The thesis deals with discourse analysis of a texts published in the magazine "Úchylná mládež". I focus above all on ways, in which bodily "ab/normality" was represented and produced within the Czech eugenic discourse in the first half of the 20th century. The goal of this work is to find out how eugenics influenced the period understanding of ab/normality and how it contributed to perception of ideas of productivity of disabled body. In the work I develop the thesis, that eugenic largely contributed to the incorporation of the disabled body into the productive "collective body" of the national community by supervising and controlling acts, when the "individual body" became a part of "social" and "political" body in the public discourse. Using the conceptual framework of "biopower", I aim at ways in which healthy body was constructed by means of definition of "risky groups". In the work, discursive practices are analysed that made possible to discuss bodily and mental abnormality and to define it in connection with eugenic doctrine and how productivity of disabled body was referred to. In the work, speech agents are analysed that define categories or imaginings about ab/normality.

The purpose of this study was to examine potential predictors of PTG across time in Veterans with acquired physical disabilities. Specifically, this study aimed to understand how various demographic and injury characteristics, coping styles, appraisals of injury, and social support might predict trajectories of PTG from discharge from inpatient rehabilitation through 12 months after baseline. Initial curvature analyses suggested that a cubic polynomial trend best fit the movement of PTG over time, generally conforming to an initial increase, decrease, and then plateau or slight increase. Four HLMs were run to examine whether demographic and injury characteristics, coping styles, appraisals of injury, and social support predicted the height of this cubic architecture of PTG across baseline, 1, 3, 6, and 12-month follow ups, and a final HLM examined whether any statistically significant fixed effects in the first four HLMs interacted with time in the prediction of participants’ PTG trajectories. Estimated premorbid IQ was negatively associated, while age was positively associated with the height of PTG over time. Reframing and religious coping were positively associated with PTG over time, as were challenge appraisals. Three types of social support did not independently predict PTG trajectories, although bivariate correlations suggested the presence of isolated relationships between different types of social support and PTG at certain time points. None of the significant predictors interacted with time in predicting participants’ PTG trajectories.

In the school district under study, students with learning disabilities were underperforming when compared to students without disabilities. Research has indicated that improved self-efficacy can promote improved student outcomes and that self- efficacy can be taught. Despite this known association, the school district under study has not provided students with such support. The current study addressed ways in which that gap may be attenuated. Guided by the framework of Bandura's theory of self-efficacy and social cognitive theory, the purpose of this study was to explore (a) whether students' perceptions of self-efficacy differed depending on whether or not they had diagnosed learning disabilities and (b) whether learning disability status and gender were predictors of self-efficacy. Bandura's Children's Perceived Self-Efficacy scale was used to examine students' (N = 394) levels of self-efficacy in this causal-comparative study. Data were analyzed using both descriptive and inferential statistics (scale reliability analysis, multivariate analysis of variance, and multiple regression). Results indicated that students with learning disabilities had lower levels of perceived self-efficacy, whether measured using the 7 subscales or the 3 overall scales, and that these differences were independent of gender. These results indicate a need for administrators and teachers to implement strategies to improve levels of self-efficacy for students with learning disabilities. Ultimately, improving students' levels of self-efficacy could contribute to improved academic outcomes, thus promoting social change.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T18:38:28Z No. of bitstreams: 1 RUSTICHELLI_Deise_2015.pdf: 7464089 bytes, checksum: 5b5224fc68577850e7370bbc6f71406d (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T18:38:38Z (GMT) No. of bitstreams: 1 RUSTICHELLI_Deise_2015.pdf: 7464089 bytes, checksum: 5b5224fc68577850e7370bbc6f71406d (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T18:38:45Z (GMT) No. of bitstreams: 1 RUSTICHELLI_Deise_2015.pdf: 7464089 bytes, checksum: 5b5224fc68577850e7370bbc6f71406d (MD5) / Made available in DSpace on 2017-01-18T18:39:13Z (GMT). No. of bitstreams: 1 RUSTICHELLI_Deise_2015.pdf: 7464089 bytes, checksum: 5b5224fc68577850e7370bbc6f71406d (MD5) Previous issue date: 2015-04-11 / Outra / The present paper searches into the performance of teaching supervisors in the special education from special classes to resource rooms. Discusses the supervisory action by analyzing the gathered information collected in data forms visit by the teaching supervisors in special classes and in resources rooms of two schools which ones count on those services of educational specialized support (SAPE-s) in network state schools inner São Paulo, at the lapse of time when the change from the special classes to the resource rooms happened (2000-2013) and searches to know, through semi-structured interviews with specialized teachers and teaching supervisors, how do they position themselves in relation to the inclusion of students classified as Intellectually Disabilited ( DI), to the ways of forwarding students to specialized treatment and teaching supervisor's performance in special education. Through a literature search, based on the Historical-Critical Pedagogy, we conducted a historical of the teaching supervision, placing its performance in the history of special education, since the appearence of special classes up to the inclusion movement from the Salamanca Statement and problematize a reality permeated by contradictions in that inclusive education is understood as a justification to classify a large number of students as intellectually disabilited (ID). The analysis of the data forms visit, interviews, legal documents and standards that rule the network state special education system allowed us to understand that discrimination and labeling of students who present learning difficulties are factors that embarasses the student classified as DI to enjoy the right to education, to which everyone, without exception, should enjoy. / O presente trabalho investiga a atuação dos supervisores de ensino na educação especial das classes especiais às salas de recursos. Discute a ação supervisora mediante a análise dos registros nos termos de visita dos supervisores de ensino em classes especiais e salas de recursos de duas escolas que contam com esses serviços de apoio educacional especializado-(SAPEs) na rede estadual de ensino no interior de São Paulo, no período de transição e mudança das classes especiais às salas de recurso (2000-2013) e procura conhecer mediante entrevistas semi-estruturadas com professores especializados e supervisores de ensino, como posicionam-se em relação à inclusão dos alunos classificados como Deficientes Intelectuais (DI), às formas de encaminhamento dos alunos ao atendimento especializado e a atuação do supervisor de ensino na educação especial. Por meio de uma pesquisa bibliográfica, fundamentada na Pedagogia Histórico-Crítica, realizamos um histórico da supervisão de ensino, situando a sua atuação na história da educação especial, desde o surgimento das classes especiais até o movimento de inclusão a partir da Declaração de Salamanca e problematizamos uma realidade permeada por contradições, em que a educação inclusiva é entendida como justificativa para classificar um elevado número de alunos como deficientes intelectuais (DI). A análise dos termos de visitas, das entrevistas, das normas legais e documentos que regulamentam a educação especial na rede estadual permitiram compreender que a discriminação e a rotulação a alunos que apresentam dificuldades de aprendizagem são fatores que dificultam que o aluno classificado como DI usufrua do direito à educação, a que todos, sem exceção, deveriam usufruir

This study presents an overview of the medical expenditure allowed to taxpayers in the South African Income Tax Act, 58 of 1962 (hereafter the “Income Tax Act”). The study traces the changes made to the allowed expenditure over time. Changes made to the Income Tax Act, illustrating the effect of qualifying medical expenses on the income of persons with disabilities in terms of the Income Tax Act, are described. Certain provisions of the Income Tax Act, as well as other legislation dealing with persons with disabilities, were analysed. Furthermore, the research shows the effect of moderate to severe limitations on a person’s ability to claim qualifying medical expenses. In particular, the change over from the medical tax deduction system (section 18 of the Income Tax Act) to the medical tax rebate system (sections 6A and 6B of the Income Tax Act) to redress the inequality between high income and low income earners, was analysed. Case studies were used to illustrate that the medical tax deduction system (section 18 of the Income Tax Act) favoured high income earners over low income earners. Finally, the change over from the medical tax deductions (section 18 of the Income Tax Act) system to the current system of medical tax rebates (sections 6A and 6B of the Income Tax Act) was analysed. Except for a very small group of taxpayers, the medical tax rebate system (sections 6A and 6B of the Income Tax Act) was found to be financially more favourable to all taxpayers. / Taxation / M. Compt. (Taxation)