Made available in DSpace on 2016-04-29T13:31:30Z (GMT). No. of bitstreams: 1 TeseDaniel Presoto.pdf: 835588 bytes, checksum: 8c81108f7dd9d05cc16d7c03c258d7f4 (MD5) Previous issue date: 2005-05-02 / The objective of this study was to investigate the formation of the Individual Identity of a person who in accident virtue, becoming handicapped "cadeirante" (practitioner of wheelchair Basketball). Eight integrants of Piracicaba´s team had participated in this research. Initially eight of participants three had been selected, and after only one satisfied some criteria: to be handicapped that uses wheelchair for his locomotion, to be adult and to be Basketball practitioner. The individual identified here as JM was choose because he satisfied the selection criteria and presented a life history narrative more deepened with greater conscience of his life. The Ciampa´s Identity Metamorphosis theoretical conceptualization (1987) and Mead´s Ideas (1972) revisited by Habermas (1990) had been used as theoretical support. Finally, the subject was seen presenting several personages articulated during his life history. After analysis and data interpretation, couldn´t be possible considered him as a fully emancipated subject, but he presented some fragments of emancipation and demonstrated to be in an interesting process of individuation. It was possible to make critical to the enrollment of handicapped in sport programs, that is, questions about until point these programs contribute or not for the autonomy of subject. This reveals the necessity of quarrels that extend the question in the scope to not only enclose the sportive activity, but, to unite to psychosocial aspects that the phenomenon demands like the Identity as individuation and socialization process at the same time. / O objetivo desse estudo foi investigar a formação da Identidade Individual de uma pessoa que, em virtude de acidente, tornou-se deficiente físico e também cadeirante (praticante de Basquete Sobre Rodas). Nesta pesquisa participaram oito integrantes da equipe de Piracicaba. Desses oito, foram inicialmente selecionados três e, posteriormente, desses três apenas um, que satisfez alguns critérios: ser deficiente físico que se utiliza de cadeira de rodas para sua locomoção, ser adulto e que pratique o Esporte Basquete Sobre Rodas. O sujeito, identificado aqui como JM foi o escolhido, pois, além de satisfazer esses critérios de seleção, apresentou uma narrativa mais aprofundada de sua história e maior consciência de sua vida. Para a coleta de dados, foi utilizada a Técnica da História de Vida, em cuja narrativa também se consideram as informações referentes ao projeto de vida do sujeito. Como suporte teórico, foram utilizadas a conceituação teorica de Identidade Metamorfose de Ciampa (1987), bem como os pressupostos teóricos de Mead (1972), revisitados por Habermas (1990). Em termos de considerações finais, o sujeito foi visto apresentando várias personagens em articulação durante o decorrer de sua história de vida. Na análise e na interpretação dos dados, não foi possível considerá-lo como sendo um indivíduo plenamente emancipado, mas o mesmo apresentou alguns fragmentos de emancipação e demonstrou estar num processo interessante de individuação. Levantaram-se críticas no que se refere ao engajamento de deficientes físicos em programas de esporte, questionando-se assim, até que ponto esses programas contribuem para a autonomia ou não do deficiente físico. Mostra-se assim, a necessidade de discussões que ampliem a questão no âmbito de abranger não só a atividade esportiva, mas, aliá-la a aspectos psicosociais que o fenômeno exige, dentre eles a questão da Identidade, como processo ao mesmo tempo de socialização e de individuação.

v anglickém jazyce The diploma thesis deals with the institutions offering their services to handicapped citizens in Chomutov and surroundings. Its goal is to chart this area, specifically the towns Chomutov, Jirkov, Klášterec nad Ohří and Kadaň and explain the work of the institutions, which are working with the handicapped people. It will also deal with the social services in the Czech Republic in general. There will be two research methods in the diploma thesis - investigating of the relevant internet sources and also the personal visits of the chosen institutions, observations and conversations, if their realisation is possible. The investigation's object will primarily be the operation of these institutions, financing, legislation or clients' and employees' satisfaction and so on. The thesis can well serve as a map of the institutions for the handicapped citizens for those interested in these services as well as for the public who will be interested in getting to know more about these institutions. Key words: institutions helping the handicapped citizens, the Chomutov area, social services in the Czech Republic, Social Service Law. Souhlasím s půjčováním diplomové práce v rámci knihovnických služeb.

Thesis (M.S.W.)--University of Hong Kong, 1983.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Architecture / Master / Master of Landscape Architecture

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

This study investigated the experiences of caregivers regarding their participation in community-based rehabilitation for children with physical disabilities in two selected communities in Botswana. The experiences included the impact of disability on the immediate family, coping strategies, enabling factors and barriers to participation in community-based rehabilitation.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 140-149).