Thesis (doctoral)--University of Stockholm. / "Data covering the period 1974 to 1979"--P. ii. Includes bibliographical references (p. 225-239).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1966. / Typescript. Vita. Abstracted in Dissertation abstracts, v. 27, no. 6A (1966) p. 1555. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 500-535).

Worldwide, the estimated prevalence of intellectual disability in developed countries is between 2% and 3% (Foskett, 2014). As a developing country, the South African Government show signs of taking the necessary steps in including persons with disabilities in the general workforce (Department of Social Development of the Republic of South Africa, 2015). Forthrightly, post school options for learners from special schools are limited (DSD, DWCPD & Unicef, 2012) and, historically, they have been encouraged to pursue work encompassing basic skills, with little or no autonomy – and denied opportunities in the formal sector. The study aims to explore the value of implementing life design counselling as a means to educate and prepare learners from the vocational school setting (learners with intellectual/mental disability) for opportunities after the completion of their formal schooling; and encourage debate around the training of the relevant role players. Moreover, to counter the adverse thinking the learners – and teachers and parents – may be participating in. Through the comparison of the value the learners ascribe to their current career guidance/counselling and when supplementing life design counselling to the already implemented model; the learners are introduced to innovative/novel options and guided through the process with support. The quantitative findings of the study did not confirm nor refute the assumption of the intervention resulting in an increased career adaptability for the participant. Even so, the qualitative findings supported the aims of the intervention. The participant was able to, and expressed wanting to continue to, construct his concept of self within his systems of functioning, while also actively pursuing his vocational choices and the means to attaining them. Overall, the researcher found the life-design approach used in the study highly applicable to the participant and the context in which the study was conducted. The possibilities and limitations from this study could promote further research in the vocational schooling sector, equipping the role players to better service the demarcated category of learners (learners with intellectual disability). / Mini Dissertation (MEd (Educational Psychology))--University of Pretoria, 2021. / Educational Psychology / MEd (Educational Psychology) / Unrestricted

Basée sur une approche sociologique, cette recherche a pour objet l'analyse et la compréhension du parcours scolaire des élèves de Section d'Enseignement Général et Professionnel Adapté (SEGPA) à l'île de La Réunion. Nous nous sommes principalement intéressé aux élèves en fin de scolarité dans douze SEGPA. Notre approche en termes de processus nous permet de montrer que l'histoire et le parcours scolaires des élèves rencontrés ne se réduisent pas à une aventure individuelle, mais sont le résultat d'un processus global construit dont les dynamiques sont à chercher dans la combinaison et l'interaction complexes d'un grand nombre d'éléments, de phénomènes, d'événements. Ainsi, même s'il apparaît que le fonctionnement institutionnel de l'orientation influence fortement les destins scolaires, il ressort de cette recherche que ce qui rend possibles le parcours scolaire et les sorties sans qualification des élèves de SEGPA, n'est pas réductible aux seules caractéristiques personnelles des élèves, ni à celles de leur cadre familial de socialisation, et encore moins à ce qui se joue dans l'espace scolaire ; nous y voyons plutôt le produit d'un processus global dont les dynamiques interdépendantes se conjuguent, s'imbriquent, se cumulent et s'influencent. / Through a sociological approach, this research intends to analyse and better understand the school career of SEGPA students in Reunion Island. Our study mainly focuses on students about to leaving school in 12 different SEGPA. This approach, in terms of process, demonstrates that the personal history and the school career of the students we met cannot be reduced to an individual adventure, but are the result of a comprehensive process whose dynamics are to be found in the combination and interactions of a variety of elements, phenomena and events. Even though the institutional functioning of school guidance influence school destiny, this research shows that school career and the failure of students leaving SEGPA without any qualification are not reducible to the student's personal characteristics or social family context, but is due to a comprehensive process whose interrelated dynamics combine, interact, cumulate and influence each other.