This thesis is an attempt to de-construct the linear way in which I describe my work. I am attempting to deal with my family’s background in the theater and identity as a Texan. In addition I am attempting to address my interest in phenomenological concerns. This document was created in Microsoft Word 2000. The video portions of the video were edited on Imovie HD and Final Cut Pro, while the audio text was recorded from TextEdit’s text to speech program.

This thesis focuses on forms of cooperation between family and school at the beginning of school attendance. The theoretical part defines family and school as educational institutions and traces the development of cooperation between these institutions. It shows current trends in cooperation between family and school using the elements of a strategy of innovative educational program Step by Step and project Parents welcome. It refers to the elements that affect mutual relations. At the beginning of the empirical part is first described the methodology of qualitative research. The main techniques used were observation, questioning and interviews with teaching staff and the parents of pupils at two schools - at the average primary school and at the school using the program Start together, which received a certificate Parents welcome. Partner reality was analyzed on the basis of a document Competent teacher of the 21st century: An international professional quality framework ISSA. The research identified the actual situation in each school, its benefits and weaknesses. Keywords family, school, pupil, teacher, communications, family and school collaboration, experience, elementary school, innovative programs, a school providing the program Step by Step and Parents welcome

<p>The purpose of this essay is to examine wage-earners' investment funds from the ideological point of view. Were they in any way an integrated part of social democratical democratic socialism and reformism? I emphasize Olof Palme´s ideological idea of democratic socialism and reformism, and how he handled the issue. How did the question of these funds correspondent with the basic ideological points of view, and what was the standpoint of Palme in this issue.</p><p>My method is built upon a deep study and analyses of SAP board of party and the standing committees protocol in the light of Olof Palme´s and SAP's ideology. I even use information from literature, inquiries and dissertations. I will mainly focus on Palme´s standpoint during this time.</p><p>There are the tree question areas and answers in this essay. There is an obvious tension between the two poles of labour movement, the state socialism represented by the social democratic party with a social outlook from above and the movement socialism, represented by the trade union movement with view from below. How did the wage-earners' investment funds stand to this traditional tension? How did Olof Palme remain to it? The answers to these questions are, that Olof Palme was very aware of this tension and he warned the trade union to be too radical. The proposal had a more reformistic formation when it was transmitted from the movement socialistic pole to the state socialistic pole.</p><p>How did the wage-earners' investment funds fit in democratic socialism? The proposal of the wage-earners' investment funds meant that the function socialistic line, which traditionally was brought by the social democracy, now was changed to the line of ownership. Was it Palmes intention to implement a socialistic society with the help of the wage-earners' investment funds, to be more an a large public sector? The final proposition was a compromise and had lost its radical characteristics. It was never Olof Palme’s intention to implement a socialistic society with the help of the wage-earners' investment funds.</p><p>How did the wage-earners' investment funds fit in the reformistic point of view? Were they system changing or system preserving, or both? The answer to this in this essay is, that the origin proposal was radical and system changing. The final proposal was both system preserving and system changing.</p>

La ricerca presentata si inserisce nell'ambito dell'orientamento universitario quale studio di nuove metodologie in tema di orientamento richieste dalla riforma universitaria (a partire dalla Legge delega 127 del 1997). Con il nuovo sistema universitario, l'orientamento acquista un rilievo di primo piano, infatti, il D.M. 509/99, in attuazione alla delega (Legge 127/97), include l'orientamento tra le attività formative che devono essere obbligatoriamente previste nei regolamenti didattici d'ateneo. Il suddetto scenario ha motivato la presente ricerca tale da prevedere all'interno dell'Università Cattolica del Sacro Cuore di Milano un intervento di accoglienza orientativa anticipata ed integrata che si inserisce nelle attività insite nei Progetti ponte con l'obiettivo di sostenere le nuove matricole alla presa di decisione orientativa, per accogliere adeguatamente gli studenti in università e favorirne l'inserimento nel nuovo contesto di studi. Si tratta, pertanto, di una ricerca applicata con la finalità di valutare il servizio di accoglienza erogato. Questa riflessione su nuove metodologie di azione orientativa ha delineato nuove collaborazioni del CROSS (Centro di Ricerche sull'Orientamento Scolastico-professionale e sullo Sviluppo delle organizzazioni dell'Università Cattolica del Sacro Cuore di Milano) sia con i servizi alla persona interni all'università sia con enti esterni al fine di garantire servizi orientativi adeguati ai bisogni della persona. / The introduced search becomes part in the University Guideline which study of new methodologies in topic of guideline demanded from the University Reform (the Law delegation 127 of 1997). With the new university system, the guideline acquires an important relief, as a matter of fact, the D.M. 509/99, in performance to the law 127/97, includes the guideline between the formative activities that must obligatorily be previewed in the didactic regulations of athenaeum. The aforesaid scene has motivated the present such search to inside preview of the Università Cattolica del Sacro Cuore di Milano as an participation of orientativa acceptance anticipated and integrated that becomes part in the activities inborn in the Progetti ponte to support the new matriculations to the taken one of orientativa decision, in order to receive adequately the students in university and to favor of the insertion in the new context of studies. This is, therefore, a search applied with the purpose to estimate the distributed service of acceptance. This reflection on new methodologies of orientativa action has delineated new collaborations of the CROSS (Centro di Ricerche sull'Orientamento Scolastico-professionale e sullo Sviluppo delle organizzazioni dell'Università Cattolica del Sacro Cuore di Milano) with the inner services to the person to this university and with external agencies to the aim to guarantee services oriented adapts to the needs of the person.

Syftet med denna studie är att analysera ett begränsat antal bilderböcker från två tidsepoker och undersöka hur det icke-verbala gestaltas i dessa bilderböcker och om det gestaltas olika i de två tidsepokerna.  Jag kommer att fokusera mer ingående på konflikter mellan barn, konflikter mellan pedagoger och barn och pedagogers attityder i konflikter och deras sätt att hantera dem. Metoden jag använder mig av i denna studie är en kvalitativ litteraturanalys där jag utgår från Nikolajevas (2000) bok om bilderboksanalys. Tillsammans med relevant litteratur och Howard Garders teori om de sju intelligenserna med fokus på det kroppsliga har jag kommit fram till resultatet att alla böcker oavsett tidsepok via kroppsspråket i böckerna förmedlar att förskolan är något roligt och intressant. Största skillnaden mellan böckerna från de olika tidsepokerna var att i de äldre böckerna visades endast att man inte fick säga emot de vuxna med en tydlig didaktisk underton. I böckerna från 2000-talet gestaltades kroppsspråket så att man förstod det som att barnen hade mer inflytande och behövde inte alltid godta vad de vuxna sa, utan kunde ha mer egen vilja. / The purpose of this study is to analyze a limited number of picture books from two eras and examine how non-verbal portrayed in the picture, and if it is portrayed differently in the two epochs. I will focus in more detail on the conflicts between children, conflicts between educators and children and teachers' attitudes in the conflict and their way of dealing with them. The method I use in this study is a qualitative literature analysis which I assume Nicholas Eve (2000) book on picture analysis. Together with the relevant literature and Howard Gardners theory of the seven intelligences with a focus on the bodily, I have come to the result that all books regardless of era through body language in the books convey to preschool is something fun and interesting. The biggest difference between the books from the different time epochs was that in the older books appeared only that you could not argue with adults with a clear didactic undertone. In the books from the 2000's figure was the body language illustrated in such a way that the reader understands that the children are allowed to have more influence and not necessarily need to accept the opinions and wishes of the adults, since they are entitled to their own opinion and to have their own free will.

This paper seeks to explore the dialogue between postmodern thought and Christian theology. The dialogue will be grounded in four postmodern novels: Toni Morrison's Beloved, Ian McEwan's Atonement, Jill Paton Walsh's Knowledge of Angels, and Jeanette Winterson's Oranges Are Not the Only Fruit. In many Church circles, it has often been said that postmodernism, as it manifests itself in popular culture, is a threat to the Christian faith. However, I will be arguing that the opposite is the case, and that postmodernism has allowed for new ways of thinking about the self that has great resonance with certain theological conceptions of the self. It will be argued that the postmodern subject is one that seeks to make sense of 'the other' without risking the exploitation of the other, and that this lies very close to the theological concept of relationship, based on the idea of covenant. The self as responsible to an other and as a participant in community will be explored, from both the postmodern and theological perspectives. Before exploring issues of the self, this thesis will contextualize the dialogue by exploring postmodern conceptions of space and time. It will examine how ideas around space and time have been imagined throughout human history, thereby contextualizing the emergence of postmodern thinking. It will then show how this emergence of a postmodern space and time in fact creates new possibilities for the Christian faith to reexpress itself in ways that are more relevant to the 21st century. The concluding chapter of this thesis brings to light the longing within our postmodern reality for a place we can call home, a place where we can belong, and find healing. Such a place, such a homecoming, is offered to us in the spaces opened up to us by the dialogue between the Christian faith and postmodernity, and is found within a community of people who are learning that, as, postmodern philosopher Emmanuel Levinas states, "there is something more important than my life, and that is the life of the other" (in Beavers, 1996,16). / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

2012年7月2日「2012社會企業國際論壇」在台灣台北圓滿落幕，會中邀請美國、新加坡和台灣各地產官學的社會企業先進，相互分享、交流，讓金融海嘯和歐債風波衝擊下的低迷經濟，因創新的組織帶起活潑的生氣，全球試圖透過第四部門的變革，以社會企業作為解決社會問題與刺激經濟的手段。 美歐各國的社會企業發展途徑有些許差異，然不脫離各部門之間的資源整合應用，以組織創新的途徑尋求社會公益與經濟效率的雙重實踐。又台灣的社會企業以非營利組織創業為主體，欲從社會經濟的面向，欲彌補第一部門所缺乏的市場機制運作、第二部門可再精進的社會企業責任與第三部門少有的專業經營觀點。其中，社會企業因其提供的服務特殊性與雙重價值，讓組織擁有多元且複雜的利害關係人、社會關係網絡，以及豐富的市場與非市場資源，相較其他部門而言，社會企業擁有社會資本的應用優勢。而台灣的社會企業類型中，又以工作整合型社會企業的案例最多，並可作為政府重要的政策工具，達到社會面的濟弱與經濟面的降低失業率功能。然而，社會資本並非百利而無一害，若過度投資社會資本，也會讓組織產生負面影響。工作整合型社會企業如何妥善應用社會資本以及利用其達到組織目標，在目前的學術研究中，仍屬於一個值得開發與探索的領域。 本研究回顧社會企業與社會資本的美、歐文獻，作為主題探討的背景瞭解，接著，介紹台灣發展最盛行的工作整合型社會企業，以及其與社會資本的相關應用，並以「喜憨兒基金會」作為個案訪談對象，藉由台灣工作整合型社會企業的領頭羊，如何與多元利害關係人互動，建立其社會資本的應用模式，並探討組織歷經「六六事件」後如何作出回應，進一步在變遷的環境中創造新典範轉移，實踐基金會的雙重價值與永續經營發展。 本研究發現，喜憨兒基金會以主要經營社會資本、掌握社會資本特性、創造社會資本對應組織的價值來達到組織的雙重目標。其中，基金會以建利多元利害關係人途徑、發展核心能力以及引進管理體系來經營社會資本，從信任基礎作為社會資本應用的開端，發現社會資本具市場區隔特性，並擁有應用與創造同步的特性。 因此，工作整合型社會企業在達到雙重價值的過程中，係以如何妥善應用社會資本為經營重心，亦即，從利害關係人中獲取資源，移轉成有形的財務資本與無形的資本，並透過不斷尋求創新途徑，平衡在社會使命與市場導向，以建立永續發展。

Title: Optimization Problems under (max, min)-Linear Constraints and Some Related Topics. Author: Mahmoud Gad Department/Institue: Department of Probability and Mathematical Statis- tics Supervisor of the doctoral thesis: 1. Prof. RNDr. Karel Zimmermann,DrSc 2. Prof. Dr. Assem Tharwat, Cairo University, Egypt Abstract: Problems on algebraic structures, in which pairs of operations such as (max, +) or (max, min) replace addition and multiplication of the classical linear algebra have appeared in the literature approximately since the sixties of the last century. The first publications on these algebraic structures ap- peared by Shimbel [37] who applied these ideas to communication networks, Cunninghame-Green [12, 13], Vorobjov [40] and Gidffer [18] applied these alge- braic structures to problems of machine-time scheduling. A systematic theory of such algebraic structures was published probable for the first time in [14]. In recently appeared book [4] the readers can find latest results concerning theory and algorithms for (max, +)-linear systems of equations and inequalities. Since operation max replacing addition in no more a group, but a semigroup oppera- tion, it is a substantial difference between solving systems with variables on one side and systems with variables occuring on both sides of the equations....

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No. of bitstreams: 1 rodrigues_m_dr_arafcl.pdf: 4805489 bytes, checksum: 9f25786428564ccec031df4675c13e19 (MD5) Previous issue date: 2018-07-26 / A importância de refletir sobre a prática docente universitária junto aos Estudantes Público Alvo da Educação Especial (EPAEE) e Estudantes com Transtorno do Espectro Autista (TEA) caminha paralelamente com a urgência de formar professores para atender essa demanda na Educação Básica, pois a presença desses na Educação Superior já é uma realidade, embora o atendimento educacional às suas necessidades específicas ainda seja limitado, dadas as questões da acessibilidade pedagógica e atitudinal e às dificuldades dos docentes para produzir os conhecimentos importantes às mudanças que se fazem necessárias, segundo a premissa sobre a qual funda-se a presente investigação. Diante da realidade da inclusão desses estudantes é possível pensar que não basta trazer modelos prontos para professores, mas sim, que é preciso encorajá-los a refletir sobre como pensam, como agem e como ensinam no contexto da inclusão. Assim sendo, nessa pesquisa parte-se das seguintes indagações: ao desenvolver suas aulas, os docentes das áreas pedagógicas que atuam nos cursos de Licenciatura da UNIR alicerçam sua prática pedagógica por meio de ações que remetem à acessibilidade atitudinal e pedagógica? O conteúdo abordado sobre a aprendizagem e o ensino de pessoas com deficiência está em consonância com as ações didático-pedagógicas diante do acadêmico com deficiência? Para responder a essas questões estabeleceram-se, como objetivos desta pesquisa, identificar os aspectos da acessibilidade pedagógica e atitudinal nas ações de ensino destinadas à formação de professores para atuar junto aos EPAEE nos cursos de licenciaturas sob duas perspectivas: da organização curricular a partir do estudo dos Projetos Pedagógicos dos Cursos de Licenciaturas (PPCs), bem como pela análise dos conhecimentos, experiências por meio de reflexões sobre a prática dos docentes que atuam com as disciplinas pedagógicas nos cursos. A pesquisa, de cunho qualitativo, foi realizada a partir de análise documental, teve como objeto de estudo os PPCs, bem como, por meio da pesquisa do tipo grupo focal como um caminho metodológico que coloca os participantes em contato com conceitos, sentimentos, atitudes, crenças, experiências e reações frente a determinada situação vivenciada ou experimentada pelos sete participantes, ou seja, seis professores das áreas pedagógicas e um professor de Libras que atuam nos referidos cursos. A premissa que embasa essa pesquisa é que a reflexão sobre as práticas e experiências pedagógicas executadas ao longo da vida profissional junto aos EPAEE provoca nos professores um repensar sobre seus conceitos e ações didáticas diante da inclusão nas licenciaturas e, auxilia no processo de identificação e revisão sobre acessibilidade pedagógica e atitudinal, nas perspectivas da organização curricular e da prática docente junto aos cursos. Os resultados apresentados mostram que a realidade dos cursos de licenciaturas estudados, nos aspectos do currículo, revelam ausência de disciplinas, conteúdos, práticas pedagógicas e atividades de estágios que contribuam para a formação de professores para o atendimento do EPAEE e as reflexões dos docentes sobre as práticas junto aos mesmos se mostraram necessárias, pois foi possível identificar problemas conceituais e metodológicos que dificultam o desenvolvimento de ações que remetem à acessibilidade pedagógica e atitudinal e que foram ao longo das sessões sendo trabalhadas revelando no grupo novas possibilidades de ser um professor aberto às mudanças necessárias à inclusão. / The importance of reflecting on the academic teaching practice with students that are Target Public of Special Education (EPAEE, in Portuguese) goes along with the urgent need of teacher formation in order to attend this need in Elementary Education. The presence of these students in Higher Education Courses is a reality today though educational support for their specific needs is still limited taking into consideration questions of pedagogical and behavioral accessibility and the challenges teachers face in order to produce important knowledge facing the necessary changes, according to the premises on what this research is based. In the face of the inclusion reality of the above mentioned students, it is possible to think that providing finished models to teachers is not enough. It is necessary to encourage them to reflect on how they think, act and teach in the context of inclusion. Therefore, this study is based on the following questions: when conducting their classes, do teachers of pedagogical areas who work in undergraduate courses for the formation of teachers (known as “Licenciaturas”, in Brazil), at UNIR, base the pedagogical practices on actions that are related to behavioral and pedagogical accessibility? Is the approached content on learning and teaching of disabled people in consonance with didactic-pedagogical actions towards the disabled student? In order to answer these questions, we established, as objectives of this research, to identify the aspects of behavioral and pedagogical accessibility in the actions of teaching destined to the formation of teachers to work with EPAEE in the “Licenciatura” courses under two perspectives: the curricular organization by the study of Pedagogical Projects of the “Licenciatura” Courses (PPCs, in Portuguese), as well as by the analysis of knowledge, experiences through the reflections on the practices of the teachers that work with pedagogical subjects in the courses. The research, of qualitative aspect, was conducted from desk research and had as its study object the PPCs, as well as through the research of the focus group type as a methodological way that puts the participants in contact with concepts, feelings, attitudes, beliefs, experiences and reactions in the face of a determined experienced situation by seven participants, that is, six teachers of pedagogical areas and one teacher of Libras (Brazilian Sign Language) that teach in the referred courses. The premise on which this research is based is that the reflection on the pedagogical practices and experiences conducted along the professional life with the EPAEE leads teachers to rethink their concepts and didactic actions of inclusion in the “Licenciatura” courses and helps in the process of identification and revision of pedagogical and behavioral accessibility, in the perspectives of curricular organization and teacher practice in the courses. The results presented show that the reality of the “Licenciatura” Courses studied, in the curricular aspects, reveal lack of subjects, contents, pedagogical practices and internship activities that contribute to the formation of teachers for the attendance of the EPAEE. The reflections of teachers on their practices proved to be necessary, since it was possible to identify conceptual and methodological problems that inhibit the development of actions that are related to pedagogical and behavioral accessibility and that were, along the sessions, revealing in the group new possibilities of how to be a teacher that is open to the changes that are necessary to inclusion. / La importancia de reflexionar sobre la práctica docente universitaria con los Estudiantes Público Objetivo de la Educación Especial (EPAEE, en portugués) camina paralelamente con la urgencia de formar profesores para atender esa demanda en la Educación Básica, pues la presencia de esos estudiantes en la Educación Superior ya es una realidad, aunque la asistencia educacional a sus necesidades específicas aún es limitada, dadas la cuestiones de accesibilidad pedagógica y actitudinal y la dificultades de los docentes para producir los conocimientos importantes a los cambios que se hacen necesarios, de acuerdo con la premisa sobre la cual se basa la presente investigación. Delante de la realidad de la inclusión de los estudiantes mencionados, es posible pensar que no basta traer modelos listos para los profesores, pero sí, que es necesario animarlos a reflexionar sobre cómo piensan, cómo actúan y cómo enseñan en el contexto de la inclusión. De esta manera, esta investigación se basa en las siguientes indagaciones: Al desarrollar sus clases, ¿los docentes de las áreas pedagógicas que actúan en los cursos de Graduación para la Formación de Profesores (conocidos como “Licenciaturas”, en Brasil) de la UNIR fundamentan su práctica pedagógica por medio de acciones que remeten a la accesibilidad actitudinal y pedagógica? ¿El contenido abordado sobre el aprendizaje y la enseñanza de personas con deficiencia está en consonancia con las acciones didáctico-pedagógicas frente al académico con deficiencia? Para responder a esas cuestiones, se estableció como objetivo de esta investigación identificar los aspectos de la accesibilidad pedagógica y actitudinal en las acciones de enseñanza destinadas a la formación de profesores para actuar con los EPAEE en los cursos de “Licenciaturas” bajo dos perspectivas: de la organización curricular a partir del estudio de los Proyectos Pedagógicos de los Cursos de “Licenciaturas” (PPCs), como también por el análisis de los conocimientos, experiencias por medio de reflexiones sobre la práctica de los docentes que actúan con las materias pedagógicas en los cursos. La investigación, de carácter cualitativo, se realizó a partir de investigación documental, y tuvo como objeto de estudio los PPCs, como también de la investigación de tipo grupo focal como un camino metodológico que pone a los participantes en contacto con conceptos, sentimientos, actitudes, creencia, experiencias y reacciones frente a determinada situación vivenciada o experimentada por siete participantes, o sea, seis profesores de las áreas pedagógicas y un profesor de Libras (Lengua Brasileña de Señales) que actúan en los referidos cursos. La premisa que fundamenta esa investigación es que la reflexión sobre las prácticas y experiencias pedagógicas ejecutadas a lo largo de la vida profesional con los EPAEE provoca en los profesores un repensar sobre sus conceptos y acciones didácticas delante de la inclusión en las “licenciaturas” y ayuda en el proceso de identificación y revisión sobre accesibilidad pedagógica y actitudinal, en las perspectivas de la organización curricular y de la práctica docente en los cursos. Los resultados presentados muestran que la realidad de los cursos de “licenciaturas” estudiados, en los aspectos del currículo, revelan ausencia de materias, contenidos, prácticas pedagógicas y actividades de prácticas profesionales que contribuyen para la formación de profesores para la asistencia del EPAEE y las reflexiones de los docentes sobre las prácticas con los mismos se mostraron necesarias, pues fue posible identificar problemas conceptuales y metodológicos que dificultan el desarrollo de acciones que remeten a la accesibilidad pedagógica y actitudinal y que fueron, a lo largo de las secciones trabajadas, revelando en el grupo nuevas posibilidades de ser un profesor abierto a los cambios necesarios a la inclusión.

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)