Magister Scientiae (Physiotherapy) - MSc(Physio) / The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda. / South Africa

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A presente tese aborda os desdobramentos para o ensino de matemática dos discursos sobre equidade presentes nos documentos oficiais produzidos pela UNESCO e por outras organizações multilaterais durante a década de 1990. A agenda internacional estabelecida por tais documentos assumiu o lema educação para todos como sua principal marca e se ajustou às políticas neoliberais de reestruturação da ordem mundial e ao contexto da globalização. De modo a analisar os referidos discursos, primeiramente foram discutidos os conceitos de igualdade e equidade, assim como sua utilização nos discursos educacionais, particularmente como herança da própria consolidação da escola pública burguesa nos séculos XVIII e XIX. Em seguida, com base no referencial teórico da Análise Crítica do Discurso, foram analisados os principais marcos oficiais da educação para todos, com destaque à Declaração Mundial de Educação para Todos (1990) e, no âmbito nacional, o Plano Decenal de Educação para Todos (1983) e os Parâmetros Curriculares Nacionais (1997 e 1998). Finalmente, foram discutidos uma série de perspectivas teóricas em Educação Matemática que poderiam representar contrapontos ao discurso hegemônico no sentido de promover maior igualdade no acesso ao ensino de matemática. / The present thesis deals with the implications for the teaching of mathematics of the discourses on equity presented in official documents produced by UNESCO and other multilateral organizations during the 1990s. The international agenda established by such documents has assumed the theme of \"education for all\" as its main element and conformed to the neoliberal policies of restructuring the world order and the context of globalization. In order to analyze these discourses, the concepts of equality and equity were first discussed, as well as their use in educational discourses, particularly as inheritance of the very consolidation of the bourgeois public school in the eighteenth and nineteenth centuries. Then, based on the theoretical framework of Critical Discourse Analysis, the main official milestones of education for all were analyzed, with emphasis on the World Declaration of Education for All (1990) and, at the national level, the Ten Year Plan of Education for All (1983) and the National Curricular Parameters (1997 and 1998). Finally, a series of theoretical perspectives in Mathematics Education were discussed that could represent counterpoints to the hegemonic discourse in order to promote greater equality in the access to mathematics education.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este trabalho dissertativo compreende um exame crÃtico sobre as parcerias pÃblico-privadas na educaÃÃo e sua vinculaÃÃo ao Programa mundial EducaÃÃo para Todos (EPT) e ao movimento do empresariado brasileiro Todos pela EducaÃÃo. Partiu-se, inicialmente, do pressuposto de que o complexo educacional torna-se um dos principais mecanismos utilizados pelo capital para associaÃÃo e estreitamento entre o Estado e o empresariamento. Argumenta-se, nessa investigaÃÃo, que a educaÃÃo nacional vincula-se cada vez mais ao setor privado atravÃs das parcerias onde os empresÃrios ganham apoio polÃtico e econÃmico do Estado capitalista para gerir a polÃtica educacional vigente, apresentando-se, dessa forma, como uma das principais alternativas necessÃrias e eficientes para alcanÃar a proclamada qualidade na educaÃÃo. Nesses termos, tudo indica que a proposta empresarial de educaÃÃo reafirma a sua condiÃÃo de mercadoria, subjugando de forma cada vez mais intensa a educaÃÃo da classe trabalhadora aos ditames do grande capital. Tomou-se por objetivo compreender o processo de inserÃÃo e condicionalidade das parcerias pÃblico-privadas na educaÃÃo brasileira. Para tanto, assumiu-se como referencial teÃrico-metodolÃgico a crÃtica marxista em uma perspectiva ontolÃgica, recorrendo ao marxismo que possibilita a apreensÃo do movimento do ser social em suas complexas contradiÃÃes e ricas mediaÃÃes. Essa investigaÃÃo compreende, portanto, uma pesquisa bibliogrÃfica e documental, a partir da contextualizaÃÃo e avaliaÃÃo crÃtica das parcerias pÃblico-privadas, na qual se articulam as determinaÃÃes dos organismos internacionais e as consequentes reformas institucionais procedidas pelo Estado brasileiro, rastreando, ademais, suas consequÃncias nas polÃticas educacionais. Seguindo esse movimento inicial, tornou-se possÃvel compreender que as parcerias pÃblico-privadas sÃo utilizadas na educaÃÃo brasileira para atender ao receituÃrio internacional, atrelando-se cada vez mais ao setor privado pela intermediaÃÃo das referidas parcerias como fonte de financiamento e uma das portas de entrada do comando empresarial no setor educacional. / This essay involves an in-depth exam of the public-private partnerships in Education and their connection to the Global Program Education for All (EPT) and to the Brazilian corporate movement All for Education. We initially start with the assumption that the educational complex is one of the main mechanisms used by capital for the association and approximation between the State and the Corporate Sector. We argue, in our investigation, that the national Education is more and more connected to the private sector through partnerships in which businessmen attain political and economic support from the capitalist State to manage the current Educational policy, presented, in this way, as the necessary and efficient alternative for reaching the proclaimed quality in Education. Accordingly, everything indicated that the corporate proposal of Education reaffirms its condition as a merchandise, submitting in a more intense way the Education of the working class to the orders of big capital. Our purpose is to understand the process of insertion and conditioning of the public-private partnerships in the Brazilian Education. To do that, we take as a theoretical-methodological standard the Marxist criticism in an ontological perspective, resorting to the Marxism that allows us to understand the movement of the social being in its complex contraditions and rich mediations. This investigation involves, therefore, a documental and bibliographic research, from the contextualization and critical evaluation of the public-private partnerships, in which are articulated the determinations of the international organizations and the consequent institutional reforms carried out by the Brazilian State, tracking, also, their consequences in the Educational policies. Following this initial movement, it has become possible to understand that the public-private partnerships are used in the Brazilian Education to abide by the international standard, entrenching themselves even more to the private sector for the intermediation of the referred partnerships as a source of financing and gateway of the corporate command in the Educational sector.

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This study focused on how accessibility to secondary schools in the Mukono District of Uganda is related to the sex and gender of the student and the distance that separates the student's home from the school they attend. This research is methodological inquiry exploring the use of spatial analysis, specifically how cognitive and metric distances can be used as alternatives to gross enrollment rates (GER) and net enrollment rates (NER) for assessing gender equality in realized accessibility to secondary schools. Student home locations were collected for 756 secondary students, including 437 boarding students and 319 day students from 8 different secondary schools in Mukono District of Uganda. A school accessibility model is presented that suggests that educational policy and delivery efforts to provide school access are mediated by the distances, real and perceived, between students' home locations and available schools. In addition, the relationship between distance and accessibility is moderated by certain characteristics of the schools and the students. Male boarding students were found to travel significantly further than female boarding students indicating that distance more acutely limits their school choices. However, the Ordinal Linear Regression analyses comparing cognitive distance perception with Euclidean, travel and time distances did not find evidence that male and female students perceive the distances they travel to school differently. These findings suggest that building additional quality government schools in urban areas would be an efficient strategy for improving school accessibility in Uganda in general. However, given the particularly restrictive range of travel of many rural female students, additional female-only schools in rural areas would be needed to improve school accessibility for female students living in rural areas.

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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.