The purpose of this study was to make an analysis of the physical activity interests of the junior high school boys of Amarillo, Texas, in order better to determine the content of the physical education program based on the physical activities in which boys indicated they were interested.

Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2007. / The purpose of this study was to determine the effects of two different approaches to presenting content during a sport module in physical education on the movement competence and self-esteem of children ages 11 - 12. One approach consisted of competitive activities and the other approach consisted of cooperative activities and cooperative learning. The following measurement criteria were selected to assess movement competence: response time, coincident timing, eye-hand coordination (throwing and catching) and eye-hand coordination (striking). Harter’s (1982) Perceived Competence Scale for Children was used to measure children’s perceptions their competence in terms of cognitive, social and physical competence and general self-esteem. Pre-tests were administered to a competitive activities group (n=14), a cooperative activities group (n=14) and a control group (n=25). Following a10-week intervention programme, the competitive group achieved significant improvements in response time and eye-hand coordination (striking). The cooperative group improved significantly in their response time. There were no significant improvements in the control group. None of the groups demonstrated significant changes in perceptions of cognitive, social or physical competence or on general self-esteem. This study concluded that participation in cooperative activities as well as competitive activities can help children develop their movement competence. Approaches to the development of positive self-perceptions and self-esteem still require further research. Neither the nature of competitive activities nor cooperative activities seemed sufficient to produce changes.

published_or_final_version / Education / Master / Master of Education

融合教育（Inclusive Education）是20世紀90年代興起的國際教育思潮。隨著各國對於教育平等的追求，融合教育的理念得到了世界各國的認可。許多國家亦積極將融合教育的思想付諸實踐。隨著融合教育在世界範圍內的發展，越來越多身心障礙的學生走進普通學校，與同儕一起接受普通教育，包括體育教育。在此發展情境之下，瞭解普通學校中體育老師對融合體育教育的看法以及他們如何應對融入身心障礙學生的體育課堂，對於促進融合體育教育在一般體育課堂當中的發展就變得非常重要。本論文的研究目的分為：（一）探討體育教師對融合體育的認知以及影響這些認知形成的因素；（二）探討體育教師對以情境教學方法促進身心障礙學生參與一般體育課堂活動的信念和實際教學行為。 / 以社會文化建構理論（Vygotsky, 1978, 1986）為理論基礎，研究一（第三章）旨在探討香港中學體育教師對融合體育教育的認知。通過質性半結構訪談方法（Patton, 2002）對八位香港中學體育教師（男=3，女=5）進行訪談；訪談資料被錄音，記錄，檢驗，並通過內容分析方法（Patton, 2002）進行分析和描述性闡述。研究結果為：（一）老師們一致認為融合體育教育的實施為身心障礙學生提供了與同儕平等的機會來接受一般體育教育；並強調此舉將特別有助於發展其社會交往能力。然而，老師們亦強調將身心障礙學生融入一般體育課堂的過程遇到諸多困難。這些困難來自教師自身在實施融合體育課程中缺乏能力與有效方法，課堂其他同輩消極的態度與欺淩，缺乏家長支持，以及缺乏特殊體育器材的支持等；（二）老師們表達了對處理融合體育教育實踐專業知識與培訓的渴求，希望能夠以更專業更有效的方法令到身心障礙學生獲得有意義的一般學校體育教育。研究結果表明為促進融合體育教育順利實施，相關責任人（如教師和其同事，身心障礙學生家長，管理者）之間需要更加頻繁、更加有效率的溝通，參與和協作。研究結果亦突顯了促進教師自我規制以提高其教授身心障礙學生的能力和自信心的三個因素，包括：考量大學體育教育中有關教授身心障礙學生的內容，增加教師關於融合教育在職培訓中有關體育教育的內容，和促進或增加與教學助理的協作。 / 紮根於情境學習理論當中的實踐社群概念（Lave & Wenger, 1991; Wenger, 1998），研究二認為，“將身心障礙學生融入一般體育課堂“，不單只是強調令身心障礙學生學習並獲得運動技巧，更強調這是一個令到身心障礙學生參與並投入一般體育課堂活動機會增加的過程。情境學習理論連同計畫行為理論中信念框架作為理論基礎，研究二探討了教師對促進身心障礙學生參與一般體育課堂活動的信念和教學行為。研究二採納質化個案研究策略（Patton, 2002; Yin, 2009），使用訪談，觀察，實物分析等多種研究手段針對四位中學體育教師（男=3，女=1）對“促進身心障礙學生參與一般體育課堂活動的信念和實際教學行為，進行描述，探討、描述、分析和檢驗。研究結果表明：（一）教師對於促進身心障礙學生參與一般體育課堂活動持積極態度。教師亦視自身為促進者角色，來為身心障礙學生在一般體育課堂當中的學習提供幫助。教師認為給予積極回饋，稱呼名字，肢體接觸，更多的演示，將動作分解，都有利於身心障礙學生更多參與活動；教師亦強調班容量過大，自身缺乏信心，專業知識與能力都成為促進身心障礙學生參與活動的阻礙因素；（二）教師和身心障礙學生之間缺乏互動；在教學過程中很少強調身心障礙學生與其他同儕交流合作的重要性。教師在教學中未嘗試教學方法令到身心障礙學生想像和真實地參與其他體育社群活動。研究結果突顯了體育教師本身對於促進身心障礙學生參與體育課堂活動的信念和其具體的教學行為，對身心障礙學生在一般體育課堂中學習與經歷所產生的的重要的影響作用。研究建議教師應基於學習理論角度，從建構情境學習模式（參與，想像，一致）出發來考慮和設計教學，以促進身心障礙學生積極參與一般體育課堂活動。 / 綜上所述，通過檢視體育教師對融合體育教學的認知，融合體育教學信念和實際教學行為，本研究揭示了融合體育教與學的複雜性。研究認為：身心障礙學生在一般體育課堂的學習與經歷是一個社會性的，實踐性的，和與同輩互動的參與過程。此過程通過身心障礙學生，一般學生和體育教師及其他參與此過程的人員的身份的認同而得到不斷的創建。研究建議：體育教師和教育機構應重新審視“將身心障礙生融入一般體育課堂這個主題概念。通過重新認知融合體育課堂社會構建的本質，即在實踐社群中創建和認同不同參與者的身份，以此來進行融合體育教學的設計與實踐，從而達到融合體育教育的理想效果。 / In the pursuit of educational equality, many countries have applied the philosophy and practice of inclusive education since the1990s. As a result, there are more students with disabilities in general education classrooms, including general physical education (PE) classes. Therefore, the purposes of this study are (1) to examine the perceptions of teachers on inclusive PE and identity the factors influenced their perceptions, and (2) to examine teachers’ beliefs and practices on the use of constructivist teaching methods on students with disabilities in general PE. / Adopting the social constructivism theory (Vygotsky, 1978, 1986), the first study in Chapter Three examined the perceptions of PE teachers concerning the inclusion of students with disabilities in general PE programs in Hong Kong secondary schools. Eight secondary PE teachers (F = 5, M = 3) were recruited for individual semi-structured interviews. Data gathered from the interviews were tape-recorded and transcribed. Interview transcripts underwent content analysis and were presented as descriptive summaries. Two themes emerged: (1) favorable, but encountering barriers, and (2) enhancing one’s professional knowledge and collective experience. Results indicated that the teachers acknowledged the benefits of inclusive PE, but they also expressed concern about the instructional and environment barriers to the inclusion of students with disabilities in general PE programs. The findings clearly demonstrate the need for more frequent and efficient communication, involvement, and collaboration among stakeholders involved (e.g., teachers and their peers, parents of students with disabilities, administrators) in inclusive PE. The findings also illustrate the important influences of initial training of Physical Education-Teacher Education program relevant to teaching students with disabilities, inclusive education in-service training specific to PE, and collaborations with teaching assistants in promoting the self-regulation of teachers and improving their competencies and confidence in teaching inclusive PE. / Ground in the notion of “community of practice“ of situated learning (Lave & Wenger, 1991; Wenger, 1998), the second study understands the inclusion of students with disabilities in general PE as a process which not only focus on skill acquisition, but also pay more attention to increase participation of students with disabilities in the classroom activities of the general PE classroom communities. Based on the situated learning (Lave & Wenger, 1991; Wenger, 1998) in conjunction with the components of the theory of planned behavior (Ajzen, 1985, 1991), the second study in Chapter Four examined the beliefs and practices of four secondary PE teachers (F = 1, M = 3) regarding promoting the participation of students with disabilities in general PE using a qualitative case study approach (Pattoon, 2002; Yin, 200p). The results revealed the following: (1) The teachers varied in their beliefs about the degree of difficulty in promoting the participation and engagement of students with disabilities in the PE lessons, although they had positive attitudes towards constructivist teaching inclusive PE. According to the teachers, this facilitation involved giving positive feedback, calling the first names of students with disabilities, physical interaction, additional demonstrations, and breaking down skills into various parts. The teachers also specified negative factors, such as large class size, lack of personnel resources, and lack of professional knowledge. (2) Teachers and students with disabilities were less engaged with each other mutually. Moreover, the teachers offered very few opportunities for mutual engagement of students with disabilities in general PE. Thus, social interactions of students with disabilities in general PE were not well established. Teachers in this study did not exert effort to make students with disabilities to imagine taking part in other PE communities in a broader context. In addition, teachers did not push the boundaries of the inclusive PE communities, and make students with disabilities really interact in other PE communities. The study highlights the importance of the situated learning theory on teachers’ beliefs and practices on teaching students with disabilities. Teachers are expected to consider teaching practices to increase the participation of students with disabilities from the modes of learning architecture of the situated learning (i.e., engagement, imagination, and alignment). / In conclusion, by demonstrating the complex process of inclusive PE, this study argues that the experiences of students with disabilities in general PE need to be seen as a socially constructed and negotiated process through which the identities of PE students--with or without disabilities--and teachers are constantly created. The study exhorts teachers and educational institutions to rethink current notions concerning the inclusion of students with disabilities in general PE, and to work toward inclusive practices by recognizing the socially constructed nature of inclusive PE classroom interaction and participation and critically examining the roles and identities constructed by different participants in the inclusive PE classroom community. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Qi, Jing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 202-222). / Abstract also in Chinese. / ABSTRACT --- p.ii / ACKNOLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.viii / LIST OF TABLES --- p.xi / LIST OF FIGURES --- p.xii / Chapter Chapter 1 --- INTRODUTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Research Questions --- p.9 / Chapter 1.3 --- Operational Definitions --- p.10 / Chapter 1.3.1 --- Inclusion --- p.10 / Chapter 1.3.2 --- Physical Education --- p.10 / Chapter 1.3.3 --- General Physical Education --- p.11 / Chapter 1.3.4 --- Inclusive Physical Education --- p.11 / Chapter 1.3.5 --- Students with Disabilities --- p.11 / Chapter 1.3.6 --- Perceptions --- p.11 / Chapter 1.3.7 --- Beliefs --- p.12 / Chapter 1.3.8 --- Practices --- p.12 / Chapter 1.4 --- Limitations --- p.12 / Chapter 1.5 --- Delimitations --- p.13 / Chapter 1.6 --- Significance of the Study --- p.14 / Chapter Chapter 2 --- REVIEW OF THE LITERATURE --- p.15 / Chapter 2.1 --- Inclusion --- p.15 / Chapter 2.1.1 --- Disability Inclusion and Global Development --- p.15 / Chapter 2.1.2 --- Hong Kong Context --- p.18 / Chapter 2.1.2.1 --- Inclusive Education Development. --- p.18 / Chapter 2.1.2.2 --- The Whole-School Approach to Inclusive Education --- p.20 / Chapter 2.1.2.3 --- Physical Education in Hong Kong --- p.22 / Chapter 2.1.3 --- Research on Inclusive Education --- p.23 / Chapter 2.1.4 --- Inclusion in Physical Education --- p.29 / Chapter 2.1.4.1 --- Stakeholders Perspectives --- p.32 / Chapter 2.1.4.2 --- Impacts on Students without Disabilities --- p.38 / Chapter 2.1.4.3 --- Experiences of Students with Disabilities --- p.38 / Chapter 2.1.4.4 --- Effective Inclusion in Physical Education --- p.43 / Chapter 2.1.5 --- Summary --- p.51 / Chapter 2.2 --- Teacher Perceptions of Inclusive Physical Education --- p.52 / Chapter 2.2.1 --- Teacher Attitudes and Views of Inclusion Research: Theoretical Perspectives and Debates --- p.52 / Chapter 2.2.2 --- Teacher Perceptions Construction: A Social Constructivist Perspective --- p.57 / Chapter 2.2.2.1 --- Overview of Learning and Cognition Theories --- p.57 / Chapter 2.2.2.2 --- Overview of Vygotsky’s Sociocultural Theory --- p.61 / Chapter 2.2.2.3 --- Teacher Perceptions of Inclusive Physical Education: A Social Constructivist Perspective --- p.64 / Chapter 2.3 --- Teacher Practices in Inclusive Physical Education --- p.65 / Chapter 2.3.1 --- Teacher Implementations of Inclusion Research: Theoretical Perspectives and Debate --- p.65 / Chapter 2.3.2 --- Learning and Teaching in Inclusive Physical Education: A Situated Learning Perspective --- p.68 / Chapter 2.3.2.1 --- Overview of situated learning theory --- p.68 / Chapter 2.3.2.2 --- Situated Learning Theory in Physical Education --- p.73 / Chapter 2.3.2.3 --- Inclusion Practice in Inclusive Physical Education: A Situated Learning Perspective --- p.76 / Chapter Chapter 3 --- PERCEPTIONS OF PHYSICAL EDUCAITON TEACHERS ON THE INCLUSION OF STUDETNS WITH DISABILITIES --- p.89 / Chapter 3.1 --- Introduction --- p.89 / Chapter 3.2 --- Theoretical Framework --- p.90 / Chapter 3.2.1 --- The Definition of the Perception --- p.90 / Chapter 3.2.2 --- Vygotsky’s Social Constructivism --- p.91 / Chapter 3.2.3 --- Applications of Vygotsky’s Social Constructivism in this Study --- p.93 / Chapter 3.3 --- Methods --- p.94 / Chapter 3.3.1 --- Participants --- p.94 / Chapter 3.3.2 --- Data Collection --- p.96 / Chapter 3.3.3 --- Data Analysis --- p.97 / Chapter 3.3.4 --- Trustworthiness --- p.100 / Chapter 3.4 --- Results --- p.104 / Chapter 3.4.1 --- Favorable, but Encountering Barriers --- p.104 / Chapter 3.4.2 --- Enhancing one’s Professional Knowledge and Collective Experience --- p.110 / Chapter 3.5 --- Discussion --- p.112 / Chapter 3.5.1 --- Communication, Involvement, and Collaboration --- p.112 / Chapter 3.5.2 --- Promoting Teacher’s Self-regulation --- p.115 / Chapter 3.5.3 --- Perceived Relevance --- p.119 / Chapter 3.6 --- Conclusions and Limitations --- p.119 / Chapter Chapter 4 --- USING SITUATED LEARNING THEORY TO FACILITATE THE INCLUSION OF STUDENTS WITH DISABILITIES IN GENERAL PHYSICAL EDUCATION --- p.122 / Chapter 4.1 --- Introduction --- p.122 / Chapter 4.2 --- Theoretical Underpinnings --- p.125 / Chapter 4.2.1 --- Situated Learning: A Constructivist Approach to Inclusive PE --- p.125 / Chapter 4.2.2 --- Beliefs of Teachers --- p.129 / Chapter 4.3 --- Methods --- p.133 / Chapter 4.3.1 --- Research Design --- p.133 / Chapter 4.3.2 --- Settings and Participants --- p.134 / Chapter 4.3.3 --- Data Collection --- p.135 / Chapter 4.3.4 --- Data Analysis --- p.145 / Chapter 4.3.5 --- Trustworthiness --- p.149 / Chapter 4.4 --- RESULTS --- p.150 / Chapter 4.4.1 --- Case 1: Lisa --- p.150 / Chapter 4.4.2 --- Case 2: John --- p.159 / Chapter 4.4.3 --- Case 3: Tom --- p.166 / Chapter 4.4.2 --- Case 4: Peter --- p.171 / Chapter 4.5 --- Discussion --- p.179 / Chapter 4.5.1 --- Teacher Beliefs of Constructivist Teaching Students with Disabilities --- p.179 / Chapter 4.5.2 --- Link to Situated Learning: Teacher Practices of Teaching Students with Disabilities --- p.184 / Chapter 4.5.2.1 --- Mutual Engagement --- p.185 / Chapter 4.5.2.2 --- Imagination --- p.188 / Chapter 4.5.2.3 --- Alignment --- p.189 / Chapter 4.6 --- Conclusions and Limitations --- p.189 / Chapter Chapter 5 --- SUMMARY, CONCLUSIONS AND IMPLICATIONS --- p.192 / Chapter 5.1 --- Summary --- p.192 / Chapter 5.2 --- Conclusions --- p.193 / Chapter 5.3 --- Implications --- p.195 / Chapter 5.3.1 --- Implications for Future Practice --- p.195 / Chapter 5.3.2 --- Directions for Future Research --- p.199 / REFERENCES --- p.202 / Chapter Appendix A --- DESCRIPTIONS OF DISABILITIES --- p.223 / Chapter Appendix B --- INFORMED CONSENT LETTER FOR TEACHERS --- p.224 / Chapter Appendix C --- INTERVIEW GUIDE FOR FORMAL INTERVIEWS WITH TEACHERS ON THEIR PERCEPTIONS OF INCLUSION IN PHYSICAL EDUCATION --- p.225 / Chapter Appendix D --- INFORMED CONSENT LETTER FOR TEACHERS --- p.226 / Chapter Appendix E --- INTERVIEW GIIDE AND SAMPLE QUESTIONS FOR FORMAL INTERVIEWS WITH THE TEACHERS --- p.228 / Chapter Appendix F --- AIPE-T Record Table --- p.229 / Chapter Appendix G --- AIPE-S Record Table --- p.230 / Chapter Appendix H --- SOFIT Record Table --- p.231 / Chapter Appendix I --- INTERVIEW GUIDE FOR INDIVIDUAL INTERVIEWS WITH STUDENTS WITH DISABILITIES --- p.235 / Chapter Appendix J --- INTERVIEW GUIDE FOR GROUP INTERVIEWS WITH STUDENTS WITHOUT DISABILITIES --- p.235

Made available in DSpace on 2016-03-15T19:44:10Z (GMT). No. of bitstreams: 1 Marina de Moura.pdf: 4868910 bytes, checksum: 1a50e87109650a95cf812e0451284582 (MD5) Previous issue date: 2012-09-13 / Fundo Mackenzie de Pesquisa / This study aims to analyze the ideas on education of children in Revista Infancia. This magazine was published between the years 1935 and 1937 by Cruzada Pró-Infância, in São Paulo. During the three years 18 issues of the magazine were published, all these make up the material studied. The founders of Cruzada Pró-Infância were ladies of the Paulista elite led by Pearl Byington and Maria Antonieta de Castro. To perform the analysis of this material was used descriptive analytic method. It was found that the published material is in the area of non-formal education and three categories of analysis were created, namely, Education for Citizenship, Education for Society and Health Education. Health Education was the main topic discussed in magazine, which can be attributed to the fact that the medical hygienist permeated the 1920s and 1930s in Brazil and especially in São Paulo. Among these themes stand out hygiene, childcare and infant feeding. Regarding other categories - Education for Citizenship, Education for Society - the emphasis was the importance of education for the country's future and the roles to be played by individuals in society, reinforcing the thesis of a nationalist discourse. The analysis of the items included in each category revealed that the texts were published in the journal Infancia were a portrait of paulistana society of the time and reflected the concerns present in children's education. / O presente trabalho tem como objetivo analisar as ideias sobre educação de crianças na Revista Infância. Tal revista foi publicada entre os anos de 1935 e 1937 pela Cruzada Pró-Infância, na cidade de São Paulo. Durante os três anos foram publicados 18 números da revista, todos estes compõem o material estudado. As fundadoras da Cruzada Pró-Infância foram senhoras da elite paulistana lideradas por Pérola Byington e Maria Antonieta de Castro. Para realizar a análise de tal material foi utilizado o método descritivo analítico. Verificou-se que o material publicado encontra-se na área da educação não formal e três categorias de análise foram criadas, a saber, Educação para Cidadania, Educação para Sociedade e Educação para Saúde. A Educação para a Saúde foi o principal tema abordado na revista, o que pode ser atribuído ao fato de que o discurso médico higienista permeou as décadas de 1920 e 1930 no Brasil e especialmente na cidade de São Paulo. Dentre esses temas destacam-se hábitos de higiene, puericultura e alimentação infantil. Com relação às outras categorias - Educação para Cidadania, Educação Para Sociedade - a ênfase foi a importância da educação para o futuro do país e os papéis a serem desempenhados pelos indivíduos na sociedade, reforçando a tese de um discurso nacionalista. A análise dos artigos incluídos em cada uma das categorias revelou que os textos publicados na revista Infância eram um retrato da sociedade paulistana da época e refletiam as preocupações presentes na educação das crianças.

Leung, Fung Lin Elean. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 128-157). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Physical education is important to promote physical activity of adolescents with and without disabilities, but many adolescents are not active during physical education classes. Innovative instructional strategies are imperative to change this phenomenon, but it will be challenging to develop effective instructional strategies without thorough understanding of students' physical activity behavior in physical education settings. Two studies were conducted to comprehensively understand physical activity behavior of adolescents with and without disabilities in inclusive physical education classes at middle schools. The first study investigated the utility of the integrative theory to predict students' physical activity intentions and behavior at the intrapersonal level. A total of 577 participants, including 24 adolescents' with disabilities, were recruited from 8 middle schools in Korea. In a prospective design, participants' psychosocial constructs and physical activity data were collected by survey questionnaires and electronic pedometers. A multilevel (design-based) structural equation modeling using maximum likelihood estimation with robust standard error correction found that students' attitudes, subjective norms, and barrier-efficacy significantly predicted students' goal intentions. Students' implementation intentions and task-efficacy were significant predictors of physical activity behavior. In addition, implementation intentions completely mediated the relationship between goal intentions and physical activity behavior. The second study investigated three conceptual models, including process-product model, student mediation model, and ecological model, to predict students' physical activity behavior at the interpersonal and environmental levels. A total of 13 physical educators teaching inclusive physical education and their 503 students, including 22 students with disabilities, were recruited from 8 middle schools in Korea. A series of multilevel (model-based) regressions with maximum likelihood estimation showed that the ecological model was the most effective model in prediction of students' physical activity behavior. Specifically, it was found that teachers' teaching behavior and students' implementation intentions were significant predictors of the students' physical activity behavior when interacted with gender, disability, lesson contents, instructional models, and class locations. In conclusion, findings suggest that intrapersonal, interpersonal, and environmental predictors provide a systematic account in the understanding of students' physical activity behavior in physical education settings. Future studies should consider all three factors simultaneously to effectively develop instructional strategies that promote physical activity of adolescents' with and without disabilities in physical education classes. / Graduation date: 2013

The purpose of this project was to design, create, and implement a pilot for an adapted physical education (APE), DVD-Video teaching aid. This creative project has resulted in a DVD-Video that can be used as an instructional tool and resource for physical educators. It follows the teaching methods and skills from the wheelchair basketball chapter in Davis (2002), featuring strategies and ideas that can aid in the successful teaching of physical education (basketball) to individuals of all abilities.The use of interactive DVD-Video in a learning environment is seen as an innovative and exciting delivery method for instructional purposes. It is proposed that the majority of learners would enjoy using, and acquire a very significant learning experience from using, interactive DVD-Video instruction. Therefore, it is anticipated that physical educators would get a meaningful APE training experience from an interactive instructional DVD-Video such as the one piloted for this creative project. / School of Physical Education, Sport, and Exercise Science

En kvalitativ undersökning om sena inskrivningar i särskolan.Syftet med denna studie är att undersöka elevers upplevelse av att få diagnosen lindrig utvecklingsstörning och att bli inskriven i särskolan i senare delen av grund-skolan.För att få svar på min fråga använde jag en kvalitativ metod och intervjuade elever-na för att kunna ta del av deras upplevelser. Resultatet av intervjuerna har visat att elever som blir sent inskrivna i särskolan inte mår särskilt bra. De har svårt att acceptera sin situation och känner att de är särskilda. De vill inte tillhöra särskolan och känner ingen tillhörighet med övriga elever, stor vikt läggs vid att vara normal. Eleverna har också svårt att förlika sig med sin diagnos lindrig utvecklingsstörning. Det som alla intervjuade trots allt anser vara bra med att de placerats i särskolan är det stöd och den hjälp de får i sitt skolarbete av lärare och övrig personal. / Although the increased number of upper secondary school students that has beenenrolled in education for pupils with intellectual disabilities has been on the publicagenda for decades, research that focus on how this affect the children are stillscarce.Taking a student perspective, the overall aim of this study is to contribute to newinsight concerning how students experience to get a “mild intellectual disability”diagnosis that leads to a change of school systems, being transferred from regularpublic schools to education for pupils with intellectual disabilities.The report draws on qualitative empirical data, which is collected through six semistructuredinterviews. The study shows that although experiencing problems tofulfil the goals in the theoretical subjects at elementary and middle schools, havinga diagnosis and being sorted out from the group of normal people was still veryshocking. Accordingly, all of the students put a lot of effort to being perceived asnormal. However, as a result of enrolment to education for pupils with intellectualdisabilities is the pressure had declined and all students witnessed about the goodsupport they got at school. Finally, a positive finding from the study was that thestudents saw the future with confidence and expected to have just as good jobopportunities as everyone else.

Institutions of higher educations (IHE), particularly universities, have a significant role to play in the global transformation to socio-ecological sustainability. This study focuses on the strategic planning efforts of one university, the University of Canterbury in Christchurch, New Zealand where The Natural Step Framework (TNSF) is being used to develop a pan-University Sustainability Plan. Drawing upon the triple helix model of university-government-industry interactions for knowledge creation, and integrating principles of education for sustainable development into strategic organizational learning and change processes within higher education, this study suggests that advocates for sustainability within IHE can use the TNSF to assess institutional barriers and communicate specific opportunities in order to institutionalize strategic sustainable development and promote socio-ecological innovation. / <p>100 Eheart Street SE Blacksburg, VA 24060</p>