Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: White Paper 6: Special Needs Education, released in July 2001, is the response ofthe South African government's Department of Education to the inclusion movement. In this (re)search, I (de)construct this text to explore constitutions of (dis)ability and inlexclusion. I do so because I frame (de)construction as 'an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones' (Danforth & Rhodes, 1997: 358). I argue that it is necessary to (de)constructively read government policy that proposes a course or policy of action, particularly if, as poststructuralists state, language constitutes reality. In reading White Paper 6, I (de)construct the functionalist grand narrative as hegemonic: discourses constituted by and constituting this metanarrative, including the medical or special needs discourse, the charity discourse, the systems discourse, the business discourse and the pioneering discourse. The radical humanist grand narrative is also read as dominant, formed by and forming the rights discourse and social justice discourse. The social constructionist discourse, constituting and constituted by the intepretivist grand narrative, is (dejconstructed in White Paper 6 as not reflecting upon the social construction of disability itself, but on social constructions related to (dis)ability and inlexclusion. The objects, agents, action and binaries constituted by each of these discourses are also (de)constructed, as are the voices on the margins. The purpose of my (re)search is not to construct conclusions, but rather to (de)construct the polyphony of voices, truths and realities speaking into and out of White Paper 6. In so doing, the 'indecidability' (Silverman, 1989: 4) of the text is (de)constructed. With the indecidable (de)constructed, '... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false' (Derrida, 1992: 86). (Dis)ability and inlexclusion tmths are troubled and the text is opened to different readings. / AFRIKAANSE OPSOMMING: Witskrif 6: Spesialebehoefteonderwys, wat in Julie 2001 beskikbaar gestel is, is die reaksie van die Suid-Afrikaanse regering se Departement van Onderwys op die insluitingsbeweging. In hierdie (onder)soek(e) (de)konstrueer ek genoemde teks om bepalinge van (on)vermoë en inluitsluiting te ondersoek. Ek doen dit omdat ek (de)konstruksie sien as ". .. an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones ... " (Danforth & Rhodes, 1997: 358). Myns insiens is dit nodig om regeringsbeleid wat 'n handelswyse ten opsigte van, of beleid vir optrede voorstel, (de)konstruktief te lees, veral indien dit is soos die poststrukturaliste voorstel, naamlik dat taal werklikheid is. Met die lees van Witskrif 6, het ek die funksionalistiese groot narratief as hegemonies geede)konstrueer: diskoerse wat deur hierdie metanarratief gevorm word en dit tegelyk ook vorm, met inbegrip van mediese of spesialebehoeftediskoers, die relaas van naasteliefde, die stelseldiskoers, die sakediskoers en die baanbrekersdiskoers. Die radikaal humanistiese groot narratief, wat die regtediskoers en die diskoers van maatskaplike geregtigheid vorm en daardeur gevorm word, word ook as dominant vertolk. Die diskoers van maatskaplike konstruktivisme, wat die interpretatiewe groot narratief vorm en daardeur gevorm word, word in Witskrif 6 geede)konstrueer, as sou dit nie op die sosiale konstruksie van (on)vermoë self sinspeel nie, maar op sosiale konstruksies wat met (on)vermoë en inluitsluiting verband hou. Die voorwerpe, agente, optrede en binêres wat deur elk van hierdie diskoerse gevorm is, sowel as die stemme op die kantlyn, word ook deur hierdie diskoerse ge(de)konstrueer. Die doel van my (onder)soek(e) is nie om uitsluitings te konstrueer nie, maar eerder om die polifonie van stemme, waarhede en realiteite wat vanuit Witskrif 6 tot ons spreek, maar ook inspraak daarin het, te (de)konstrueer. Deur dit te doen, word die "indecidability" (Silverman, 1989: 4) van die teks ge(de)konstrueer. Met die nie-besluitnemende" ... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false" (Derrida, 1992: 86). (On)vermoë en die inluitsluiting van Vt'aafhede is problematies en die teks word oopgemaak vir verskillende interpretasies.

Research evidence indicates that hearing aids and auditory trainers worn by school children routinely malfunction. Ensuring properly functioning amplification is a preferred educational practice and is required by PL 94-142 regulations. Research was needed to determine if schools were complying with the regulations and recommended educational procedures. This study described and evaluated procedures used by educational agencies to monitor and maintain amplification units worn by hearing-impaired students. Two examiner-developed survey intruments were mailed to residential and public day school teachers and administrators to collect data and answer 11 research questions pertaining to: (1) monitoring and maintenance procedures, (2) relationships between demographic, personnel, and placement characteristics and preferred monitoring and maintenance practices, and (3) monitoring and maintenance practices compared with a model of preferred practice. Personnel were surveyed in one residential school for the deaf in each state and a stratified random sample of 200 public day schools. A total of 310 (63%) surveys were returned from 164 (65.6%) administrators and 146 (58.4%) teachers. Results indicated that the majority of programs had some system of monitoring and maintaining amplification units, but only 54.1% (73) performed daily checks of hearing aids and 58.3% (67) performed daily checks of auditory trainers. Teachers in 76.9% of the sample reported that electroacoustic analysis was available as one part of audiologic evaluation, but not usually scheduled on a routine basis. Teachers were responsible for monitoring activities in over 75% of programs, regardless of the educational model: self-contained, resource, or itinerant. Significant positive relationships were found between (1) program size and one preferred monitoring and maintenance variable, (2) full-time audiologist and three preferred variables, (3) residential school placement and four preferred variables, (4) inservice training and three preferred variables, (5) full-time audiologist and program size and (6) full-time audiologist and residential school placement. These and additional findings suggest that while some improvement in monitoring and maintenance practices has occurred since the implementation of PL 94-142, full compliance by employing preferred professional practices has not been achieved. Recommendations are made for improving personnel preparation, monitoring and maintenance practices, and research.

The problem of this study was to determine the extent of agreement or disagreement by public school principals in the State of Texas with fifty selected court decisions. The population of the study consisted of all the public school principals in the State of Texas. From this population, a subject of 600 potential respondents was chosen for participation in the study upon the recommendation of the doctoral advisory committee using a random sampling technique. The instrument used in this study was a law questionnaire that was developed in conjunction with Dr. Roosevelt Washington of North Texas State University. The first part of the law questionnaire requested background information from the respondents which was used for the independent variables of the study. The second part of the law questionnaire contained fifty summarized court decisions to which principals were asked to indicate their level of agreement or disagreement.

During the years following Brown v. Board of Education, the U.S. district courts assumed the burden of implementing that decision across the country. The purpose of this study is to examine the role of the district court judges in the Fifth Circuit Court of Appeals in that effort. The primary sources used are the district, appellate and Supreme Court opinions. This study concludes that many background variables used to study judicial behaviour are ineffective in this geographical area because of the homogeneity of the judges' backgrounds. But, as indicated by the Johnson appointments, a president can select judges that have a particular attitude toward an issue such as integration, if he has the desire and the political acumen to do so.

Esta pesquisa tem como objetivo estudar a construção do direito à educação no município de Santo André, nas décadas de 50 a 70 do século XX, a partir da análise dos orçamentos municipais do período abordado. Por considerar fundamental a perspectiva histórica para a construção e implementação da política pública, a pesquisa resgata a organização da rede pública de ensino municipal e avalia os mecanismos que foram construídos pelo Poder Público a fim de garantir o direito à educação, principalmente no que diz respeito ao direito aos anos iniciais do ensino fundamental (antigo ensino primário). Com as referências sendo as legislações da época assim como o trabalho realizado por João Correa Mascaro (1958) relativo às análises dos orçamentos públicos dos municípios paulistas no período estudado, este estudo analisa os orçamentos do município de Santo André, compondo séries históricas de dados, obtidos por meio de um levantamento minucioso, com foco prioritariamente nas previsões orçamentárias das despesas públicas com educação. Uma das problematizações feitas nesse estudo refere-se ao regime de colaboração entre as esferas municipal e estadual, no cumprimento da escolaridade obrigatória, a partir da Constituição Federal de 1946. Constata-se que mesmo antes da Lei de Diretrizes e Bases da Educação, de nº 5.692 de 11/08/1971, a qual previa a progressiva passagem da responsabilidade municipal com os encargos e serviços de educação, principalmente os referentes ao Ensino Fundamental, antigo 1º grau, o município já se comprometia com o atendimento escolar nos mais diversos níveis. Verifica-se, também, o total de recursos financeiros aplicados na manutenção e desenvolvimento do ensino, analisando as condições para a efetividade do direito à educação, nesse momento da história local, cujas transformações econômicas trouxeram um grande número de trabalhadores para a implantação da indústria multinacional na região. Assim, o estudo das leis orçamentárias, contextualizadas pela análise do conjunto de leis municipais e de outras fontes históricas, permitiu compreender, dentre outros aspectos, as concepções vigentes de educação pelo Poder Público local e sua progressiva organização burocrática como aparelho de Estado, tornando mais complexo no decorrer do período em questão. O presente texto aprofunda parte dos achados da Pesquisa \"O Direto à Educação Básica - estudo da demanda social e do atendimento público em uma micro região urbana\" a qual estudou os fenômenos que afetam a garantia efetiva do acesso e permanência das crianças, jovens e adultos em nove escolas da cidade de Santo André, uma vez que estas escolas foram instaladas no período considerado por este trabalho. / These search aims to study the construction of the right to education in the city of Santo André, in the decades from 50 to 70 of the twentieth century, from the analysis of the municipal budgets of the period approached. For a historical perspective consider essential for the construction and implementation of public policy, the search recover the organization of public education, municipal and assesses the mechanisms that were built by the Public Power to ensure the right to education, particularly as regards the right to the early years of elementary school (formerly primary education). With the references and the laws of the time as well as the work done by John Correa Mascaro (1958) on the analysis of public budgets of municipalities Sao Paulo in the period studied, this study examines the budgets of the municipality of Santo André, composing historical series of data, obtained through a thorough survey, focusing primarily on budgetary estimates of public expenditure on education. One of the problems made in this study refers to the system of cooperation between the municipal and state spheres, in the fulfilment of compulsory education from the Federal Constitution of 1946. It appears that even before the Law and Guidelines for Basic Education, No 5.692, 11/08/1971, which foresaw a gradual transition of responsibility with municipal charges and services of education, particularly those for elementary school, former 1 st degree, the council already was committed to the school attendance on the widest levels. There is also the total of financial resources applied in the maintenance and development of education, examining the conditions for the effectiveness of the right to education at that time local history, whose economic transformations brought a large number of workers for the deployment of industry multinational in the region. Thus, the study of budgetary laws, contextualized by analysis of the set of municipal laws and other historical sources, enabled understand, among other things, the existing conceptions of education through local Public Power and its progressive organization as bureaucratic apparatus of state, making it more complex during the period in question. This text deepens part of the findings of the Survey \"The Right to Basic Education - study of the demand social and public service in a micro urban area\" which studied the phenomena that affect the guarantee of effective access and permanence of children, young people and adults in nine schools in the city of Santo André, as these schools were installed in the period considered for these search.

This study explored the level of involvement of school social workers in the 504-Plan process as it relates to the administrative culture of school administrators, collaboration with school personnel, training on the 504-Plan process, and finally knowledge of Section 504. Attention-deficit hyperactivity disorder affects over six-million children in the world today that may benefit from the use of a 504-Plan. A total of 147 school social workers participated in this study. A self-administered survey was used, and data analysis was conducted on two levels: descriptive which employed frequency and percent distributions of respondents and analytical procedures. The Kruskal-Wallis H test utilized for this study which indicated a statistically significant relationship which rejected the null hypotheses of all four research questions. A second test was then performed, Mann Whitney U test, to determine where the significance of the hypotheses lied. Findings revealed that overall there is a low level of involvement of school social workers in the 504-Plan process of 64.8%. Twenty-nine and a third percent reported a moderate level of involvement. There was a low to moderate level of administrative culture, moderate level of collaboration, training and knowledge among the school social workers.

This study examined the policy letters and verbal testimony transcripts submitted by interest groups to the United States Department of Education (USDE) in response to the proposed regulations pertaining to the implementation of the 1997 reauthorization of P. L. 105-17, Individuals with Disabilities Education Act (IDEA). Specifically, this study analyzed the emerging themes in the area of discipline. Responses were received from the following interest groups: (a) school administrators, (b) parents, (c) teachers, (d) state educational agencies (SEAs), (e) national educational organizations, and (f) members of the United States Congress. In addition to analyzing the emerging themes, the study compared these themes to ones found in the current literature and court cases.

In this study, I examine the extent to which students’ rights to free speech and expression were violated in response to the nationwide school walkouts that took place during the spring of 2018. Students hold the right to political speech and expression under the landmark Supreme Court Case, Tinker v. Des Moines (1969). However, the rights students maintain to participate in protest during school hours is somewhat unclear. Using a two-pronged case study analysis, I explore the question of student rights and potential violations in the face of protest through examining school disciplinary responses alongside disciplinary policy and disciplinary policy in the context of Tinker. Findings highlight a widespread gap in school and district-level policy specific to protest or other types of political expression and the need for such policy when protecting the rights students hold under Tinker.

Thesis (MEd. (Adult Education)) --University of Limpopo, 2014 / This mini-dissertation is about educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. It is a study of grade twelve (12) learners. The aim of the study is to get an insight into educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. This study has attempted to contribute towards solutions to educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The management of Kutama-Sinthumule and the Department of Correctional Services were made aware of the problems that young adult prisoners face while doing grade twelve (12) in that prison. In order to achieve the aims outlined above, I formulated the following main research question: What are the educational challenges facing grade twelve (12) young adult Prisoners at Kutama-Sinthumule Correctional Centre? I tried to answer the question outlined above by undertaking an explorative study which has elements of needs assessment and case study. I have decided to undertake an explorative study because very little is known about educational challenges facing prisoners prior to this research. Since the study has elements of needs assessment, the situation of grade twelve (12) young adult prisoners and values of an education system with desired outcomes was looked against. The needs are stated by grade twelve (12) learners; their educators; their facilitators; and the coordinator of the programme in relation to the system. I have decided to select grade twelve (12) learners at Kutama-Sinthumule Correctional Centre as my case. There are other educational programmes at Kutama-Sinthumule Correctional Centre, but I have decided to concentrate on a grade twelve programme. I have decided to undertake a case study because a case study promotes a better understanding of a practice or issue and facilitates informed decision making. Chapter two outlines the theoretical framework of the study. I began chapter two by defining important concepts. The concepts such as Prisoner; Prison; and Young Adult are defined thoroughly. I formulated assumptions about what could be educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. I read documents and conducted exploratory interviews with grade twelve learners, educators and other role players at Kutama-Sinthumule, hence I identified the following educational challenges facing grade twelve (12) learners at the Correctional Centre: lack of access to the internet; lack of resources; lack of motivation; communicating in the medium of instruction; shortage of better trained staff; overcrowded classrooms; insufficient study time; duration of the programme; shortage of staff; and insufficient time allocated to lessons. In chapter three, I describe the design of the study. The main focus of this chapter was to discuss the two routes of data collection. The first route had to do with reviewing relevant documents from the Department of Correctional Services and operational policies and procedures at Kutama-Sinthumule Correctional Centre. The second route has to do with the data that has been collected in the field using different data collection instruments. How data has been analyzed using a data matrix is also shown in this chapter. The chapter concludes by presenting ethical considerations. Chapter four begins by highlighting the setting of the study. It goes on to describe the town of Louis Trichardt where Kutama-Sinthumule Correctional Centre is situated. It further gives a brief history of the town. The Climate, Geography, Demography, Population, Key Statistics, Name change, and Economy are outlined in this chapter. This chapter also presents the findings of the study. I have also outlined in detail the views of the interviewees in relation to the critical factors of this study. A description of subjects offered for this grade twelve programme is done in this chapter. The chapter concludes by discussing the findings of this study. Chapter five presents the final recommendations, conclusion, and reflections of this study. This chapter harmonizes information from all the previous chapters in discussing educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. The chapter also suggests possible solutions to these educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The chapter concludes by making recommendations for furtherstudy, as education and its related challenges in the prisons seems to be under-researched, particularly for grade twelve (12) young adult learners.

A análise dos efeitos indiretos externos dos precedentes do STF e STJ (1996 a 2011) acerca da Lei de Diretrizes e Bases de 1996 (LDB-1996) parte do conteúdo e natureza do direito à educação que definem a posição jurídica dessa lei nacional materialmente constitucional, que tem promovido mutação universalizante-focalizante do direito à educação previsto na Constituição. Resultantes do caráter abstrativizado do precedente judicial das cortes superiores, os efeitos indiretos externos (indirect effect external) configuram o impacto político das decisões judiciais, no momento pós-decisões judiciais (the aftermath of judicial decisions), verificando-se nos casos em que o governo generaliza uma decisão da corte, mediante a alteração da política pública e, para alguns autores, têm a potencialidade de beneficiar aqueles que não têm recursos para litigar (GAURI; BRINKS). No ciclo de judicialização das políticas públicas (the life-cycle of public-policy litigation), a eficácia expansiva do precedente implica comandos que influenciam a ampliação do direito social àqueles potenciais demandantes. No contexto de ativismo judicial e buraco negro legislativo, a questão se o Judiciário prejudica ou contribui para a política democrática é analisada segundo os conceitos de accountability e responsividade diante dos impactos políticos dos precedentes judiciais a exigir o diálogo interinstitucional entre os poderes. Empiricamente, analisam-se os casos paradigmáticos das cotas raciais do STF de 2012 e os efeitos indiretos externos dessas decisões configurados na resposta política dada pela aprovação da Lei nº 12.711/12 e do Decreto nº 7.824/12. Metodologicamente, após o mapeamento temático dos acórdãos do STJ e do STF de 1996 a 2011 acerca da LDB-1996 (obtidos através da pesquisa com o critério legislativo nos sites www.stf.jus.br e www.stj.jus.br), afere-se a potencialidade desses efeitos políticos nos casos paradigmáticos do STF e STJ a evidencisar como/se promove: restrição/ampliação de políticas públicas; (des)consideração dos recursos financeiros; efeito multiplicador; e/ou acesso ou qualidade do ensino. / The analysis of indirect effect external of Supreme Federal Court STFs and Superior Court of Justice STJs cases in the period of 1996-2011 about the 1996 National Education Law (LDB-1996) begins with the right to education content and nature that define the substantial constitutional position, which has promoted informal interpretation changes based on the focalization and universalization of the constitutional right to education. Resulting from the abstract character of higher courts rulings and considering, the aftermath of judicial decisions, specifically its indirect effect external, shapes its political impact that and take place \"where government generalizes a decision of the court, by changing public policy\" and, for some authors, with the potential to benefit those who can not afford to litigate (GAURI; BRINKS). In the life-cycle of public-policy litigation the expansive compliance implies commands that influence the expansion of social rights to those potential plaintiffs. In the context of judicial activism\" and Congress \"black hole\", the question whether the judiciary contributes to democratic policy is analyzed with the accountability and responsiveness of those rulings that demand institutional dialogue between powers. Empirically, the 2012 STF racial quotas cases illustrate the indirect effect external by the approval of the Law No. 12,711 and Decree No. 7,824 of 2012. Methodologically, after the thematic mapping of STF and STJ rulings from 1996 to 2011 about the LDB-1996 (legislative research criteria on www.stf.jus.br and www.stj.jus.br websites) it is assessed its potential political effects with the following questions: the ruling promotes a restriction/extension of public policies?; does/not considers of financial resources?; has demonstratate \"multiplier effect\"; or/and decides about education access/quality.