Structured to help readers from a range of disciplines, the thesis looks at the creation of opportunities for participation in adventure sport, specifically the development of a postural support for intermediate level performers with spinal cord injury in sea kayaking. The research has shown that it is possible to increase the performance level of disabled athletes in paddle sport through the development of appropriate adaptive equipment, which in turn promotes inclusion and the broadening of opportunities. This research project takes place against a backdrop of national events and developments; notably, changes in UK legislation to do with disability access (DDA 1995), and developments in legislation to do with outdoor safety. The research also takes place against a backdrop of national campaigns, such as the ‘Campaign for Adventure’, and an increasing number of drives to make the UK’s population more active. The broad-based multidisciplinary approach is in line with reported priorities in international disability sport research, while encompassing paddlesport specific criteria. The research takes the approach of design research to develop the product. Initially the reported studies evaluate the design process utilising desk-based research. They then proceed to utilise design methodology in field-based short and longer expedition settings. The design process utilises existing user-centred staged design approaches to explore methods for wider application. The findings reveal that the development of opportunities in adventure sport with disabled people involves engaging with a social mess. The action of problem definition and resolution can be termed in this paradigm as a wicked problem, being that is does not have one clear solution. The information needing to be exchanged in the problem resolution can be considered as sticky, being that the research process takes place in a specialised arena characterised by sparse resources and with a multidisciplinary team. The research has informed the creation of twelve tools to support those practitioners involved in this area. Used from the bottom up or top down, they provide a common language between the participant, coach, therapist and researcher to help educate and inspire each person to understand the true nature of the problem, improve the shared understanding within the team, and thereby reducing the stickiness of the information. The effect on the development of new equipment is to improve focus and user participation, so making it easier to work within the social mess. A new postural support was designed for use by intermediate level sea kayakers with spinal cord injury, the design of which is given in study 9, which is evaluated in study 10. The study suggests that future work in this area should focus on the coordination of sport science support, further exploration of the link between design research and social change, explore the validity of the tools across a broader population, and further develop the design so that the new equipment can be of benefit to the broader population.

The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers need to know and be able to do to effectively support early childhood inclusion. This study used a sequential explanatory mixed methods approach to describe the perceptions of ECSE practitioners currently participating in the Virginia Department of Education (VDOE) statewide initiative, Inclusive Placement Options for Preschoolers (IPOP). The study occurred in two stages: 1) a survey of ECSE IPOP planning team members, and 2) focus group interviews with ECSE IPOP planning team members. Data were analyzed using statistical and qualitative methods and interpreted through the Learning to Teach in Community framework. This study provides an understanding of how early childhood inclusion is actualized in practice in one state seeking to systematically increase the inclusive placement options available for preschool age children with disabilities.

This qualitative case study was designed to identify and analyze instructional strategies used by fifth grade teachers to meet the needs of students with disabilities receiving reading instruction in inclusive settings. Seven participants in a large suburban school system were chosen through purposeful, criterion-based sampling. Semi-structured interviews were used to gain information about how teachers use data related to student readiness, interests, and learning profiles to design differentiated instruction. Observations were used to gain information about how the teachers implemented differentiated content, process, and products in the classroom. As more students with disabilities are served in inclusive settings, teachers are finding they need to differentiate instruction to meet the varied needs of their students. Previous studies have found that adjusting one of the components of differentiated instruction (readiness levels, interest levels, learning profiles, content, process, or product) to meet individual needs increases the opportunities for students to be successful in the classroom. However, there is limited research on the impact of combining all of these components into the framework of differentiated instruction on achievement levels. There is also limited research on how teachers actually plan and implement differentiated lessons. The results of this study indicate that general and special education teachers can work collaboratively to meet the diverse needs of all students in an inclusive classroom. By using data to analyze the readiness levels, interest levels, and learning profiles of all students and planning lessons to address student needs, teachers were able to successfully teach the required curriculum to their students in an inclusive setting. The teachers that demonstrated the greatest amount of differentiated instruction had the strongest collaborative relationships. These were the teachers that described their relationship as a partnership. They analyzed student data and planned lessons together, felt a shared responsibility for all students in the class, and, as a result, provided a supportive learning environment. Administrative support, shared planning time, on-going professional development, and appropriate materials were identified by the teachers as key ingredients for a successful inclusive classrooms.

This case study was located in a primary mainstream school in Greece with the aim to explore how the Special Educational Needs (SEN) legislative reforms with regards to inclusion and inclusive practice have been developed and implemented in Greece. Prior to the study a critical analysis of the Greek SEN laws (Law 2817 and Law 3699) was undertaken to better understand how SEN and inclusion have been conceptualised and how practice has been guided and legislatively established in Greek mainstream schools. The analysis of the policy documents and the literature review indicated that the most dominant form of inclusive practice in mainstream schools has been the operation of ‘Inclusive Classes’ (ICs). Therefore, the case study aimed to unfold deeper understandings underpinning inclusive decisions and practices for students, their parents and school staff in the school setting, including mainly the IC and play area. Following an exploratory case study design and employing Grounded Theory (GT) processes, reciprocal relationships of inclusion were reconstructed, deconstructed and understood based on the policy documents’ analysis, the observations of actual practice and the participants’ experiences and understandings gained through interviews. The findings suggested omissions at both policy level and within educational practice. These omissions imposed restraints on students’ social development, as well as in the pedagogical approaches employed by the teachers due to confusion and lack of knowledge and training with regards to SEN inclusive practice and notions. The analysis concludes with a key finding of ‘vague inclusive realities’, where terms of inclusion were used to describe processes resulting in exclusion. The discussion and future recommendations are conceptualised on the basis of identifying barriers between policy and practice (special versus general education) as a means to achieve more effective inclusion and an effort to decrease possible practices or behaviours that may lead to ‘vague inclusive realities’.

Thesis advisor: Ruth McRoy / Creating gender equality in situations of perceived organization exclusion-inclusion (OEI-the degree to which individuals feel a part of critical organizational processes such as access to information and influencing decision making processes) is a critical social and organizational justice concern (Mor Barak, 2011). Given the lack of understanding about gender differences in OEI, this study investigated this issue, as well as, the determinants of OEI, and the sources of gender differences in OEI across multiple worksites in different countries. Job status, work- and family-role investments, perception of work-family culture and gender-role beliefs were hypothesized as the main determinants and sources of gender differences in OEI. Data collected by the Sloan Center on Aging and Work for the Generations of Talent Study (GOT) in 2010-2011 were used to investigate the gender differences in OEI. Bivariate statistics, multivariate fixed effects models, and Blinder-Oaxaca regression decomposition analyses were used to test the hypotheses. Findings suggest that women's sense of OEI is significantly lower than that of men. This difference, although smaller, remains statistically significant after accounting for job status, work- and family-role investments, perception of work-family culture, gender-role beliefs, worksite variances, and control variables (age, race/ethnicity, optimism). Of these factors, job status and work-role investment differences between men and women are the greatest sources of the gender gap in OEI. No support was found for the influence of gender differences in family-role investments, gender-role beliefs, and perception of work-family culture on the gender OEI gap. Finally, women's more optimistic outlook on life, compared to men, attenuated the gender OEI gap. Guided by these findings, potential policy and/or practice interventions should be aimed at advancing greater gender equity in job status and supporting women's work-role investments. However, interventions aimed at changing women's work attitudes should not promote conformity to gendered organizational norms. Future research should aim to better understand the relationship between contextual factors and gender differences in OEI, and to examine the role of positive psychological characteristics (e.g. optimism) in OEI and the consequences of gender differences in OEI. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Social Work. / Discipline: Social Work.

Thesis advisor: Cherie McGill / We often hear about the value of a diverse society, workplace, classrooms, and so on, but what exactly do diversity and inclusion involve, and why do we value them? In this thesis, I will explore philosophical concepts of diversity as it relates to race and gender in the workplace. First, what, exactly, do these terms mean? What is the difference between ‘diversity’ and ‘inclusion’, and how are we to understand these concepts as they apply to institutions like the workplace? Secondly, why should we want diverse or inclusive institutions? Mission statements, for most organizations indicate a commitment to diversity. But, what’s valuable about diversity? Put differently, what is problematic about a lack of diversity in our institutions? / Thesis (BA) — Boston College, 2018. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Philosophy.

The aim of this research was to investigate stakeholder attitudes towards people, with dyslexia, training to be primary classroom practitioners. The study examined stakeholder awareness and understanding of the term dyslexia; their perceived strengths and challenges, of those training to be teachers, with dyslexia. The study explored the impact of attitudes on disclosure of dyslexia and the potential of their employability as primary teachers in light of inclusive legislation and whether attitudes, held by a range of stakeholders, were on a neutral to positive or neutral to negative spectrum. The research entailed the implementation of an online questionnaire completed by 214 current stakeholders (including Initial teacher Education lecturers, school staff, Initial Teacher Education students and parents) and 11 semi-structured interviews. Findings suggest that there is uncertainty and confusion about the term dyslexia, its associated characteristics and its causes. Many stakeholders perceive dyslexia negatively with key characteristics being linked, predominantly, to deficits in reading, writing and spelling. This research has found that stakeholders identify a number of strengths that those with dyslexia bring to the teaching profession. These key strengths include empathy, inclusive practice and ease of identification of children with dyslexia. The main challenges/concerns identified by stakeholders, of those entering the profession, with dyslexia, were - the demands of the profession; the inability to teach particular age groups/subjects and the level of support needed to ensure success and retention following qualification. This latter concern constitutes a key finding of this research, as the level of support afforded by universities is perceived as being unrealistic in the workplace. The ethical responsibility that universities have, in preparing students for the demands and reality of the workplace, has emerged. The notion of what constitutes ‘reasonable adjustments’ is questioned by many stakeholders. This research concludes that a number of ‘reasonable adjustments’ are perceived as being unreasonable within the teaching profession due to the professional roles, responsibilities and requirements of being a teaching professional. Furthermore, uncertainty about legislation exists with regard to reasonable adjustments, whose responsibility it is to enforce reasonable adjustments and how schools can actually support those with dyslexia, in light of professional standards. Overall, this research has found that 16.1% more stakeholders display attitudes on the neutral to positive spectrum than neutral to negative with regard to those with dyslexia training to be primary classroom teachers. However, this masks major differences between stakeholders and between responses to particular statements/questions. A significant majority of stakeholders demonstrated a negative attitude towards the notion of people with dyslexia entering the teaching profession, believing that parents should be concerned if their child is being taught by someone with dyslexia. Both of these findings could have serious implications on the future disclosure of those with dyslexia. This research has found that a fear of stigmatisation and potential discrimination, which deter those with dyslexia from disclosing on course and job applications are justified and real. This research concludes that employability chances are lessened upon disclosure of dyslexia.

Essa pesquisa objetivou analisar a trajetória das políticas públicas de Educação Especial, no Brasil, no período 2003-2014, verificando as contradições, limites e avanços, assim como as concepções de inclusão dos sujeitos que interagem na formulação dessas políticas. A abordagem de pesquisa adotada foi análise documental, na perspectiva do materialismo histórico dialético, de publicações feitas pelos sujeitos coletivos envolvidos na passagem das políticas de Educação Especial para o campo das políticas de inclusão. Verificamos que, no movimento em que as políticas de Educação Especial passam para o campo das políticas de inclusão, estavam envolvidos sujeitos coletivos (movimentos sociais protagonizados pelas pessoas com deficiência, organismos internacionais, governo federal e instituições privado-assistenciais) com diferentes concepções de inclusão. Nessa trajetória, evidenciaram-se três principais contradições, que compõem a atual política de Educação Especial Inclusiva: a ampliação do direito com a precarização do direito, ou seja, as pessoas com deficiência passaram a ter acesso à escola regular pública, mas com menos tempo de atendimento especializado e sem a modificação estrutural e pedagógica da escola para acolhê-las; ampliação das vagas às pessoas com deficiência em escolas públicas e, ao mesmo tempo, a ampliação do financiamento público a instituições privadas, através de convênios de prestação de serviço de atendimento educacional especializado ou da compra de vagas em escolas especiais exclusivas; a política garante a acessibilidade física e tecnológica através das salas de recursos multifuncionais, no entanto, não promove a garantia de currículo adaptado, capacitação de profissionais, nem a redução de alunos por turma do ensino regular com inclusão. A concepção de inclusão presente nas políticas públicas de Educação Especial é pouco profunda (não considera a gênese da exclusão), atrelada a matrícula, ao ingresso no ensino regular e à preocupação com a inserção no mercado de trabalho e no mercado consumidor. Essa concepção deriva da ideologia conservadora de que a maior participação na lógica da produção da sociedade capitalista permite o fim da exclusão ou da desigualdade. Evidenciamos em nossas análises que a desigualdade é inerente à sociedade capitalista, ou seja, o capitalismo a produz e precisa dela para se reproduzir. Assim, ampliar a participação nesta lógica contribui para a manutenção da ordem e não rompe com a produção das desigualdades. Da mesma forma, a inclusão escolar mantém a produção e reprodução da exclusão na educação e não rompe com a desigualdade presente historicamente na área. / This study was aimed to analyze the trajectory of Special Education public policies in Brazil, from 2003-2014, verifying their contradiction, limitations and advances as well as the conceptions of inclusion of subjects that interact in the elaboration of these policies. The research approach was qualitative, performed through documentary analysis, in the perspective of dialectical historical materialism, of publications written by the collective subjects involved in the passage of Special Education policies to the field of inclusive policies. We verified that, in the movement in which Special Education policies transfer to the field of inclusive policies, collective subjects were involved (social movements protagonized by peoples with disabilities, international organisms, federal government and private-care institutions) with different concepts of inclusion. In this trajectory, it was evidenced three main contradictions that compose the current Inclusive Special Education policy: the magnification of the right with the precariousness of this right, which means that subjects with disabilities were granted access to the regular public school, but with less time of specialized care and without structural and pedagogical modifications on the school that received them; expansion of vacancies for people with disabilities in public schools and, at the same time, an increase in the public funding to private institutions through service provision agreements of specialized educational services or the purchase of vacancies in exclusive special schools; the policy allows physical and technological accessibility by means of multi-functional resources; nevertheless, it does not promote any guarantee of an adapted curriculum, training of professionals, or the reduction in the number of students by class in the inclusive regular education. The conception of inclusion present in the public policies of Special Education is shallow (it does not consider the genesis of exclusion), and is linked to the registration and admission in the regular education, and to the concern with the insertion on the labor market and consumer market. This conception comes from the conservative ideology that greater participation in the logic of production of the capitalist society allows the end of exclusion and inequality. Our analyses evidenced that the inequality is inherent in capitalist society, that is, capitalism produces it and needs it to reproduce. Therefore, expanding the participation in this logic contributes to the maintenance of order and it does not break with the production of inequalities. In the same way, scholar inclusion maintains the production and reproduction of exclusion in the education and does not break with the inequality historically observed in the field.

This thesis explores how the Omani primary school system responds to pupils' differences. The study took place within a centralised school system, which has a high level of government commitment to meet the international agenda with regard to Education for All and, more recently, the Sustainable Development Goals. Influenced by the thinking of the Index for Inclusion, the study generated a series of 'signposts', which were grouped under the themes of policy, practice and culture, which guided data collection, data management and the presentation of the findings. Qualitative data were generated via a multi-method approach that included documentary analysis, interviews with senior policy makers, school administrators, teachers, pupils, and parents. Data collection also included general and classroom observations, as well as a participatory photography exercise with eight pupils who were believed to be facing forms of exclusion. These data were analysed using thematic analysis, informed by literature relevant to the study focus, the series of signposts, and the researcher's insider knowledge as an experienced member of the Ministry of Education in Oman. The findings confirm that current national policies in Oman are committed to ensuring that all children have access to schools. However, despite these good intentions, there are various context-specific barriers that impede the system from responding to pupil differences. These barriers were identified as stemming from a confusion in understanding about certain key concepts arising from international trends, such as 'all', 'diversity', 'inclusion' and 'quality'. This confusion, combined with certain structural barriers related to communication, collaboration and leadership, makes it difficult to implement international thinking across the system. In addition, attitudes and assumptions about the abilities of some groups of learners proved to be further major barriers when responding to pupils' differences. Together, these barriers create a context of inequality of opportunity for various pupils and appear to restrict their future life chances in comparison to those of their classmates. Drawing on these findings, a context-specific model of conceptual, structural and attitudinal barriers is proposed as a way forward for the Omani school system to better understand the barriers faced in responding to pupils' differences. This model is seen as a contribution to knowledge with regard to responding to pupils' differences that may be relevant to other national contexts, particularly those with centralised educational systems.

This thesis presents the findings of a multi-site case study, which explored the inclusion of primary school children in rural Cross River State, Nigeria. The research engaged specifically with the experiences of thirty 11-16-year-olds from diverse identities, drawn from primary 5 classrooms in three public primary schools sited in different rural locations within the state. In so doing, it adopted pupil presence, participation and achievement (PPA) as a conceptual framework of inclusion to examine whether education is genuinely for all primary age children within the research sites. The study was set within the context of the outcome of the 1990 Education for All (EFA) conference, which promoted universal access to education for all primary age children worldwide. As such, the investigation considered how far the selected primary schools were able to guarantee equal access, participation and achievement of all pupils under Nigeria's national education policy. It used the PPA framework to identify the drawbacks to pupil inclusion at school and to recommend measures for addressing the obstacles experienced by some learners. Qualitative data were generated via documentary analysis, observations and interviews in schools directly featuring children. Relevant data pooled from the three sources were organised and analysed thematically based upon an interpretivist perspective. Thus, analysis of data was informed by the social constructivist theory. Data analysis indicates that current provision enables schools to allow access for nearly all children. However, despite the good intentions of national policy, girls, children from minority tribes, Muslims of Hausa/Fulani origin, and children with learning difficulties and those with impairments were vulnerable to marginalisation and exclusion within the contexts of their schools. Looking through the lens of social constructivism, the thesis strongly links the disadvantages confronting the children to limited pupil voice. The situation limited the opportunity for pupils to share their perspectives about the ways such issues as gaps in national education policy and in-school factors, including classroom practices, religious attitudes, grade repetition and social interactions were affecting their inclusion in the context. Out-of-school factors were also found to have an influence, although the study did not investigate these directly. The thesis concludes by drawing out the implications and making recommendations for reforms in policy, practice and research in favour of pupil voice within Nigeria, to promote inclusion in schools. Consideration is also given to possible implications for other developing countries.