Thesis (Educat.D.)--Fairleigh Dickinson University, 1984. / Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1017.

Thesis (Educat.D.)--Fairleigh Dickinson University, 1984. / Source: Dissertation Abstracts International, Volume: 45-10, Section: A, page: 3108.

This study explores the impact of having a child with a disability in Saudi Arabia, with a focus on the challenges involved and the implications for the development of relevant family support services. A qualitative approach was employed for the study, using individual interviews and focus groups, with a total of 42 parents, both fathers and mothers. A total of twenty individual semi-structured interviews were conducted in Riyadh, the capital of Saudi Arabia, in Jeddah, its second largest city and in two rural areas. Three focus groups were also held in each city, two of which comprised four mothers and the third three fathers. Data analysis suggests that having a child with disability often profoundly affects the perceptions of parents about disability, their feelings, and their way of life. In addition, many face particular challenges in relation to education, health care, regulations and the community. Finally, the study highlights that the current provision of services for people with disability and their families in Saudi Arabia is modest and that many parents lack awareness about the existing as well as potential services. Overall, the views of parents reflect the medical model of disability, which is also reflected in the position of Saudi Arabia as a whole, as illustrated by official policies. Religion and culture were found to be instrumental in shaping such attitudes and should therefore be factored into the design of related services. The study outcomes suggest that the development of a more inclusive approach for these children will require the perceptions of disability to change among parents and the wider society. Education on disability with regards to religious and cultural issues, supplemented by the provision of appropriate services through family support services centres, can enable the development of awareness and knowledge to better meet the rights and needs of children with disability and their families.

<p> This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student who is placed in the general education setting for a majority of his school day. During the study, data was collected in the special education room during the students&rsquo; resource minutes in the morning half of the school day. The aim of the study was to observe the effects of the use of a standard classroom chair to the use of a Kids Stay-N-Play Ball when performing task completion. Data from the five-week period was analyzed as well as interviews with the staff and student, and field notes from the researcher. This study found that the implementation of a yoga ball as alternative seating with a student diagnosed with attention deficit hyperactivity disorder was beneficial during academic instruction. There was both a decrease in task completion duration and a decrease in maladaptive behaviors for the student being directly observed. Based on the data collection, observations, and interviews, the use of alternative seating showed an increase in time-on-task as well.</p><p>

Ce voyage autonarratif fait état des répercussions identitaires et sociales de mes expériences à titre de cible d'intimidation à l'école élémentaire (1986 à 1994) et secondaire (1994 à 1999), lesquelles étaient imbriquées des représentations sociales de la beauté féminine et des orientations sexuelles alternatives. La théorie de l'expérience de Dewey (1947/1968) en est l'encre puisqu'elle englobe tous les éléments qui sont essentiels à ma recherche: l'interaction et l'environnement social qui assurent la production, le développement et la reproduction des représentations sociales et des normes socioculturelles, l'expérience, dans laquelle s'inscrit l'intimidation, et la continuité de l'expérience qui renvoie aux processus que constituent la socialisation et la construction identitaire. Mes données (documents personnels, souvenirs, entretiens) ont fait l'objet d'une analyse de discours et témoignent de la multitude et de la complexité des enjeux liés à l'intimidation. Elles me permettent également d'approfondir notre compréhension du concept des marginalités multiples (Misa, 2006).

<p> The purpose of this study was to determine the impact of a self-regulation curriculum, the Zones of Regulation (Kuypers &amp; Winner, 2011), on the problem behaviors of an elementary male student in a rural public school setting. This single subject study used an ABAB design in which baseline data was collected during Phase 1 (one week), the Zones of Regulation Curriculum was implemented during Phase 2 (two weeks), the Zones of Regulation Curriculum was withdrawn during Phase 3 (one week), and then re-implemented during Phase 4 (two weeks). The data collected were the number of problem behaviors displayed by the subject each day during the study. Problem behaviors were defined as talking out of turn, non-participation in instructional activities, off-task in the classroom, non-compliance, aggression, verbal offense, lying, and defiance. Results indicated that the overall frequency of problem behaviors increased during the study; however, specific types of behaviors decreased while other types of types of behaviors increased. Implications for practitioners based on these results are discussed.</p><p>

This thesis is a case study investigation of the institutional relations of a South African educational NGO. The literature on NGOs indicates that as institutions they can be problematic. They face three key issues, accountability, partnership and empowerment, which provide them with both institutional coherence as well as institutional contradiction. Most of the existing analysis of NGOs is descriptive and little of it attempts to place an analysis of these key issues within a larger institutional environment. This thesis attempts to do so using the framework of institutional theory. Institutional theory, as articulated by Scott and others, is used to analyze an NGO in order to understand them both from an internal perspective (based on the social constructions of the institutional participants) and an external perspective (based on the environment in which the NGO was situated). According to this theory, institutions are comprised of three inter-penetrated dimensions, the regulative, normative, and cognitive. The analysis of these dimensions was accomplished using the concepts of continuity and dissonance. The findings of the study are that while there was relatively high continuity in this institution, related to a large extent to a project of social transformation in South Africa, there was also significant dissonance. The NGO faced contested accountability, tensions around partnership, and contradictions in terms of empowerment. The implications of these conclusions for South African education and NGOs in sub-Saharan Africa are explored as are the contributions of the study to institutional theory.

Abstract Not Available.

Au tournant du 21e siècle, le Canada fait face à plusieurs problèmes sociaux tels l'augmentation de l'immigration, la mondialisation, le désintérêt des jeunes relativement à la participation politique et sociale, etc. Ainsi, l'éducation à la citoyenneté est devenu un thème important depuis les 20 dernières années pour contrer à ces problèmes. Elle vise l'acquisition d'attitudes, de valeurs et de compétences permettant aux citoyens de demain de se préparer aujourd'hui à mieux jouer leur rôle. En l'an 2000, l'Ontario a été la première province du Canada à développer un cours spécifique à l'éducation à la citoyenneté afin de développer des citoyens avisés, dynamiques et engagés. Cependant, peu d'études se sont intéressés à la manière dont ce cours est enseigné dans les écoles. Cette étude a donc pour but de connaître la perception des enseignantes et d'enseignants francophones de la 9e et de la 10e année de la région d'Ottawa au sujet du cours d'éducation à la citoyenneté. Pour y parvenir, des entretiens ont été réalisés auprès de 11 enseignantes et enseignants chargés d'enseigner le cours d'éducation à la citoyenneté dans les écoles francophones de la région d'Ottawa. L'approche utilisée pour analyser les données recueillies s'est faite par la technique de l'analyse de contenu (L'Écuyer, 1987). (Abstract shortened by UMI.)

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2696. / Thesis (Ph.D.)--The Florida State University, 1977.