Thesis (M.S.W.)--University of Hong Kong, 1989. / Also available in print.

The problem with which this study is concerned is to determine if the System of Interactive Guidance and Information (SIGI), which is a computer-based career guidance system that is employed with non-handicapped individuals, can be adapted to serve the needs of physically handicapped individuals. One hundred forty eight career and guidance professionals responded to a survey instrument, which was designed by the investigator, indicating their perceptions of the limiting effects of twelve specified handicapping conditions on the SIGI-programmed occupations. These respondents also listed their specific occupations, average time spent in career counseling with each handicapped individual, resources used in career counseling, incidence of use of SIGI, and opinions of needed changes to SIGI to make it a viable instrument in counseling the handicapped.

This study addressed superintendents' value perceptions of nineteen component parts of P.L. 94-142, The Education For All Handicapped Children Act of 1975. In addition, the study sought to determine whether relationships existed between superintendents' value perceptions of P.L. 94-142 and (1) school district size and (2) total years experience as a superintendent. As a result of this research, twenty-one conclusions were drawn, consisting of Texas superintendents' perceptions of several aspects of P.L. 94-142 such as: its effectiveness, appropriateness, process hearing costs, funding, time/cost efficiency, feasibility, and ultimate goal. Additionally, there was no significant relationship between the total number years served as a superintendent, or the size of school districts served, and the superintendents' value perceptions concerning P.L. 94-142. In summary, twenty-one conclusions were reached regarding superintendents' value perceptions of P.L. 94-142. A total of seven implications were drawn from the conclusions. Finally, seven recommendations for future study were made.

Submitted by Ana Valéria de Jesus Moura (anavaleria_131@hotmail.com) on 2017-09-26T16:42:18Z No. of bitstreams: 1 Salomão Resedá.pdf: 2887894 bytes, checksum: ba1553cbf9c7197818df18cbd2c33795 (MD5) / Approved for entry into archive by Ana Valéria de Jesus Moura (anavaleria_131@hotmail.com) on 2017-09-26T16:42:31Z (GMT) No. of bitstreams: 1 Salomão Resedá.pdf: 2887894 bytes, checksum: ba1553cbf9c7197818df18cbd2c33795 (MD5) / Made available in DSpace on 2017-09-26T16:42:31Z (GMT). No. of bitstreams: 1 Salomão Resedá.pdf: 2887894 bytes, checksum: ba1553cbf9c7197818df18cbd2c33795 (MD5) / Toda construção a tese será feita em torno do problema da interrupção/suspensão do prazo prescricional daqueles que se encontram inseridos na pevisão constante do art. 4º, III do Código Civil, em razão das alterações trazidas pela Lei 13.146/2015, e a garantia do amplo acesso à justiça. Para tanto, inicia-se a pesquisa a partir da análise evolutiva do ideal de acesso à justiça, desde sua noção mais singular, de exercício do direito de petição, à uma perspectiva mais moderna onde se busca a efetividade da prestação jurisdicional. Estabelecida essa premissa, passa-se a visitar a teoria das incapacidades, demonstrando a evolução existente entre os contornos trazidos por ambos os Códigos Civis vigentes no país até o momento e as modificações impostas pelo Estatuto da Pessoa com Deficiência, erigindo a abordagem a partir de perspectiva critica-descritiva. Por conta do recorte escolhido, surge a necessidade de abordar elementos referentes à teoria da vulnerabilidade, a fim de demonstrar a sua percepção por parte do ordenamento jurídico pátrio e suas situações exemplificativas já existentes. Solidificados estes pontos, alcança-se o outro pilar de sustentação do trabalho que envolve a abordagem dos elementos atrelados à prescrição, sempre a conduzindo à hipótese específica do art. 198, I do Código Civil. Estampados os pressupostos teóricos, segue-se para a análise dos parâmetros característicos da teoria do contra non valentem agere, non corruit praescriptio. Dentro deste paradigma, serão apresentados aspectos históricos e a abordagem comparativa de sua utilização em países estrageiros através da citação de julgamentos ou análises doutrinárias pontuais, com o fito de demonstrar a viabilidade de seus contonos diante da moldura do direito brasileiro. Por fim, se realiza análise crítica e propositiva das barreiras de resistência qualificadas como mais importantes para a aplicabilidade da teoria do contra non valentem agere, non corruit praescriptio como elemento de viabilização do amplo acesso à justiça para aqueles que se encontram abrangidos pelo art. 4º, III do Código Civil nas hipóteses que tratem sobre o curso da prescrição da sua pretensão.

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)

Many educators are experiencing challenges in educating autistic learners, with the media reporting incidents of autistic learners being denied access to their local schools. This case study investigated how effective the TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) model is, in helping autistic learners to learn in an inclusive environment. The data collection instrumentsused included a literature review, questionnaires, interviews and artefacts. The collected data were analysed statistically, and descriptively. It seems as if there is perception that autism is increasing. Teachers need to be taught about full support mechanisms to deal with the challenges of teaching autistic learners. The research revealed that teachers were struggling to implement the TEACCH program owing to a lack of support programs for teachers, as well as a lack of continued use by other teachers. It was revealed that the teachers felt that for intervention programs to be successful, autistic learners should learn separately. / Inclusive Education / M. Ed. (Inclusive Education)

In this work specifically to deal with companies MEZADO Jan Pesek and its new services offered by the individual is assisted transportation of handicapped persons.The aim of this work is to analyze the design and service for its effectiveness.I decided to conduct a survey.The questionnaire was created database. The customers suggest extending the car fleet. The key to solving this problem is to extend the portfolio of customers.Instrument to acquisition new customers is a gain promotion.I suggest introduction of new form of propagation with leaflets and already created presentation. The leaflets and presentations will be distributed free of charge in the districts that need the increase in promotion.

Made available in DSpace on 2016-06-02T19:44:00Z (GMT). No. of bitstreams: 1 TeseMFAM.pdf: 2569948 bytes, checksum: 53e8c3a83500299ee845f59b75550395 (MD5) Previous issue date: 2006-06-26 / Universidade Federal de Minas Gerais / The national literature in the field of special education has continually pointed the necessity of research on programs towards attention to the families of persons with handicap. The present research start from the idea that diferent families can have diversified service necessities. This research was outlined to test this hypothesis, and the general objective of the study consisted in developping, evaluate and compare the efects of different contents of a program of attention to the mothers of the severaly handicapped. For the research was used an experimental delineation of multi elements baseline in which, 3 groups of mothers (A, B, C) was submitted to one sequency of three diferent contents in a attention program (Emotional Support S; Information I; and Training Abilities T), with variations in the order of offers of contents for each group. The study involved two stages, denominated as Study 1 and 2. Study 1 counted with the participation of 15 mothers of handicapped children from a special school and had as objectives: a) Identify the necessities of mothers with severelly handicapped children caracterizing aspects like received diagnostic, familiar structure, socialeconomic conditions and demographics, environment organization and routine, psicological conditions to establish gratefully interactions with their children. For this were done individualized interviews that later were tabulated and resulted in a survey of the necessities and potencialities of this mothers in relation to the child with deficiency. The results of this first stage was the identification of the potencialities and necessities of the families that were translated at the three contents for the attenction program and that allowed develop the program with the identified contents (Contents S, I, T). The study 2 had as participants 07 mothers of deficients students (with pre-school age, considered severally handicaped that attended a special school). For the implementation stage were done three groups, with the end to evaluate the efects of different presentation orders of the three contents about the following selected variables:- Comunnication Family-School CFE (measured by a note book); Adesion of the Family to the Service AFA (measured by school frequency registry of the children to the school) and about the development level of the students NDA, (measured by performance evaluations in seven areas of infantile development: cognition, socialization, nutrition, auto-care, motor abilities, courtesy rules and comunnication). The results pointed gains for all seven children at the development level, varying around 10 to 30% in all the areas for the majority of the children (6 in 7), reaching in some areas to 100% of the abilities. In relation to the variable CFE, the number of notes at the family book went from zero to 18 times, in three months, that was the duration time of the attention program. To the variable AFA, the frequency index at school varied from 80 to 100 % to all children. Is discussed at the end the necessity of implementing attention programs for families with children with defficiency, that been fundamented at the necessities of each family, starting with the hypothesis that families have diferent necessities, and that due this need diferent services. As far as the presentation order of contents, the data are suggestive that the most efficient order to the mothers os preschool children would be: Emotional support, information and training of abilities (SIT), to establish empathy and binding, followed by the information offer to increase the understanding about the deficiency, what would favour later on the trainning of abilities to the teaching of their children. / A literatura nacional da área de Educação Especial tem continuamente destacado a necessidade de pesquisas sobre programas de atenção para as famílias de indivíduos com deficiências. A presente investigação parte da idéia de que diferentes famílias podem ter necessidades diversificadas de serviços. Essa investigação teve por objetivo geral desenvolver, avaliar e comparar os efeitos de diferentes conteúdos de um Programa de Atenção às mães de crianças severamente prejudicadas. Para a pesquisa foi utilizado um delineamento experimental de linha de base multi-elementos no qual, três grupos de mães (A, B e C) foram submetidos a uma seqüência de três diferentes conteúdos em um Programa de atenção (Suporte Emocional S; Informacional I e Treinamento de Habilidades - T), com variações na ordem de oferta dos conteúdos para cada grupo. O estudo envolveu duas etapas, denominadas como Estudos 1 e 2. O Estudo 1 contou com a participação de 15 mães de crianças com deficiências de uma escola especial e teve por objetivos: a) Identificar as necessidades de mães de crianças severamente prejudicadas, caracterizando aspectos como o diagnóstico recebido, estrutura familiar, condições sócio-econômicas e demográficas, organização de ambientes e rotinas, condições psicológicas para estabelecer interações gratificantes com seus filhos. Para isso foram realizadas entrevistas individualizadas que posteriormente foram tabuladas e resultaram em um levantamento das necessidades e potencialidades dessas mães em relação à criança com deficiência. Identificou-se nesta primeira etapa as potencialidades e necessidades das famílias que foram traduzidas nos três conteúdos para o Programa de Atenção e que permitiu desenvolver o programa com os conteúdos identificados (S, I e T). O Estudo 2 teve como participantes sete mães de alunos com deficiências (com idade pré-escolar, considerados severamente prejudicados, que freqüentavam uma escola especial). Para a etapa de implementação foram compostos três grupos, a fim de avaliar os efeitos de diferentes ordens de apresentação dos três tipos de conteúdo sobre as seguintes variáveis selecionadas:- comunicação família-escola- CFE (medida por meio de um caderno de recados); adesão da família ao atendimento AFA (medida por meio dos registros de freqüência da criança à escola) e sobre o nível de desenvolvimento dos alunos NDA, (medido por meio de avaliações de desempenho em sete áreas do desenvolvimento infantil: cognição, socialização, alimentação, autos-cuidados, habilidades motoras, regras de cortesia e comunicação). Os resultados apontaram ganhos para todas as crianças no nível de desenvolvimento, variando em torno de 10 a 30% em todas as áreas para seis das sete crianças, chegando em algumas áreas a 100% das habilidades.Em relação à variável CFE, o número de recados no caderno da família para a escola passou de zero para seis contatos, e para algumas das crianças esse número passou de zero para 18 vezes, em três meses, que foi o tempo de duração do programa de atenção. Para a variável AFA, os índices de freqüência à escola variaram, ao final do Programa de 80 a 100% para todas as crianças. Discute-se no final a necessidade de se implementar programas de atenção a familiares de crianças com deficiência, que sejam fundamentados nas necessidades de cada família, partindo da hipótese de que famílias têm necessidades diferentes e que por isso precisam de serviços diferentes. Quanto à ordem de apresentação dos conteúdos, os dados são sugestivos de que a ordem mais eficaz para mães de crianças pré-escolares seria: Suporte emocional, Informações e Treino de habilidades (condição SIT). A etapa de Suporte visou estabelecer empatia e vínculos, seguido pela oferta de Informações que buscou aumentar a compreensão acerca da deficiência e de direitos garantidos pela lei, o que favoreceria posteriormente o Treino de habilidades para o ensino de habilidades a seus filhos.

The family means an environment in which human personality is formed, where human capital is created and where future generations are raised and educated. Its prosperity influences the development of the state as well as the cultural, social and economic development. It is always a stressful situation for the family if the newborn child is handicapped or if the handicap develops in a child so far healthy. There may be inevitable changes in parents´ employment, in the lifestyle of the family, in the way of spending free time and often even in the relationships within the family. One form of possible alleviation in such a situation is the existence of social services. Act no. 108/2006 on Social Services is aimed at specifying particular types of social services and related allowances as a tool for helping. The intended outcome is a healthy, competitive environment in this sphere and subsequent growth of social services network. The submitted bachelor thesis is based on qualitative research focused on the opinions and attitudes of handicapped children´s parents. The parents evaluated the current forms of support provided for their families, the offer of social services in their region and the services utilization. The thesis also surveys how much information is available to the parents as regards the system of social help and social services, what is their first experience regarding family care allowance. This allowance is a new form within the Czech social support system. The sample consisted of thirty parents of handicapped children and the data collection technique was based on semi-standardized interviews and content analysis. The survey results yielded the following hypothesis for prospective quantitative research: The interest of families with a handicapped child in broader offer of social services does not depend on the nominal value of allowances intended for covering the cost of these services.

The purpose of this Graduation Theses is to ascertain the status of a slightly handicapped child in a primary school class collective. It concerns namely children with a diagnosis of slight cerebral dysfunction or specific learning disability. The theoretic part deals with the nature of a primary school class, particularly from a developmental and sociological point of view. Further, it considers the problems of learning disability and behaviour disorder, which applies for the pupils I have been concerned with in my Graduation Theses, and also the questions of school integration. The practical part comprises the research itself and processes the data obtained. The investigation took place in the Grünwaldova elementary school in České Budějovice. It was executed using the sociometrical method, monitoring, observation, and a questionnaire designed for teachers. Individual parts of the research using the sociometrical method are introduced in the appendices.