The study sought to investigate factors that lead to low parental involvement in rural and farm schools in the Madibeng area. The qualitative research method was used for the study and the interviews were used to collect data from the participants, particularly in-depth interviews and focus group interviews. The study discovered that the majority of teachers and parents did not know what parent involvement was; and it was also discovered that low parental involvement bears a negative effect on learners’ performance, learners’ discipline, cleaning campaign, fundraising, teachers moral, functionality of School Governing bodies and the effectiveness of the Quality of learning and teaching Campaign. As a result of the findings the study recommended measures to curb low parental involvement in schools around the Madibeng Area. / Educational Leadership and Management / M. Ed. (Education Management)

A trajetória escolar do estudante com deficiência intelectual é tema recorrente no contexto educacional e tem gerado inúmeras inquietações e ponderações a seu respeito. Os estudos realizados na área comumente abordam o tema a partir da perspectiva do docente e da legislação que busca garantir a escolarização do deficiente. Visando contribuir com as reflexões a partir de outra ótica, esta dissertação, inserida no campo dos estudos da Educação, tem como objetivo analisar como as mães percebem a trajetória escolar de seu filho com deficiência intelectual. O estudo também busca traçar a trajetória escolar do estudante entre a escola comum e a escola especial, visando identificar os aspectos que sustentam as escolhas da família com relação a essa trajetória. Objetivou-se, ainda, traçar princípios que contribuam no processo de escolarização do estudante com deficiência intelectual. A pesquisa consiste em um estudo qualitativo de natureza exploratória, embasada nos preceitos da Psicologia Histórico-Cultural de Vigotski, em especial, seus estudos sobre a Defectologia e contou com entrevistas como instrumento de construção de dados. As entrevistas foram realizadas com seis mães de estudantes com deficiência intelectual, com idade entre 10 e 17 anos, residentes no município de Caxias do Sul. Para a realização da análise dos dados coletados, utilizou-se a análise de conteúdo de --5Bardin, em que foram identificadas quatro categorias: a) Trajetória Escolar, b) Percepções das mães em relação ao filho, c) Percepções das mães em relação aos docentes e d) Percepções das mães em relação à Inclusão. Os resultados apontam que a trajetória escolar do estudante com deficiência intelectual ainda é permeada por preconceitos e pela busca da normalização deste sujeito. O discurso das mães evidencia a vigência do modelo tradicional de ensino-aprendizagem, prevalecendo um olhar sustentado pelos modelos caritativo e médico da deficiência nas orientações quanto ao processo de escolarização deste estudante. Mas, também se observa movimentos incipientes que visam a reestruturação do cenário como a aceitação das diferenças por parte dos docentes estabelecendo um novo olhar sobre a inclusão e a ressignificação das mães sobre o processo de aprendizagem, construindo possibilidades diferenciadas na trajetória escolar deste estudante. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-12-07T15:06:17Z No. of bitstreams: 1 Dissertacao Claudia Medeiros de Oliveira.pdf: 905021 bytes, checksum: c5dbcfebe25bf5d389705b4f5bfa03b7 (MD5) / Made available in DSpace on 2016-12-07T15:06:17Z (GMT). No. of bitstreams: 1 Dissertacao Claudia Medeiros de Oliveira.pdf: 905021 bytes, checksum: c5dbcfebe25bf5d389705b4f5bfa03b7 (MD5) Previous issue date: 2016-12-07 / The schooling of the intellectual disabled is a recurring theme in the educational context and it has raised numerous concerns and considerations on its regard. Studies on the subject, commonly address the issue from teachers and legislation's perspective that aims to ensure the education of the disabled. In order to contribute with the reflections from another perspective, this dissertation, part of the field of Education studies, aims to analyze how mothers perceive the schooling process of their intellectually disabled child. The study also tries to trace the school history of the student between regular school and special school, to identify aspects that sustain the family's choices regarding this path. The objective was also to identify principles that contribute to the student with intellectual disabilities' educational process. The research consists of a qualitative study of exploratory nature, based on the premises of Vigotski's Historical-Cultural Psychology, particularly his studies on Defectology and counted with interviews as a data construction tool. Interviews were conducted with six mothers of students with intellectual disabilities, aged between 10 and 17 years old, residing in the city of Caxias do Sul. For carrying out the analysis of the collected data, Bardin's content analysis was used, in which four categories were identified: a) Trajectory School, b) Perceptions of mothers towards the child, c) Perceptions of mothers regarding the teachers and d) Perception of mothers regarding Inclusion. The results indicate that the schooling of intellectual disabled people constitutes a path permeated by difficulties and achievements from both the student and the family and school. The speeches of mothers reveal an educational panorama still ruled by the traditional model, in which stands the pursuit for a standardization of the student, but also, in an incipient way, there is movement on the part of some parents and teachers that look for a reformulation of this scene by constructing different possibilities for schooling ID people.

Thesis (MEd)--Cape Peninsula University of Technology, 2017. / Poverty and a lack of parental involvement have a dual negative effect on the academic performance of learners with learning disabilities, and are prevalent in rural areas. While parental involvement in schools in impoverished rural communities is very low, research also indicates parental involvement is key in addressing barriers to learning and associated learning disabilities. This study sought to explore the nature and extent of parental involvement of learners with learning disabilities at schools in impoverished rural communities. The study targeted a specific impoverished rural community in the Western Cape where the combination of learning disability and a lack of parental involvement negatively affects the literacy and numeracy skills, resulting in learning outputs that are below standard. The study drew on Epstein’s theory of parental involvement. Thematic data analysis was used in employing a constant comparative method. By applying Epstein’s model, this study not only contributes to understanding the nature and dynamics of parental involvement in impoverished rural schools as well as factors contributing towards the improvement of parental involvement; it also contributes towards an understanding of Epstein by applying her model to a rural setting.

A trajetória escolar do estudante com deficiência intelectual é tema recorrente no contexto educacional e tem gerado inúmeras inquietações e ponderações a seu respeito. Os estudos realizados na área comumente abordam o tema a partir da perspectiva do docente e da legislação que busca garantir a escolarização do deficiente. Visando contribuir com as reflexões a partir de outra ótica, esta dissertação, inserida no campo dos estudos da Educação, tem como objetivo analisar como as mães percebem a trajetória escolar de seu filho com deficiência intelectual. O estudo também busca traçar a trajetória escolar do estudante entre a escola comum e a escola especial, visando identificar os aspectos que sustentam as escolhas da família com relação a essa trajetória. Objetivou-se, ainda, traçar princípios que contribuam no processo de escolarização do estudante com deficiência intelectual. A pesquisa consiste em um estudo qualitativo de natureza exploratória, embasada nos preceitos da Psicologia Histórico-Cultural de Vigotski, em especial, seus estudos sobre a Defectologia e contou com entrevistas como instrumento de construção de dados. As entrevistas foram realizadas com seis mães de estudantes com deficiência intelectual, com idade entre 10 e 17 anos, residentes no município de Caxias do Sul. Para a realização da análise dos dados coletados, utilizou-se a análise de conteúdo de --5Bardin, em que foram identificadas quatro categorias: a) Trajetória Escolar, b) Percepções das mães em relação ao filho, c) Percepções das mães em relação aos docentes e d) Percepções das mães em relação à Inclusão. Os resultados apontam que a trajetória escolar do estudante com deficiência intelectual ainda é permeada por preconceitos e pela busca da normalização deste sujeito. O discurso das mães evidencia a vigência do modelo tradicional de ensino-aprendizagem, prevalecendo um olhar sustentado pelos modelos caritativo e médico da deficiência nas orientações quanto ao processo de escolarização deste estudante. Mas, também se observa movimentos incipientes que visam a reestruturação do cenário como a aceitação das diferenças por parte dos docentes estabelecendo um novo olhar sobre a inclusão e a ressignificação das mães sobre o processo de aprendizagem, construindo possibilidades diferenciadas na trajetória escolar deste estudante. / The schooling of the intellectual disabled is a recurring theme in the educational context and it has raised numerous concerns and considerations on its regard. Studies on the subject, commonly address the issue from teachers and legislation's perspective that aims to ensure the education of the disabled. In order to contribute with the reflections from another perspective, this dissertation, part of the field of Education studies, aims to analyze how mothers perceive the schooling process of their intellectually disabled child. The study also tries to trace the school history of the student between regular school and special school, to identify aspects that sustain the family's choices regarding this path. The objective was also to identify principles that contribute to the student with intellectual disabilities' educational process. The research consists of a qualitative study of exploratory nature, based on the premises of Vigotski's Historical-Cultural Psychology, particularly his studies on Defectology and counted with interviews as a data construction tool. Interviews were conducted with six mothers of students with intellectual disabilities, aged between 10 and 17 years old, residing in the city of Caxias do Sul. For carrying out the analysis of the collected data, Bardin's content analysis was used, in which four categories were identified: a) Trajectory School, b) Perceptions of mothers towards the child, c) Perceptions of mothers regarding the teachers and d) Perception of mothers regarding Inclusion. The results indicate that the schooling of intellectual disabled people constitutes a path permeated by difficulties and achievements from both the student and the family and school. The speeches of mothers reveal an educational panorama still ruled by the traditional model, in which stands the pursuit for a standardization of the student, but also, in an incipient way, there is movement on the part of some parents and teachers that look for a reformulation of this scene by constructing different possibilities for schooling ID people.

This thesis examined the experiences and perspectives of immigrant Chinese Canadian mothers of children with disabilities in the Lower Mainland of British Columbia in the areas of parental involvement in education and coping with parenting stress. In-depth interviewing, supplemented by questionnaires, was utilised to gather data. Ten women, most of whom were newly immigrated, whose school-age sons had various disabilities and who spoke English as a second language, participated in the study. The mothers' acculturation level to Canadian ways of living was generally low. Devotion to the children was at the heart of parent involvement and coping. Inability to speak English fluently posed a major barrier to the involvement of these women in their children's education. It also restricted their ability to seek community resources. These women valued their children's education and worked with them at home. The degree of the mothers' participation in school was generally less than that of their involvement at home. The women made comparisons of education in Canada and that in the Asian countries where they came from, and stated their preferences for qualities possessed by teachers. The mothers expressed some conflicts with the schools, and they mostly tried to avoid confrontation. Self-reliance, self-control, a belief in family support, as well as a belief in fate helped them to cope. Readily available interpreter services and information in Chinese about service agencies serving children with disabilities and their families would be helpful to Chinese Canadian women like them. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purposes of this dissertation were to determine the constitutional rights of parents to shield their children from exposure to parts of the public school curriculum that the parents find objectionable on religious, moral, or other grounds and to determine the statutory rights of parents to remove, or opt-out, their children from objectionable parts or all of the public school curriculum as set forth in the statutes of the 50 states and the District of Columbia. Many pivotal federal court cases dealing with parent rights and curricular issues, including Mozert v. Hawkins County Board of Education (1987), Vandiver v. Hardin County Board of Education (1987), Brown v. Hot, Sexy, & Safer Productions, Inc. (1995), Leebaert v. Harrington (2003), and Parker v. Hurley (2008) were surveyed using legal research methods. Specific types of curriculum opt-outs (e.g., sex education, comprehensive health programs, HIV/AIDS instruction) granted by each state were ascertained. States' statutes and regulations were categorized as non-existent, restrictive, or permissive based on the scope and breadth of each state's curriculum opt-out statute or regulation. A long list of federal court rulings have provided public schools the right to teach what school boards and administrators determine is appropriate. Parents did not have any constitutional right to opt their children out of public school curriculum. Many states' legislatures have granted parents a statutory right to opt their children out of certain parts of school curricula. In this study, 7 states had non-existent statutes or regulations, 18 states had restrictive statutes or regulations, and 26 states had permissive statutes or regulations.

The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.

This study examined the effects of Head Start participation on the cognitive and social functioning of children 6 to 14 years of age in the United States.

The purpose of this project is to develop a way of communication between school and parents. It aims to help parents to be more involved in their children's education. One of the main aspects and focus of this project is the analysis of the use of streaming video.

Department of Currirulum Studies and Educational Management / MEDCS (Curriculum studies)