The purpose of this study is to gain insight of four preschool teacher’s perspectives and reasoning in two different local if they working to counteract exclusion. The questions this study assumes are: How does the teachers in preschool reason about how they working against exclusion of children with diagnosis in the free game, if there are? How does the teachers reasoning about their methods and personal strategies they uses to include children with diagnosis in the free game, if they are excluded? How does the teachers reasoning about the diagnosis effect of these children’s social interaction with other children if the diagnosis became their identity? The method in this study to collect material about the teacher´s perspective on the subject is semi-structured interviews. The collected material has been analyzed and interpreted from a socio-cultural perspective. The conclusion of this study is that you can see pattern of the teachers reasoning about the subject, their methods and their personal strategies to include children with diagnosis. They work very close to the children and focus on the individual child in the group and the importance of excluding work for inclusion. The inclusion work is complex and the teacher’s approach and child perspective affects the inclusion work and if the children get stigmatized because of their diagnosis as identity. Exclusionary practices is necessary for the inclusion work and work close to the individual and also knowing the child´s difficulties and strength to support where it´s needed so the child can be involved in social interaction with other children.

Darbo tema: Mokinių iš socialinės atskirties rizikos šeimų adaptacijos mokykloje problemos ir sprendimo būdai (Vilkaviškio rajono atvejis). Problema. Keičiantis socialinėms ekonominėms sąlygoms, tam tikros grupės žmonių jaučiasi socialiai nesaugios, jiems sunku prisitaikyti prie šiuolaikinio gyvenimo tempo, adaptuotis prie socialinių ekonominių ir politinių pokyčių. Dėl to kai kurie žmonės jaučiasi nesą arba iš tikrųjų nėra visuomenės, kurioje gyvena, dalis, todėl socialinės atskirties fenomenas sparčiai plinta Lietuvoje. Pastaruoju metu šalyje dėl prastų materialinio ir socialinio gyvenimo sąlygų smunka dalies šeimų dorovė, prastėja emocinis vaikų saugumas. Mokinių iš socialinės atskirties rizikos šeimų adaptacija mokykloje yra aktuali, nes mokinys, sunkiai adaptuodamasis mokykloje, patiria nesėkmę, dažnai netenka noro mokytis, silpnėja jo mokymosi motyvacija – tai daro neigiamą įtaką jo tolimesniam gyvenimui. Šio darbo tikslas – paanalizuoti mokinių iš socialinės atskirties rizikos šeimų adaptacijos kaimo ir miesto tipo mokyklose ypatumus. Darbo hipotezės: • Pastebimi adaptacijos skirtumai tarp kaimo ir miesto mokyklų. Adaptacija sėkmingiau vyksta kaime. Čia pastebimas atsiskyrimo adaptacijos tipas. Mieste adaptacija ne tokia sėkminga, čia tarp socialinės atskirties rizikos mokinių dažniausiai pastebimas atsiskyrimo ir maišto socialinės adaptacijos tipai. • Nesėkmingą adaptaciją mokykloje daugiausia lemia stigmatizuotas neigiamas požiūris į rizikos grupės vaikus (etiketės... [toliau žr. visą tekstą] / Thesis: The problems and solutions in the adaptation of pupils from the social exclusion risk families at school (Vilkaviškis district case). Problem. While changing socio-economical conditions, certain groups of people feel insecure socially, they feel difficulties to adapt to the pace of modern life, socio-economical and political changes. As a result, some people do not feel themselves, or they really are not, the part of society in which they live; therefore a phenomenon of social exclusion is growing rapidly in Lithuania. Recently in the country, due to poor material and social living conditions, morality of families and emotional safety of children is deteriorating. The adaptation of pupils from the social exclusion of risk families at school is relevant, as students, while hard adaptation, experience failure, often lose interest in learning, weakening in motivation for learning and this has a negative impact on their future life. The aim of this work is to analyze the peculiarities of the adaptation of students from the social exclusion risk families in rural and urban-type schools. Hypothesis: • There are significant differences noticed in adaptation between students in rural and urban schools. Adaptation is more successful in rural areas. There the separation of the adaptation type is noticeable. The adaptation in the urban schools is not so successful, because the separation and insurrection of the adaptation types are noticeable among the students of the social... [to full text]

I denna studie undersöks vilka uppfattningar SUM-elever, elever med särskilda utbildningsbehov i matematik, har av matematikundervisning när de i klassrummet får specialpedagogiskt stöd i ämnet och hur de känner sig när de följer med specialläraren ut från klassrummet. Det övergripande syftet med studien är att belysa inkludering och exkludering ur ett elevperspektiv. Studien har en kvalitativ ansats och har genomförts i form av semistrukturerade intervjuer med åtta SUM-elever från åk 4 och 5. Till grund för analysen används Asp-Onsjös (2006) tre olika aspekter på inkludering; rumslig, social och didaktisk.   Resultatet visar att den inkludering som eleverna anser vara viktigast när de lär sig matematik är den didaktiska inkluderingen, inte den rumsliga eller sociala. Alla elever i studien kände sig socialt inkluderade och vad gäller den rumsliga inkluderingen spelade den inte någon större roll för dessa SUM-elever. Däremot visade elevuppfattningarna att de kände sig didaktiskt exkluderade i matematikklassrummet. Faktorer som påverkar detta är bland annat brist på konkret material, långa arbetspass samt möjlighet att kommunicera matematik för att förstå den. / Abstract This study investigates the perceptions that SEM-students, special education need in mathematics, have when they receive special education in mathematics and how they feel when they leave the classroom to do mathematics with the special education teacher. The overall aim of this study is to highlight the inclusion and exclusion from a student perspective. The study has a qualitative approach and has been implemented in the form of semi-structured interviews with eight students in special education need in mathematics, SEM-students, from grades 4 and 5 in Sweden. The basis for our analysis is three different aspects of inclusion; spatial, social and didactic (Asp-Onsjö, 2006). The results show that the aspect of inclusion that students consider to be most important is didactic inclusion. All the students in the study felt socially included and the spatial inclusion did not play a major role for these SEM- students. The students did articulate that they felt didactical excluded in the classroom. Factors that affected this feeling of exclusion was lack of concrete materials, long working hours and the ability to communicate math to understand it.

Šiandien dažna politikų diskusijų, žiniasklaidos pranešimų tema yra augantis vaikų agresyvumas, žiaurumas savo bendraamžių, mokytojų atžvilgiu, socialinė atskirtis. Pažymima, kad mokinių dvasiniam augimui ir lavinimuisi, socialinei integracijai neužtenka modernių mokymo(si) priemonių, naujų mokymo(si) programų ar socialinių projektų. Greta visų šių dalykų jiems taip pat reikalingas rūpestingas suaugusiojo palaikymas, geras jo pavyzdys, teikiama pagalba sunkiais gyvenimo etapais. Dažniausiai patekimą į socialinės atskirties rizikos grupę vaikai pajunta mokykloje, nors neretai tai lemia ir šeimos statusas visuomenėje ar pačios šeimos narių tarpusavio santykiai. Dažnai mokiniai, kurie praleidinėja pamokas ar jiems nesiseka, yra iš kitokios šeimos nei kiti mokiniai, neturi tam tikrų socialinių įgūdžių, greitai užklijuojama etiketė ir toks mokinys sulaukia socialinio pasmerkimo, atskyrimo. Socialinės atskirties rizikos grupėje esantiems mokiniams būdingos elgesio, emocinės ir mokymosi problemos, bendraamžių atstūmimas, socialinių įgūdžių trūkumas. Atsiranda poreikis tirti mokinių atskirties grupių mažinimo galimybes, teikiamą pagalbą ar jos galimybes mokiniams, esantiems socialinės atskirties rizikos grupėje. Tyrimo tikslas – identifikuoti socialinę pagalbą, teikiamą socialinės atskirties rizikoje esantiems mokiniams. Tikslui pasiekti pasirinktas kiekybinis tyrimas. Duomenų rinkimo metodas – anketinė apklausa. Apklausti 105 mokytojai, dirbantys gimnazijoje, vidurinėse ir... [toliau žr. visą tekstą] / Growing aggression of children, violence against peers and teachers and social exclusion are nowadays an important issue of political discussions and media reports. It is noticed that modern learning and teaching means, new learning and teaching programmes or social projects are not enough for spiritual growth and development of students and social integration. Together with these things students need attentive support from adults, their good example and assistance at difficult periods in life. Most often students face the risk of social exclusion at school although it also depends on the status of their family in the society or the relationship of their family members in the family. Often students who are absent from school or do not very well at school are from a different family than other students; they do not have particular social skills, are often given labels and can expect only exclusion and being branded. Behavioural, emotional and learning problems, peer alienation and lack of social skills are characteristic for students at risk of social exclusion. Therefore, there is an urgent need to analyse opportunities of reduction of social exclusion groups of students, provided assistance or its opportunities for students at risk of social exclusion. The aim of the research is to identify social assistance provided to students at risk of social exclusion. A qualitative research was carried out to achieve the aim. The method for data collection – a questionnaire. 105... [to full text]

This thesis explores the impacts of afterschool programs on youths’ feelings of inclusion and exclusion in small communities. A case study of the Fusion Youth Activity and Technology Centre in Ingersoll, Ontario was conducted to learn from youth about their experiences growing up, about the challenges they faced and the benefits they gained from participating in Fusion’s programs. This project focused on the youths’ perspectives, and employed various task-centered activities such as visualization and narrative techniques to engage youth and gather data. It also highlighted different tensions between youth and the community and how youth navigate these tensions while growing up. The study found that the space, staff and programs offered by the Fusion Youth Centre do change youths’ feelings of inclusion and exclusion in Ingersoll. However, there remains work to be done to change the systems of exclusions that make youth feel disconnected from their community.

Darbe pateikiama nuteistųjų socialinės reintegracijos samprata, apibrėžiami šio proceso objektai ir jų tarpusavio sąveika. Pateikiama su kokiais sunkumais susiduria nuteistieji po laisvės atėmimo bausmės atlikimo ir kokios institucijos padeda iškilusias problemas spręsti. Analizuojama kaip patys nuteistieji vertina savo galimybes sėkmingai socialiai reintegruotis, kokios pagalbos tikisi sulaukti ir kokiais būdais siekia tapti pilnaverčiais visuomenės piliečiais. Atskleidžiama kokie veiksniai anot jų suteikia jiems stiprybės šiame procese, o kokie veiksniai slopina sėkmę. / This paper presents the concept of social reintegration of prisoners and define the process objects and their interactions. Since there still exists a high number of crimes in Lithuania and the return of convicts to society is a relatively new topic, the need to examine, what is the role of institutions in helping persons, who served imprisonment sentences, to reintegrate into society, arouse. The paper showed that the reintegration of convicts into society is not an easy process that requires a lot of efforts not only from the convict, but also from institutions, operating in this field, as well as from the society. The paper examines the factors that give strength for prisoners in this process and what factors inhibit success of social reintegration.

Modern Japan established three kinds of national identification (ID) systems over its population: Koseki, Alien Registration, and Juki-net. The Koseki system is a patriarchal family registration of all citizens. It began in the 1870s when Japan’s nation-state was developed under the emperor’s rule. Koseki used traditional patriarchal hierarchy and loyalty to construct subjects for the Japanese Empire and reify a fictional unity among the “Japanese” people. Until today, this disciplinary element has functioned as the norm for organizational relations in Japan. The Alien Registration System requires non-citizens to register and carry an ID card to distinguish “foreigners” from “Japanese”. This system stems from surveillance techniques used over the colonial populations in the early twentieth century: the Chinese in the colony of “Manchuria”, in northeast China, and the Koreans on the Japanese mainland. Although the empire collapsed after World War II, the practice was officially legislated to target Koreans and Chinese who remained in post-war democratic Japan. Juki-net is the recently established computer network for sharing the personal data of citizens between government and municipal authorities. Juki-net attaches a unitary ID number to all citizens and gives them an optional ID card. Juki-net uses digital technology to capture individual movement, so the system is direct, individualistic, and fluid. It has expanded the scope of personal data and shifts the foundation of citizenship to state intervention. This thesis examines how these three systems have defined the boundary of the nation and constructed categories for its subjects, which have then been imposed on the entire population. Drawing on the theories of Foucault’s bio-power and Agamben’s bare life, I explain how the national ID card systems enable the state to include and exclude people, use them for its own power, and produce subjects to support the state. Although this process is often hidden, the scheme is a vital part of the current proposal to use national ID card systems in the global “war on terror”. I argue that the national ID card systems impose compulsory classifications on individuals, threaten the public’s rights against state intervention, and spread “bare life” across the population. / Thesis (Master, Sociology) -- Queen's University, 2008-05-29 13:58:26.233

This study was conducted to determine the impact of off-stream waterers (OSW) and barriers on animal productivity, behaviour, and riparian health, while comparing data collected with visual observations and GPS collars. Treatment had no significant effect (P > 0.05) on cow and calf weights averaged over the grazing season, with the exception of calf weights at one site (P < 0.0001). Although cattle utilized the OSW, they continued to drink from the stream. Further, the barriers did not discourage watering at the stream. Riparian health assessments did not indicate greater improvement with OSW or barriers. Cattle location, obtained via visual observations and GPS collars, differed with respect to the number of observations at the trough or in the riparian polygon. Long term studies are required to assess the impact of pasture size and site topography on OSW usage and riparian health, as many of the criteria take over two years to regenerate.

In the beginning of the 1990's Swedish immigration policy, which bad been considered liberal and generous, became increasingly restrictive. A number of domestic as well as international factors led to new restrictions that particularly affected Bosnians with Croatian passports who applied for asylum. They were the first refugee group subject to new policy regulations and practices called 'temporary protection' (TUT). They also became the object of experimentation with diverse ideas concerning the development of a new immigration policy that emphasized the notion of 'repatriation' as opposed to 'integration'. This study consists of five articles that analyse these complex social processes from different methodological angles, trying to connect micro issues with macro ones, global issues with national issues, and local phenomena with practices affecting the individual. The introductory article deals with the experience of leaving one's country though the narrative of a single woman. During her period of immigration, she had been exposed to different national interests, discriminatory legislation and a variety of refugee experiences. These experiences included persecution, flight and emigration that were related to conditions of immigration, refuge and exclusion. The second article shows how the refugees coped with the labyrinth of temporality caused by the new Swedish refugee and immigration policy. This policy had been developed against the backdrop of EU harmonisation and insisted on temporary protection and repatriation. The third article is a comparative analysis of immigration processes in two different munici­palities: Malmö and Karlskrona. This article shows that such different institutional contexts create different coping strategies among refugees. For example, Malmö as a large munici­pality with a long history of immigration is different from Karlskrona, which is a smaller town without such experiences with foreigners. Also, in Malmö there was no specific refugee camp whereas there was one in Karlskrona. The fourth article deals with the impact of the Swedish welfare state's austerity policy on the reception of local refugees. As a consequence of these changes, special relationships among refugees developed. These included both friendship and animosity as well as conflict and solidarity. Such relationships challenge the conventional wisdom that assumes that differences in ethnicity will only lead to conflicts among different groups. The fifth article examines the limits of this conventional wisdom. For example, while conflicts among different ethnic groups from the former Yugoslavia persist, solidarity among these groups has also developed as they respond to the difficulties of immigration and social exclusion. In order to analyse the complexity of a process that includes the global, local and individual levels, I developed a multifaceted theoretical approach. This thesis addresses four aspects of a refugee's status: essentialization, thera- peutization, 'problem' that refugees cause for international state system and exclusion. In this connection, my main conclusion is that the social position of being a refugee in particular, as well as processes of social inclusion in general, can only be understood if we move beyond essential and biological explanations and beyond culturalization and therapeutization. Instead, we must focus on social and structural explanations. / digitalisering@umu

The aim of this study was to get insight into refugee children’s perception about experience of the preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant’s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children’s personal experiences and their point of view regarding the schools preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction. The study is based on the qualitative interviews of four refugee children attending the class 7 and 9, two girls and two boys. The result of the study has been analyzed with a sociocultural- narrative- and a hermeneutic perspective in order to answer the study’s questions. The study shows that the refugee children experienced the time in the preparatory class as positive. They partially developed their Swedish language and felt a strong belonging and solidarity towards their class mates. The transition from the preparatory class to the ordinary class is described as partially problematic, as they felt that they were partly socially excluded. The refugee children’s descriptions of the school situation can be interpreted as pedagogical and socially exclusion. A conclusion from this shows that preparatory classes activity must be more reflect upon how the newly arrived experience their situation in school. A development is needed and the school staff need to reflect upon their tutoring and what approach that needs to be used on the newly arrived.