Thesis (doctoral)--Göteborgs universitet, 2005.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 100-110).

Thesis (M.Ed.) -- Memorial University of Newfoundland. / Typescript. Bibliography: leaves 140-159. Also available online.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 59-68).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 100-110). Also available in print.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Made available in DSpace on 2014-12-17T14:46:52Z (GMT). No. of bitstreams: 1 SamaraSDR_DISSERT.pdf: 925766 bytes, checksum: a9ffc5c5017410b8086f3ce0b78b8e73 (MD5) Previous issue date: 2012-12-01 / The objective of analyze the shift of the working process of the ESF team in care of children with disabilities, from awareness-raising actions. It is a qualitative study, with the action-research method. Thirteen health professionals were involved from two teams of ESF unit area of the Unidade de Sa?de da Fam?lia Dr. Chico Porto (UBSFCP) in Mossor?, from March to August 2011. Data were analyzed following the direction of freirean s thematic analysis. In the situational diagnosis of the current reality of CwD assistance in that UBSFCP, through participant observation and application of semi-structured interviews with professionals, we realize that despite these actions carry some assistance to the CwD, in practice few are used for inclusion and accessibility. The monitoring of the CwD is done through individual consultations by each team professional, home visits when possible, both ruled on the complaints and problems, with little solving in the used actions. Since the need for a change in the treatment model and training requirements as pointed out by professionals in the interview, then we decided to build the proposed of training suggested by the multidisciplinary team and put together collectively the achievement of this moment in all its phases. In the step of implementation (action), aspects related to the current situation in Brazil and Mossor? (Laws, policies and health care) for the CwD and CwD Assistance and their family in the ESF in the first two moments of the first training (action) were contemplate. On the second day we discussed the specialized care to CwD, contribution of the Handicapped Parents and Friends Association of Mossor? and in a second moment a workshop was held in which awareness for inclusion of CwD and actions of ESF were discussed. All these moments were discussed and collectively constructed. In the evaluation, we found that implementation (action) allowed to the professional the comprehension of new understandings about people with disabilities, on ways to include, guiding, caring, watching, and mainly to have a new vision on health assistance of the CwD, expanding assistance beyond clinical aspects and recognizing the educational aspects of the rights and duties of citizens and the inclusion of these children in the social spaces area. As difficulties, we face the need for some professionals to be absent to attend another job, solve personal problems, and little or no participation. Thus, during this action-research, the subjects were able to realize the importance of carrying out their practice to the quality of life for him and to the one they care / Objetivou-se analisar a mudan?a do processo de trabalho da equipe da ESF na aten??o ? crian?a com defici?ncia, a partir de a??es de sensibiliza??o. Trata-se de um estudo qualitativo, tendo como m?todo a pesquisa-a??o. Foram envolvidos treze profissionais de sa?de das duas equipes da ESF da ?rea de abrang?ncia da Unidade de Sa?de da Fam?lia Dr. Chico Porto (UBSFCP), no munic?pio de Mossor?/RN, no per?odo de Mar?o a Agosto de 2011. Os dados foram analisados seguindo o direcionamento da an?lise tem?tica freireana. No diagn?stico situacional da realidade atual de assist?ncia as CcD na referida UBSFCP, atrav?s da observa??o participante e aplica??o de entrevista semi-estruturada junto aos profissionais, percebemos que apesar de realizarem algumas a??es assistenciais para a CcD, na pr?tica poucas delas s?o empregadas no sentido da inclus?o e acessibilidade. O acompanhamento da CcD ? feito atrav?s de consultas individuais por cada profissional da equipe, e visitas domiciliares quando poss?vel ambas pautadas nas queixas e problemas, com pouca resolubilidade nas a??es empregadas. Visto a necessidade de mudan?a no modelo de atendimento e tamb?m de capacita??o como foi apontado pelos profissionais na entrevista realizada, decidimos em seguida construir a proposta de capacita??o sugerida pela equipe multiprofissional e elaboramos coletivamente a realiza??o deste momento em todas as suas fases. Na etapa de implementa??o da capacita (a??o), contemplamos aspectos referentes ? situa??o atual no Brasil e em Mossor?/RN (Leis, pol?ticas e assist?ncia a sa?de) para as CcD e Assist?ncia ? CcD e a sua fam?lia na ESF nos dois primeiros momentos do primeiro de capacita (a??o). No segundo dia, discutimos a assist?ncia especializada ? CcD, contribui??o da Associa??o Pais e Amigos dos Excepcionais de Mossor? e, em um segundo momento, foi realizada uma oficina que discutia a sensibiliza??o para inclus?o da CcD nas a??es da ESF. Todos esses momentos foram debatidos e constru?dos coletivamente. Na avalia??o, constatamos que a capacita (a??o) permitiu aos profissionais a compreens?o de novos entendimentos sobre a pessoa com defici?ncia, sobre as formas de incluir, de orientar, de cuidar, de assistir e, principalmente, de ter uma nova vis?o sobre a assist?ncia a sa?de da CcD, ampliando a assist?ncia para al?m dos aspectos cl?nicos e reconhecendo os aspectos educacionais, dos direitos e deveres de cidad?os e a inclus?o dessas crian?as da ?rea(comunidade) nos espa?os sociais. Com dificuldades, nos deparamos com a necessidade de alguns profissionais se ausentarem para comparecerem a outro emprego, resolver problemas pessoais, e pouca ou nenhuma participa??o. Assim, esta pesquisa-a??o fez, durante o seu curso, com que os sujeitos conseguissem perceber a import?ncia da realiza??o de suas pr?ticas para a qualidade vida deles e daqueles que est?o sob seus cuidados.

Learning disabled (hereafter abbreviated as LD) adolescents have a hard time coping with the demands of secondary school and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite sweeping policy changes LD learners' diverse needs are not being met in the classroom. Research indicates that LD learners are best served within the mainstream classroom. In-service training is necessary to help educators equip themselves with skills to cope with this new role. An assistance programme has been developed in this study to provide practical teaching and learning interventions, to help educators support the LD secondary school learner in regular mainstream classrooms. If LD learners are supported in the classroom they will acquire skills to become independent learners. / Educational Studies / M. Ed. (with specialisation in Guidane and Counselling)