M.A. (Social Work) / In South Africa no scientific research has been carried out on the functions of national councils for disabled persons from a management orientated point of view. This dissertation deals with the functions of the five national councils for disabled persons, namely the councils for the blind, the deaf, the mentally handicapped, the physically handicapped and persons suffering from epilepsy. More specifically, the objectives of the research which preceded the writing of the dissertation were the following: to explore the functions of the five national councils for disabled persons. to construe the functions of the five national councils for disabled persons as management functions. to use Zetterberg's conceptual framework for scientific theorizing in an analysis of the functions. to determine how the status, objectives and functions of the aforementioned national councils may be made more purposeful. A literature study was undertaken to determine to what extent organisational and management theories are relevant to the national councils.

The aim of this study is to investigate the probable adaptability problems Afrikaans speaking pupils experience in the international, multicultural, private schools of Botswana and how these problems concerning adaptability can have an influence on their academic success. Over the last forty years Botswana has made name for itself as the most stable country in Africa. Here is no dictators craving for power, no poverty because of mismanagement and no violent oppression or unconstitutional behavior visible. On the contrary, since the country became independent in 1966, it only knew the road to prosperity. When the country became independent there was only eight kilometers of tarred road found in the whole of Botswana. Today the main routes don’t have to stand back one step for those found in South Africa. The local currency, the Pula, is stronger than the rand and there is less crime as what is the case in South Africa as well as much less visible poverty. Al the facts mentioned above are only a few reasons why Botswana became an attractive refuge, close but still outside the borders of South Africa, for so many South African citizens. Approximately 80% of all the companies found in the capital, Gaborone have South African roots. Since 1990 the number of South Africans that relocated to Botswana has tripled. Education plays a very important role in the prosperity of Botswana and the country spends in the vicinity of 22% of its annual budget on education. Because of the huge influx of foreigners, especially over the last ten years, a number of international, English medium, private schools were founded. In the past, these English medium schools provided mostly education for foreign learners. The current tendency is however that more and more local learners start attending especially the secondary, private schools because of the international curriculums these schools offer. Afrikaans speaking learners coming from Afrikaans medium schools in South Africa are faced with definite problems concerning adapting when they visit the international, multicultural private schools of Botswana for the first time. The four most important concepts identified in the study were the international education environment of the multicultural, private schools in Botswana, multicultural education, and the concepts culture and milieu-handicapped. The problems concerning adaptability experienced by Afrikaans speaking pupils are mostly found on the social- and cultural domains as well as adapting to the new medium of education. There are several factors, internally as well as externally from the school environment identified which can play a leading role in the successful adaptation of these learners. The social- en psychological development of the child as well as the style of education portrayed by the parents can both play a leading role in the successful adaptation of these learners. Factors that can all contribute to a more or less extend to the successful social adaptation of Afrikaans speaking pupils include the role of the school, community, peer group, church and media. Concerning the successful cultural adaptation of Afrikaans speaking pupils several factors are identified. These include cultural differentiation, cultural integration, cultural continuity, cultural relativity, cultural pluralism, the philosophy of life concerning culture, the economic technical cultural domain, the social welfare cultural domain as well as the spiritual cultural domain. Lastly the study looked at the adaptation regarding the medium of education Afrikaans speaking pupils face. Factors which play a role here include the differences of the language spoken at school, in the home and in the community as well as the influence language and culture have. The successful social- and cultural adaptation and adaptation regarding the medium of education of Afrikaans speaking pupils can all contribute to the successful academic performance of these learners. A poor academic record, limited intellectual possibilities, unfavorable personality characteristics, inadequate study methods as well as school migration can contribute to the successful academic performance of Afrikaans speaking pupils. By means of a comprehensive study of literature the factors which can play a role in the adaptation of Afrikaans speaking pupils in the international, multicultural, private schools are in detail examined and discussed. An empiric investigation, where both the Afrikaans speaking pupils and their parents played a part, was done after the study of literature. The investigation proofs that Afrikaans speaking pupils do suffer from adaptation problems and are mostly experienced in the cultural domain. Continuing research in the field of adaptation problems of Afrikaans speaking pupils, not only in Botswana but globally, should be undertaken. With the huge number of South Africans leaving South Africa this research can be a source of information to both parents and learners alike. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

The diploma thesis is focused on social tourism in Brno. The aim of the thesis is to analyse in what measure the tourist services are adapted to young people, families with children, physically handicapped people and seniors in Brno. The thesis is divided in theoretical and analytical part. The analytical part can be divided into four groups such as attractions offer, analysis of accommodation services, gastronomic services and transport services. These services are evaluated in demand of each segment. The selected destination is analysed in attractiveness for each segment.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-06-19T17:48:17Z No. of bitstreams: 2 bianca_quiteria_moura_santana.pdf: 1665957 bytes, checksum: deff836489dafe31849f5db59501be16 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-19T17:48:17Z (GMT). No. of bitstreams: 2 bianca_quiteria_moura_santana.pdf: 1665957 bytes, checksum: deff836489dafe31849f5db59501be16 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-23 / The present research aims to identify the signs of coloniality/decoloniality in the foundations of the Rapporteur's vote and the defeated vote in ADI 5357 regarding the right to inclusive education. It is assumed that behind apparent impartiality/neutrality, the judge leaves clues of ideological positions on the surface of the decision that can sustain or prevent relations of domination guided by a practice of educational segregation/exclusion of persons with disabilities. The relevance of this study comes from the need to contribute to overcoming paradigms of exclusion and segregation, which from hegemonic conceptions, inferiorize and stigmatize people with disabilities, preventing their access to the common classes of the regular education system. The research methodology falis within the domain of Criticai Discourse Analysis - CDA, developed by Fairclough. However, the language and law interface imposes a directed look at the modes of operation of ideology in the perspective of decolonial studies, considering the objective of this research. It is noted that the lack of success of ADI 5357 is marked by ruptures of colonial thought, notably by the presence of signs of decoloniality in the reasoning of the Rapporteur's vote, while the defeated vote is marked by a colonial discourse. / A presente pesquisa tem como objetivo identificar os indícios de colonialidade/descolonialidade nos fundamentos do voto do Relator e do voto vencido na ADI 5357 no que concerne ao direito à educação inclusiva. Parte-se do pressuposto de que por trás de uma aparente imparcialidade/neutralidade, o julgador deixa pistas de posições ideológicas na superfície da decisão proferida que podem sustentar ou impedir relações de dominação orientadas por uma prática de segregação/exclusão educacional de pessoas com deficiência. A relevância desse estudo advém da necessidade de contribuir para a superação de paradigmas de exclusão e segregação, que a partir de concepções hegemónicas, inferiorizam e estigmatizam as pessoas com deficiência, impedindo o seu acesso às classes comuns da rede regular de ensino. A metodologia de pesquisa inscreve-se no domínio da Análise Crítica do Discurso - ACD, desenvolvida por Fairclough. Entretanto, a interface linguagem e direito impõe um olhar voltado para os modos de operação da ideologia na perspectiva dos estudos descoloniais, considerando o objetivo desta pesquisa. Constata-se que a falta de êxito da ADI 5357, está marcada por rupturas do pensamento colonial, notadamente pela presença de indícios de descolonialidade na fundamentação do voto do Relator, enquanto que o voto vencido está marcado por um discurso colonial.

The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.

En prenant appui sur quatre années d'expérimentations artistiques et théâtrales (2014-2018) dans la ville de Nice et le département des Alpes-Maritimes, cette thèse tente de rendre compte de la démarche intellectuelle et des processus mis en œuvre dans une création post-contemporaine. Elle donne à voir la particularité des expériences de l’artiste Laura Hurt qui est à la fois auteur, metteur en scène et chercheur-praticien-reflexif dans le cadre de cette thèse de création. Dans un va-et-vient de la théorie à la pratique et inversement, nous avons essayé de mettre en avant comment un parcours personnel chaotique et une solide formation artistique amènent à de nouvelles pistes de travail, en mettant notamment le public au cœur de toutes démarches artistiques, la question de la centralité du public dans une œuvre théâtrale constituant une donnée principale, capitale même, dans l'élaboration d'un spectacle afin d’aller dans la continuité du « théâtre pour tous », du « théâtre pauvre » ou encore du « théâtre élitaire pour tous » afin de découvrir comment aujourd’hui, l'acte de création peut mettre en avant des notions comme la fraternité et la concorde universelle par une attention particulière vis-à-vis du public et notamment celui qui a peu accès à l'art, le public dit « empêché ». Cette thèse analyse par une méthode heuristique l'en-dedans et l'en-dehors de la représentation scénique, et montre que l’interdisciplinaire, le performatif et l'acte poétique permettent une nouvelle liberté pour se rapprocher du public et effacent tout ce qui nous sépare, pour mieux retrouver ce qui nous rassemble. Cette thèse découle d'une volonté de théoriser, d'analyser, de décrypter, d'expliquer, de découvrir a posteriori les actes engagés dans une démarche artistique et de faire émerger le savoir muet, discret, intime, de la genèse épistémologique de l'artiste dans son acte créateur. / Drawing upon four years of artistic and theatrical experimentation (2014-2018) in the city of Nice and the department of Alpes-Maritimes, this thesis attempts to take account of the intellectual approach and processes involved in a post-contemporary creation. It reveals the particular nature of the experience of the artist Laura Hurt, who is both producer and researcher-practitioner-thinker in the framework of this thesis on creativity. Moving freely between theory and practice, we have tried to put forward how a chaotic personal journey and a solid artistic training lead to new ways of working, notably placing the public at the heart of all artistic approaches and whenever the question of the public’s central role in theatre might be of primary, even essential pertinence in the putting on of a spectacle aiming to continue the art of ‘theatre for all’, ‘poor or minimal theatre’ or even ‘elite theatre for everyone’, thereby discovering how, today, the creative act may promote notions such as fraternity and universal concord by paying special attention to the public and particularly that public having little access to art, the so-called handicapped public. This thesis analyses via its heuristic model the inner world and outer world of stage performance, and reveals how the interdisciplinary, the performative and the poetic act allow for a new freedom to draw closer to the public, erasing all that separates, so as to better reclaim what we share. The thesis derives from a desire to theorise, analyse, decode, explain and discover a posteriori those acts involved in an artistic approach, and to bring to light the intimate, discreet, unsaid knowledge of the artist’s epistemological genesis in her creative gesture.

Thesis (Ph. D. (Educational Psychology)) -- University of Limpopo, 2016 / For the past two to three decades, there has been a large influx of students with disabilities into institutions of higher education worldwide. In South Africa, in these past three decades, records of intake of students with disabilities were not recorded as services and support of this kind were not institutionalised. Within this transformation process, which involved including previously under-represented groups, institutions of higher learning are currently facing challenges of what kind of educational support to offer to students with disabilities, in order to help them to succeed academically. This study investigated the educational support offered to students with disabilities at the University of Venda (UNIVEN) as experienced by the students themselves. The study, therefore, gives an insider perspective. The study followed a qualitative research approach, and used classroom observations, document analysis and focus group interviews to collect data. Ten students with various disabilities participated in the study. The findings of this study reveal that there are some degrees of support that UNIVEN offers. However, some gaps to meet students educational needs still exist. These gaps include lack of information about the programmes that UNIVEN is offering, physical infra-structure barriers and lack of disability knowledge. This study recommends the establishment of a forum in which students with disabilities can discuss and address their educational needs on campus. Other recommendations include the following: lecturers’ training, disability awareness, the installation of an online interactive portal to increase communication between students and the university, and an online survey measuring lecturers’ attitudes and knowledge. The study suggests that future research could include factors that predict graduation rates among students with disabilities. Key words: Educational support, Disability unit, Medical Model of disability, Social model of disability.

Thesis (M. Cur.) -- University of Limpopo, 2015. / Background:The experiences of families living with the mentally handicapped childrenwho attended the Bana Ba Thari School in the Polokwane Municipality of the Limpopo Province were never evaluated and, therefore, the experiences of families werenot known. Theaim:The aim of this study wasto describe the experiences of the families caring for the mentally handicapped children who attended theBana Ba Thari School in thePolokwane Municipality of theLimpopo Province, South Africa. Study methodology:A qualitative phenomenological research approach was used.Data was collected from 23 families who cared for their mentally handicapped children by conductingsemi-structured face-to-face interviews. Data wasaudio recorded and field notes were written down. Data was analysed using Tech’s open coding method forqualitative research.After the Medunsa Research and Ethics Committee had given ethic clearance for this study to be conducted, the Department of Education also gave permission for the study to be conducted.After the Medunsa Research and Ethics Committee had given ethic clearance for this study to be conducted, the Department of Education also gave permission for the study to be conducted.Ethical considerations and measures to ensure trustworthiness were observedand adhered to while conducting the study. The results:The results showed that the parents lackedadequateknowledge about mentally handicapped children which ledto poor interaction.The study also revealed a gap of knowledge from various professions likedoctors andeducators which ledto poor intervention and delay of therapy for the mentally handicapped children. The study also revealed the psychological impact on the parents and siblings.Parents worriedabout the future of their mentally handicapped children, which led to their denial andanxiety while the siblings became depressed. Parents also experienced a physiological impact, socio-economic problems, lack of resources at school like material for rehabilitation, and lack of transport to take their children to school every day. In addition,it was found that most of the parents and siblings didnot get continuing psychological support. vi Conclusion and recommendations:It is recommended that government and agencies should provide assessment and therapy facilities for mentally handicapped children and their parents. It is also recommended that professionals like doctors and educatorsstill need to undergoin-service training with regard to mentally handicapped learners to enable them to make proper decisions or to execute accurate interventions.

The study is critically analysing the current legal framework in Malawi in so far as the right to equality and non-discrimination in the work place and the right to work for people with physical disabilities (PWPDs) is concerned. The paper will assess whether Malawi’s legal framework effectively protects the right to equality and non-discrimination in the work place for PWPDs in conformity with international standards. Finally, the paper will, in the event that Malawi’s legal framework does not conform to international standards, offer suggestions on how it can be reformed to comply with international standards, especially the Convention on the Rights of People With Disabilities / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2008. / A Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Prof Michelo Hansungule of the Centre of Human Rights, Faculty of Law, University of Pretoria / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

Tato práce se věnuje problematice postavení handicapovaných osob ve společnosti, která byla a je ovlivňována chápáním koncepce péče o handicapované jedince a vývojem ústavních zařízení. Práce obsahuje stručné popsání dějin handicapu, přičemž největší pozornost je věnována problematice handicapu od vzniku modernizačních proměn společnosti až po současnost. Dále tato práce obsahuje empiricko-historickou část, jejímž záměrem je analyzovat vývoj ústavních zařízení pro handicapované osoby od počátku proměny společnosti z tradičního typu k modernímu až po současnost. Pro tento výzkum byla použita analýza dokumentů jako výzkumná metoda. Toto výzkumné šetření potvrdilo dvě výzkumné hypotézy. Zaprvé bylo potvrzeno, že šířením osvícenských ideálů v kontextu modernizačních procesů ve společnosti došlo k proměně koncepce péče o handicapované osoby. Zadruhé bylo potvrzeno, že modernizační proměny, které proběhli ve společnosti ve 20. století, ovlivnili především v pozitivním smyslu institucionální uspořádání i formy organizace péče o handicapované osoby. Klíčová slova: handicap, handicapované osoby, postavení ve společnosti, vývoj, modernizace, ústavní zařízení, vývoj ústavních zařízení.