur expérience scolaire et leurs représentations de soi, eu égard à leur trajectoire scolaire. Nous avons rencontré 111 élèves en situation de handicap intellectuel, 50 filles et 61 garçons, âgés de 7 à 16 ans (M = 12,4 ; ET = 2,08) scolarisés en ULIS école (N = 44), ULIS collège (N = 49) et IME (N = 18) dans la région Midi-Pyrénées.Cinq outils complémentaires, tous adaptés pour les élèves rencontrés, ont été utilisés afin de recueillir nos données : le dessin de soi et du bonhomme (Hurtig & Rohrer, 1979), un Q-Sort de représentations de soi (Pierrehumbert & Rankin, 1990), le questionnaire « Les jeunes, l’école et leur avenir » (Prêteur, Constant & Féchant, 2004), le Dessin de l’Ecole Réelle et de l’Ecole Imaginaire (Caglar, 1983) et un bilan de savoir oralisé (Charlot, Bautier & Rochex, 1992).Nos résultats indiquent l’existence d’une pluralité de trajectoires scolaires révélatrices de la scolarisation d’élèves en situation de handicap. Les contextes actuels de scolarisation ainsi que les modalités d’enseignement sont des dimensions saillantes composant ces trajectoires. Le sens de l’expérience scolaire de ces élèves, qui se construit sur la base de ces trajectoires, souligne une importante valorisation des apprentissages intellectuels et scolaires. L’enseignant est perçu comme le principal agent de médiation entre les élèves et les savoirs. L’absence de relations aux pairs dans les activités récréatives est aussi constatée. L’étude des liens entre les variables met en exergue l’effet modérateur du sens accordé à leur expérience scolaire, notamment les apprentissages du quotidien, les rapports entretenus avec les enseignants, les représentations concernant les liens aux pairs et les contenus scolaires, dans la relation entre les trajectoires scolaires et les représentations de soi. / We would propose to contribute to knowledge building by directly investigate pupils concerns about their schooling experiment' sense and the development of self-representations in terms educational trajectories. Their characteristics and specificities would be highlighted. We met 111 intellectually disabled pupils, 51 girls and 60 boys, aged 7.5 to 16 years old (A (average) = 12.4 ; SD (standard deviation) = 2.08), schooled in ULIS based in primary school (N=44), ULIS based in secondary school (N=49) and in specialized environment (N=19), in the Midi-Pyrénées area. Five additional instruments, all suitable for pupils we met, have been used to collect our data : self-drawing and man drawing (Hurtig & Rohrer, 1979), a Q-Sort of self-representations (Pierrehumbert & Rankin, 1990), the questionnaire Les jeunes, l’école et leur avenir (Prêteur, Constant & Féchant, 2004), a drawing of real school and dreaming school Dessin de l’Ecole Réelle et de l’Ecole Imaginaire (Caglar, 1983) and an orally bilan de savoir (knowledge assessment) (Charlot, Bautier & Rochex, 1992).Our results show existence of plural educational trajectories which emphasize pupils in a disability situation’s schooling. Current context of schooling and methods of teaching are prominent dimensions of these trajectories. The sense of schooling experience, based on these trajectories, underlines higher values given to intellectual and schooling knowledge. The teacher is perceived as the principal mediating agent between pupils and knowledge. The lack of peer’s relations is also observed in their recreational activity. Studying links between the variables of our study disclose a moderated effect of sense given to their schooling experience, particularly in daily knowledge, relationships with teachers, link to peers and school content, in the relationship between educational trajectories and self-representation.

Made available in DSpace on 2014-06-11T19:24:06Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-11-25Bitstream added on 2014-06-13T20:31:02Z : No. of bitstreams: 1 dibb_f_me_bauru.pdf: 1661732 bytes, checksum: a18f466f29ad4c760161f0b36a1bee89 (MD5) / A televisão é o meio de comunicação de maior alcance nacional. A maioria da população brasileira possui a TV como única fonte de informação e entretenimento. A implantação da TV digital no Brasil pretende promover uma revolução a partir da inclusão digital de milhares de brasileiros que não possuem acesso a internet e estão excluídos digitalmente. A Caixa Econômica Federal é o banco de relacionamento da maioria da população brasileira, com um base de 48,1 milhões de clientes. O projeto de TVD foi pensado não apenas por uma questão estratégica tendo a população de baixa renda, como a mais beneficiáda por todo esse processo. O presente estudo fará uma reflexão sobre a inclusão digital a partir da televisão digital e que consequencias isso poderá trazer ao país. O que se pretende fazer é traçar um estudo sobre televisão digital, tendo como foco principal a interatividade a partir do desenvolvimento dentro da Caixa Econômica Federal, prevendo que a televisão fará uma inclusão digital e se transformará numa televisão social / Television is the means of communication which has be biggest reach in Brazil. Most of Brazilian population has TV as the only source of information and entertainment. Digital TV implantation in Brazil intends to promote a revolution beginning with the digital inclusion of millions of Brazilians that don't have internet access and are digitally excluded. Caixa Economica Federal is the relation bank of the majority of Brazilian population, with a database of 48,1 millions clients. The DTV project was developed not only based in a strategic question having low income population as the most beneficiary among this process. This study makes a consideration of digital inclusion since digital TV and the consequences that DTV can lead to the country. It intends to make a study about digital television, focusing at interactivity starting at Caixa Economica Federal development, which says that television will make digital inclusion in Brazil and it will become a social television

Made available in DSpace on 2015-04-22T21:55:51Z (GMT). No. of bitstreams: 1 Dissertacao Final Rosangela Castilho.pdf: 1758530 bytes, checksum: 67d9b788dc6066a675c870b7f2724bad (MD5) Previous issue date: 2008-12-29 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This work went about the usability, learning and didactic mapping in a LMS (Learning Management System) seeking to find the possible integration between learning and usability in the virtual environment of the Project Tecnologia Trabalho e Educação em Rede de Inclusão Social e Digital. The research was carried out on Infocentro Estação Central with a group of students aged 13 to 17. The activities went on in the lab following studant s dayles routine. The project digital inclusion as a way to promote social inclusion and formation for work where it is understood that it is not enough learning how to landle a tool but the development of attitudes which will take to the development of a collective intelligence. For that matter the present dissertation tries to analyze the virtual environment as a mediator in the construction of knowledge. / O presente trabalho desenvolve um estudo sobre a Inclusão digital, usabilidade, e transposições didáticas em ambiente virtual de ensino e aprendizagem, procurando verificar a usabilidade e as transposições didáticas no ambiente virtual do Projeto Tecnologia, Trabalho e Educação em Rede de Inclusão Social e Digital. A pesquisa se desenvolve no Infocentro Estação Central com um grupo de estudantes na faixa etária de 13 a17 anos. As atividades são desenvolvidas no laboratório que é a sala de aula, seguindo a rotina do dia-a-dia dos estudantes. O projeto utiliza a inclusão digital como caminho para promover a inclusão social através do curso Inclusão Digital e Formação para o Trabalho, entendendo que não basta aprender apenas o manuseio da ferramenta e sim o desenvolvimento de atitudes que levem ao desenvolvimento uma inteligência coletiva. Para a presente dissertação procura analisar o ambiente virtual como recurso mediador na construção do conhecimento.