This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions. The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation. The study confirmed that inclusive education at the higher education level in Namibia was largely achieved through the goal of access, as all higher education institutions have admitted students with observable as well as hidden disabilities. However, a major finding of the study was that support and provision for students with disabilities was rendered in fragmented portions within and across institutions, and that the goals of equity and equality have not yet been achieved to the desired degree, if inclusive education was to become a reality for students with disabilities in higher education in Namibia. Students reported challenges related to physical accessibility of institutions; unavailability of educational material in alternative, as opposed to traditional formats; lack of sensitivity and skills of staff; as well as lack of structured support systems. The study also revealed that, notwithstanding the challenges students faced in their institutions, students with disabilities continued to perform their academic duties to the best of their abilities and were driven by their individual personal philosophies, many of which spoke of perseverance and courage, to make a success of their studies. / D. Ed. (Inclusive Education) / Language Education Arts and Culture

Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2006Bitstream added on 2014-06-13T20:52:56Z : No. of bitstreams: 1 reganhan_wg_me_mar.pdf: 467193 bytes, checksum: e91ca921d6601fb6fc154da350f39224 (MD5) / A compreensão da importância da aplicação dos vários recursos e estratégias de ensino, utilizados em sala de aula, é fundamental para a obtenção de respostas a questões que envolvem um ensino heterogêneo, que respeite a diversidade dos alunos e possibilite sua aprendizagem. Objetivou-se com esse estudo identificar a percepção do professor do ensino regular da cidade de Marília sobre recursos e estratégias para o ensino do aluno deficiente e sua relação com o processo de ensino e aprendizagem desse aluno quando inserido em sala de aula. Participaram do estudo 68 professores da cidade de Marília que tinham alunos deficientes inseridos em suas salas. A pesquisa foi realizada através de dois estudos específicos. 1) Mudanças na prática pedagógica, identificadas pelo professor do ensino regular, para o ensino do aluno deficiente inserido em sua sala, e 2) Percepção do professor sobre sua prática pedagógica, para o ensino do aluno deficiente inserido em sua sala... / Understanding the importance of using various teaching resources and strategies in the classroom is fundamental to find the answers to issues involving a heterogeneous teaching that respects the students' diversity and promotes their learning. The purpose of the present study was to identify the regular school teacher's perception of the resources and strategies to teach handicapped children and the relationships between the teaching and learning of this student when inserted in the classroom. Sixty-eight teachers in the city of Marilia who had handicapped children inserted in their classrooms participated in the study. The research was carried out in 2 specific studies: 1) Changes in the pedagogical practice identified by the regular school teachers who had handicapped students in their classrooms, and 2) The teachers' perception of their pedagogical practice in teaching the handicapped student inserted in their classrooms... (Complete abstract, click electronic address below)

A dissertação aborda como a deficiência, enquanto estigma, é socialmente estabelecida, os processos através dos quais as identidades das pessoas com deficiência são construídas dentro do meio social e qual a função da educação, em seu potencial reprodutor e transformador da sociedade, para a (re) produção dos estigmas de deficiência. Aborda, ainda, como direito a educação das pessoas com deficiência pode se prestar à desconstrução dos estigmas, construção de uma sociedade inclusiva, e alguns dos caminhos que podem ser seguidos para a realização de tal direito. Os dados foram obtidos através da revisão da bibliografia pertinente ao tema e estudo e reflexão sobre os discursos das pessoas com deficiência, aos quais tivemos acesso com base na leitura de obras escritas por pessoas com deficiência e através de pesquisa etnográfica, a qual nos deu acesso a relatos que, embora não estejam formalmente transcritos, permeiam todas as linhas e entrelinhas da presente dissertação

Made available in DSpace on 2016-06-02T19:44:07Z (GMT). No. of bitstreams: 1 3344.pdf: 915677 bytes, checksum: e10a912d54faaa153db1179ba1a832eb (MD5) Previous issue date: 2010-11-12 / Studies indicate that the Youngster and Adult Education program has been increasingly used as an educational resource by handicapped people. Although the last decades has shown progress in the legislation aiming to assure the right to a quality education for the students with special needs, including the handicapped ones, based on the principle of an Inclusive Education for all, the question is how the educational services special or regular - are being assured and taken into account for these individuals stands. Based on this question, the objective of this study was to understand the educational trajectories of the handicapped students that are participating in the Youngster and Adult Education program, worth the aim of, better definig the different educational services experienced by these students, including the Youngster and Adult Education program itself. To achier does, it were carried out interviews with two handicapped women enrolled in the Youngster and Adult Education program, and their mothers. For the data analysis, phenomenological understandings were selected, having as a principle the units of meanings, in order to unveil the understandings and meanings of each participants, perceptions then world of interpretations of the experienced contexts. The description of educational trajectories enabled the understanding of some aspects of the educational services (the Special School, the Special Education Classroom, the Regular Education Classroom (Inclusion) and the Youngster and Adult Education program Classes). The understanding analysis allowed to point out convergences and divergences of the analyzed processes: pedagogical attendance; academic degree; exclusion situations; welcoming; referral; certification; right or assurance; inclusion; education and work world, all descend lousy the legislations in effect. Thus, it was observed in these trajectories that the progresses in the legislation regarding the assurance of the right to a quality education, and, in this case, towards the handicapped students, still need to be put into effect with seriousness and real conditions. That these educational services, including the youngster and adult Education program, start to be thought and guaranteed for public politics that recognize the right and the necessities of the handicapped student. / Pesquisas indicam que a Educação de Jovens e Adultos (EJA) tem sido usada, de forma crescente, como recurso educacional por pessoas com deficiências. Embora as últimas décadas mostrem avanços na legislação, na busca por garantir o direito a uma educação de qualidade, para os alunos com necessidades educacionais especiais, inclusive os com deficiência. Com base no princípio de uma Educação Inclusiva para todos, fica a questão de como vem sendo assegurado e efetivado o serviço escolar especial ou regular para esta população. Nesse contexto, o objetivo deste trabalho foi reconhecer e desvelar as trajetórias escolares de alunos com deficiência e, assim, melhor compreender e (re)significar os diferentes serviços educacionais por estes vivenciados. Para tal, por meio de entrevistas com duas jovens com deficiências, matriculadas na EJA, e suas mães, buscou-se a compreensão do fenômeno pesquisado. Para as análises dos dados, utilizou-se entendimentos fenomenológicos, tendo por princípio unidades de significados, para desvelar as vivências e significados das percepções de cada participante em um mundo de interpretações do contexto vivido. Como resultados, as descrições das trajetórias escolares possibilitaram entender alguns aspectos dos serviços educacionais (a Escola Especial, a Classe Especial, a Classe Regular (Inclusão) e as Salas de EJA). E a análise compreensiva permitiu destacar as convergências e divergências dos processos analisados: atendimento pedagógico; certificação; situações de exclusão; acolhimento; encaminhamento; terminalidade; garantia de direito; inclusão; formação e mundo do trabalho, com reflexões em relação às legislações vigentes. Assim, verificou-se, nestas trajetórias, que os avanços na legislação, referentes à garantia do direito à educação de qualidade, e neste caso para com os alunos com deficiência, ainda estão para serem efetivados com maiores condições, e que estes serviços educacionais, incluindo a EJA, passem a serem pensados e garantidos por políticas públicas que reconheçam o direito e as necessidades dos alunos com deficiência.

Made available in DSpace on 2014-12-17T15:04:54Z (GMT). No. of bitstreams: 1 MariaRVMR_DISSERT.pdf: 1639634 bytes, checksum: 470f12cf771e43fc03026d077c8a66ea (MD5) Previous issue date: 2010-05-06 / Discussions over the topic of inclusion of handicapped people at school are considered recent, but they have become more and more frequent within the national and international scenario. Such discussion has also being inserted in the speeches and actions of the school institution and with the formation of educators. This investigation is made necessary as a way to collect elements to reconsider the actions for the inclusion of the special education need youth. In special the visually handicapped ones, at Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). The creation of a support unit functions as main vehicle for the actions of the institution. It is intended to know what young people with limitations have to say regarding their experiences as a way to signal paths to be and not to be followed by the support unit. Therefore, the experience which these young boys and girls have is of crucial importance. In order to accomplish the task, it was decided to use methodological elements based upon elements supported by the life reports of two deficient students here called Borges and St?fano. Their reports are from childhood to their arrival at IFRN. From their reports, categories appeared: childhood and the role of family; school life and, finally, related to the actions of the support unit of IFRN, being divided in inclusive actions and obstacles. The first one takes a second look at the actions of the family within the learning-teaching process of these students. The second category presents the moment in which students started to receive formal education per se. The last category constitutes the cornerstone of the investigation, for it analyses the process of inclusion in the institution, according to the perception of the students with visual limitations. The results signaled the need for shared intervention between students with Special Education Needs and school professionals in the elaboration of the Educational Planning, which guarantees the defense of the rights to an efficient teaching practice and effective in the process of inclusion of these students / As discuss?es sobre inclus?o de pessoas com necessidades especiais na escola s?o relativamente recentes, mas toma corpo no ?mbito internacional e nacional. Por outro lado, tal discuss?o aos poucos vem se incorporando nos discursos e a??es na institui??o escolar e, mais ainda na forma??o dos docentes. Esta investiga??o parte da necessidade de levantar elementos para (re)pensar as a??es propostas para inclus?o de jovens com necessidade educativa especial, neste particular com defici?ncia visual (DV), no Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Rio Grande do Norte (IFRN). Como apoio principal para as a??es da institui??o encontra-se a cria??o do n?cleo de apoio. Intenciona-se conhecer a voz de jovens com DV para que as suas experi?ncias possam sinalizar os caminhos e descaminhos tomados pelo n?cleo de apoio. Assim, neste relato a experi?ncia vivenciada por estes jovens ? de fundamental import?ncia. Para tanto, optou-se por utilizar elementos metodol?gicos apoiados na hist?ria de vida de dois alunos com DV, aqui chamados de aluno (A1) e aluno (A2), desde a inf?ncia at? a entrada no IFRN. Deste relato emergiram como categorias: a inf?ncia e o papel da fam?lia; a trajet?ria escolar e, por fim, relativas ?s a??es do n?cleo de apoio do IFRN, dividindo-se em atitudes inclusivas e obst?culos. A primeira resgata as a??es da fam?lia no processo de ensino e aprendizagem destes alunos. A segunda categoria apresenta o momento em que os alunos come?aram a receberem a educa??o formal, propriamente dita. A ?ltima categoria constitui o ponto fundamental da investiga??o, pois analisa o processo de inclus?o na institui??o, na percep??o dos pr?prios estudantes com defici?ncia visual. Os resultados sinalizam para a necessidade de a??es partilhadas entre alunos com NEE e profissionais da escola na elabora??o do Plano Educacional, que garantam a defesa dos direitos a uma pr?tica pedag?gica eficiente e eficaz no processo de inclus?o desses alunos

The aim of my extended essay is to evaluate some social aspects after amputations of extremities with children and adults. The work is divided into several parts. In the first theoretical part, the attention is paid to a history of amputations and some indications for an extremity amputation. At the same time, the summary of amputation lines of upper and lower extremities is set up here as well. In this part, there is a list of some indications leading to an amputation of an extremity, too. Besides, here is some theoretical imformation on the comprehensive rehabilitation, especially on therapeutic, social and working one. Some data obtained by evaluating my own research are presented in the practical part of this extended essay. The research was carried out with a quantitative questionnaire method. After the evaluation, all three determined hypotheses were confirmed. Hypothesis No. 1: I suppose the children and adolescents do not feel being seen at a disadvantage after the amputation of an extremity, which is brought by this treatment. Hypothesis No. 2: Women come to terms with the amputation of an extremity psychically worse than men do. Hypothesis No. 3: I suppose the amputation of an upper extremity is a greater handicap than a loss of a lower one, in consideration of one's asserting at the labour market. The practical evaluation contains all the comparisons of the research results with some specialized literature, too. The main contribution of my extended essay is the summarization of the certain points at issue and the facilitation of an easier orientation in a social situation after the amputation of an extremity.

The aim of this work is to find out whether the people after spinal cord injury are motivated enough to get work and whether emplozers accept their demand of part-time working hours because of their health condition. The method of this work was research, the form of questionnaire. The research was carried out in Prague, The Union of Paraplegics in the Center Paraple. 82 out of 95 asked respondents took part in the survey. The thesis consists of two parts. The first part is theoretical. It presents brief anatomics description of spine and central nerve system, the change of health condition after spinal cord injury as well as the psychosocial trauma of people wirh spinal cord lesion. Next, the teoretical part deals with komplex rehabilitation-medical, social, pedagogical and working one. The thesis focuses especially on the working rehabilitation, referring to one elementary human rights-the right for work. It deals with the problem of the handicapped people unemployment and its characteristics. Next the chapter of working rehabilitation deals with the legislation of handicapped people unemployment, especially the new unemployment law n. 435/2004 Sb. Nowadays we can no longer ignore international documents concerning the employment of handicapped people, mentioned in the final chapter of the theoretical part. The second part of thesis is practical. It includes the resultsof both, the survey and the questioning by phone. The data are processed percentualy and graphically. every graph has its own description. Then the results are discussed. People after spinal cord injury are motivated to work. Yet, there are many obstacles to the employment of these people, which may result in their desillusion and demotivation to work. One of such obstacles is e.g. the fact that potential employers do not accept their demand of shorter working hours. The final part of the thesis includes the conclusion, the list of sources and supplement.

The thesis focuses on the issues of Quality Standards and the process of their application in the residential services in Vysočina region. The aim of my thesis is to map the present situation concerning the introduction of Quality Standards in social services in residential facilities in Vysočina region. The introductory theoretical part of my thesis contains sections related to social services. Definitions of basic concepts and sections which are related to chosen topic are explained here. It also contains the description of settings and context of the work. In the practical part the subject is narrowed to the topic of introducing Quality Standards in social services in relation to providers of social services, and to old people{\crq}s and handicapped people{\crq}s homes and special treatment facilities. The results of a questionnaire inquiry, conversations with directors of organizations and workers in direct care are presented and compared. This process is interlaced with the analysis of documents used in filling out the questionnaire that have a direct connection to fulfilling the criteria of social services quality. In the discussion and summary the essential research results are discussed. In relation to introducing Quality Standards in social services it will be necessary to change especially the attitude to users of social services. An important landmark here is the legal codification of Quality Standards in social services in relation to the Social Services Act.

Domestic Science fulfils a most important role for mentally-handicapped children. Thanks to Domestic Science, children{\crq}s motor activity, speech, thinking, sensitivity, imagination and creativity improves considerably. It can help them to gain individual independence and increases the possibility of future employment. The goal of this study is to evaluate the conditions necessary for the provision of the Domestic Science in schools for mentally-handicapped children. In order to achieve this, a series of interviews has been undertaken with school directors as well as questionnaires with Domestic Science teachers. Analysis of school equipment for Domestic Science as well as course contents for the subject has taken place, resulting in a positive reaction from those interviewed.

Any health affliction fundamentally impacts the life of both handicapped individual and the family. Everyday obviosity for a healthy individual can become inconquerable problem for a handicapped individual. The handicapped people need the help of their neighbourhood to overcome the obstacles of everyday life.The neighbourhood helps not only from the physical side, it also offers necessary support and motivation. Nowadays, the visually handicapped people are provided with special complex service. In case of visually handicapped child the well-timed intervention is essential for the further development. Neglect of the care, for example from the reason of family´s ignorance of the problems can have fatal consequences for the child. The aim of this work was to chart services for visually handicapped children and youth in České Budějovice and find out how this service for visually handicapped children and youth is provided.The study of documents, internet sources and non-standardized interview with the service providers were used .There was only a framework of previously prepared questions. The questions concerned the uprise of given subjects, the number of clients, age category, clients´ documentation, forms of provided care, the most common diagnoses, financing and personal security. Research field involved subjects providing service for visually handicapped children and youth at the age 0 {--} 26 in České Budějovice.The following hypotheses resulted from the research: 1. After 1989 a lot of organizations offering service for visually handicapped children and youth came into being in České Budějovice. 2. Organizations offering service for visually handicapped children and youth in České Budějovice provide these services to clients with isolated visual defect and to clients with combination affliction. 3. Organizations providing services for visually handicapped children and youth in České Budějovice concur each other and provide their services to clients at the age 0 {--} 26. This work should help to parents of visually handicapped children and youth and should contribute to better orientation in services which are provided in České Budějovice.