<p>Abstract</p><p>Our study illustrates how disabled high school students, their assistant and physical education teacher experience inclusion within the physical education. A total of seven interviews have been done to show their experiences. The questions we have chosen are: How do the student, assistant and physical education teacher experience their relationships? How do the student, assistant and physical education teacher experience the physical education? How do the student, assistant and physical education teacher experience inclusion of the student in the physical education?</p><p>To illustrate their experiences a total of seven interviews have been done. They were carried out at the students schools, in the environment they are familiar to. The interviews were taped to later be transcribed and the material was analysed in four steps.</p><p>In this study we refer inclusion to participate in an entirety. It is also about to considerate the conditions of every individual and to create the possibilities for the individual from this. To work towards inclusion means that everybody involved has to work towards the same goal to reach the best result.</p><p>From this study we have seen that the disabled students are included in the physical education, but it can appear in different ways. They participate as much as they can and some exercises are adjusted to their needs. Another aspect to have in mind is that the students want to participate in the physical education. We have only studied two cases and can therefore not make a generalization of disabled students in general, we can just say how it is for the high school students we have interviewed.</p><p>Keywords: Inclusion, children, disabilities, physical activity, education</p> / <p>Sammanfattning</p><p>Vår studie belyser hur rörelsehindrade högstadieelever, dess assistent och idrottslärare upplever inkludering inom idrott- och hälsoundervisningen. De frågeställningar vi valt att ta upp är: Hur upplevs relationen mellan elev, personlig assistent och idrottslärare under idrott- och hälsoundervisningen? Hur upplevs idrott- och hälsoundervisningen utifrån elev, personlig assistent och idrottslärare? Hur upplevs den rörelsehindrade eleven vara inkluderad i idrott- och hälsoundervisningen utifrån elevens, personliga assistentens och idrottslärarens syn på inkludering?</p><p>För att få fram deras upplevelser har totalt sju intervjuer gjorts som genomfördes i elevernas skolor, i den miljö där de känner sig hemma. Intervjuerna bandades för att sedan transkriberas och materialet analyserades i fyra steg.</p><p>Vad vi avser med inkludering i denna uppsats är att deltaga i en helhet. Det gäller även att se till varje individs förutsättningar och därefter skapa möjligheter för individen. Att arbeta mot inkludering innebär att alla inblandade måste arbeta mot samma mål för att nå bästa resultat.</p><p>Utifrån vad vi kommit fram till är de rörelsehindrade eleverna inkluderade i idrott- och hälsoundervisningen, men det kan se ut på olika sätt. De är delaktiga i den mån det går och vissa övningar anpassas utifrån deras behov. Det visade sig även vara väldigt viktigt att eleverna själva visade en vilja till att delta i idrott- och hälsoundervisningen. På grund av att vi endast studerat två elever, deras assistenter och idrottslärare kan vi inte göra en generalisering av hur det är för rörelsehindrade elever i allmänhet, vi kan bara delge om upplevelser från de två högstadieelever vi har intervjuat.</p><p>Nyckelord: Inclusion, children, disabilities, physical activity, education</p>

<p>On March 28, 2007, at a national conference concerning Special Education in Norrköping Jan Björklund, School Minister for the Alliance Party of Sweden announced that the previous Government's proposal for changes to the existing Special Education System would be rejected. This proposal known as “Quality and Cooperation – Education for Children, Youths and Adults with Disabilities” (Kvalitet och samverkan – om utbildning för barn, unga och vuxna med utvecklingsstörning)was based upon a four year study done by the Carlbeck Committee aimed at a general overhaul of the Special Education System and focusing in particular on bringing Special Education into closer contact with the normal Education System.</p><p>This decision was met with shock and amazement from the conference members, and following the conference from members of the Swedish Downs Syndrome Association as well as FUB – "The Swedish National Association for Persons with Intellectual Disability", and researchers in the field of Disability Studies. The decision, according to them, moves in the opposite direction to the international movement towards a more inclusive perspective on education. This study examines “For Us Together”, the document upon which the rejected proposal was based upon, interviews from the individuals engaged in the Special Education field, and “More Knowledge - A Modern Educational Proposal” a proposal from the Alliance government regarding changes to the Educational System. This information is then filtered through the Pedagogical theories of Peder Haug, A Norwegian Researcher, found in Pedagogical Dilemma – Special Education.” The aim of the study is to shed light upon, and eventually speculate upon the reasons for this decision, as well it's possible consequences.</p><p>The conclusions reached involve issues such as: The Educational System's obligation to provide the tools necessary to live and succeed in Society; a raising of the national consciousness concerning Sweden's tendency towards Compensatory Special Educational solutions; the possibility of future advancements in Special Education towards a satisfactory treatment of all involved.</p>

Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

The aim of this essey is to examine how teachers´ work with individual development plans (IDP) can contribute to an intercultural leadership and inclusion. The interwied teacherss ay that IDP forces them to reflect critically on their thinking on aspects as learning methods, gender and ethnicity. It makes them listen to -and think - in new and more including ways to adapt to each pupils individual possibilities to achieve the curriculum standards within the common area. That requires lots of resources like extra teachers and new material. An active reflection can make ethnocentrism develop into intercultural competence. That is a listening, critical and diversified thinking prepared to deconstruct and create new ways of thinking in relation to different pupils and situations. It can deconstruct the cultural boundaries and dualistic categorising. An intercultural leadership needs a common culture -as a common truth- where all cultures can meet. That could be the curriculum of values wich aims for erasing prejudices and to create inclusion.

On March 28, 2007, at a national conference concerning Special Education in Norrköping Jan Björklund, School Minister for the Alliance Party of Sweden announced that the previous Government's proposal for changes to the existing Special Education System would be rejected. This proposal known as “Quality and Cooperation – Education for Children, Youths and Adults with Disabilities” (Kvalitet och samverkan – om utbildning för barn, unga och vuxna med utvecklingsstörning)was based upon a four year study done by the Carlbeck Committee aimed at a general overhaul of the Special Education System and focusing in particular on bringing Special Education into closer contact with the normal Education System. This decision was met with shock and amazement from the conference members, and following the conference from members of the Swedish Downs Syndrome Association as well as FUB – "The Swedish National Association for Persons with Intellectual Disability", and researchers in the field of Disability Studies. The decision, according to them, moves in the opposite direction to the international movement towards a more inclusive perspective on education. This study examines “For Us Together”, the document upon which the rejected proposal was based upon, interviews from the individuals engaged in the Special Education field, and “More Knowledge - A Modern Educational Proposal” a proposal from the Alliance government regarding changes to the Educational System. This information is then filtered through the Pedagogical theories of Peder Haug, A Norwegian Researcher, found in Pedagogical Dilemma – Special Education.” The aim of the study is to shed light upon, and eventually speculate upon the reasons for this decision, as well it's possible consequences. The conclusions reached involve issues such as: The Educational System's obligation to provide the tools necessary to live and succeed in Society; a raising of the national consciousness concerning Sweden's tendency towards Compensatory Special Educational solutions; the possibility of future advancements in Special Education towards a satisfactory treatment of all involved.

Abstract Our study illustrates how disabled high school students, their assistant and physical education teacher experience inclusion within the physical education. A total of seven interviews have been done to show their experiences. The questions we have chosen are: How do the student, assistant and physical education teacher experience their relationships? How do the student, assistant and physical education teacher experience the physical education? How do the student, assistant and physical education teacher experience inclusion of the student in the physical education? To illustrate their experiences a total of seven interviews have been done. They were carried out at the students schools, in the environment they are familiar to. The interviews were taped to later be transcribed and the material was analysed in four steps. In this study we refer inclusion to participate in an entirety. It is also about to considerate the conditions of every individual and to create the possibilities for the individual from this. To work towards inclusion means that everybody involved has to work towards the same goal to reach the best result. From this study we have seen that the disabled students are included in the physical education, but it can appear in different ways. They participate as much as they can and some exercises are adjusted to their needs. Another aspect to have in mind is that the students want to participate in the physical education. We have only studied two cases and can therefore not make a generalization of disabled students in general, we can just say how it is for the high school students we have interviewed. Keywords: Inclusion, children, disabilities, physical activity, education / Sammanfattning Vår studie belyser hur rörelsehindrade högstadieelever, dess assistent och idrottslärare upplever inkludering inom idrott- och hälsoundervisningen. De frågeställningar vi valt att ta upp är: Hur upplevs relationen mellan elev, personlig assistent och idrottslärare under idrott- och hälsoundervisningen? Hur upplevs idrott- och hälsoundervisningen utifrån elev, personlig assistent och idrottslärare? Hur upplevs den rörelsehindrade eleven vara inkluderad i idrott- och hälsoundervisningen utifrån elevens, personliga assistentens och idrottslärarens syn på inkludering? För att få fram deras upplevelser har totalt sju intervjuer gjorts som genomfördes i elevernas skolor, i den miljö där de känner sig hemma. Intervjuerna bandades för att sedan transkriberas och materialet analyserades i fyra steg. Vad vi avser med inkludering i denna uppsats är att deltaga i en helhet. Det gäller även att se till varje individs förutsättningar och därefter skapa möjligheter för individen. Att arbeta mot inkludering innebär att alla inblandade måste arbeta mot samma mål för att nå bästa resultat. Utifrån vad vi kommit fram till är de rörelsehindrade eleverna inkluderade i idrott- och hälsoundervisningen, men det kan se ut på olika sätt. De är delaktiga i den mån det går och vissa övningar anpassas utifrån deras behov. Det visade sig även vara väldigt viktigt att eleverna själva visade en vilja till att delta i idrott- och hälsoundervisningen. På grund av att vi endast studerat två elever, deras assistenter och idrottslärare kan vi inte göra en generalisering av hur det är för rörelsehindrade elever i allmänhet, vi kan bara delge om upplevelser från de två högstadieelever vi har intervjuat. Nyckelord: Inclusion, children, disabilities, physical activity, education

&Ccedil / EMTAS Steel Plant produces alloy steels used principally by the automotive industry. Demands of customers for cleaner steel with &ldquo / fewer, smaller and homogenously distributed inclusions&rdquo / are getting tighter with time. The tight demands of the customers are checked by ultrasonic testing and faulty regions are cut off and scrapped which results in production losses in steel plants. Decreasing production losses due to scrapping by producing cleaner steels is therefore a major concern. The objective of this study is to investigate factors affecting the cleanliness of the steels produced by &Ccedil / EMTAS. With this objective, the steelmaking practice used was thoroughly investigated and the possible origins of inclusions in the final product was tried to be found. Based on the findings, process parameters like temperature, time, quantities of additives to steel, intensity of stirring etc. were varied with the objective of determining the optimum production practice.

Ce projet de thèse s’est développé en tenant compte du nombre grandissant de nouveaux arrivants accueillis dans les écoles de langue française en Ontario. Conscients des besoins particuliers en matière d’apprentissage et d’inclusion de ces élèves, le ministère de l’Éducation de l’Ontario (MÉO) a mis sur pied en 2010 une version révisée du Programme d’appui aux nouveaux arrivants (PANA) qui se veut un curriculum d’étude alternatif au programme régulier afin de permettre à ces élèves de combler rapidement les retards scolaires et d’assimiler des éléments propres à la société canadienne francophone. Cette initiative du MÉO ne tient toutefois pas en compte les besoins académiques et sociaux parfois criants des élèves issus de familles réfugiées. Notre recension des écrits se base sur les publications de chercheurs ayant étudié les facteurs pouvant avoir un impact négatif sur les chances d’inclusion et de réussite des élèves réfugiés dont : de grands retards scolaires (Woods, 2009 ; Olliff et Couch, 2005), une faible maitrise de la langue d’enseignement (Vang, 2005 ; Matthiews, 2008 ; Christopoulou et Leeuw, 2008) un risque de syndrome de stress post-traumatique (Diallo et Lafrenière, 2007 et Husain et al., 2008), l’incompréhension des différences culturelles (Matthiews, 2008; Davies, 2008; Abdhallah-Pretceille, 1996) et des écarts entre l’école et la famille (Tousignant, 1992; Mc Andrew, 2001; Terrisse, Trottier et Chevarie, 1994). Parmi les facteurs de protection recensés, notons le rôle de l’école et de la direction scolaire, l’évaluation diagnostique et le suivi, les compétences interculturelles des intervenants scolaires, l’engagement des parents et le partenariat avec la communauté ainsi que favoriser l’expression de l’élève. Notre recherche se base principalement sur un cadre théorique tiré du modèle des expériences pivots de Bibeau et al. (1992). Ce modèle expose sept pairs de conjonctures protectrices ou fragilisantes à la résilience des familles réfugiées. Les vingt-trois pratiques répertoriées auprès de cinq directions scolaires et des deux professionnelles en éducation de l’Ontario francophone sont analysées et regroupées à la lumière de ces conjonctures. Notre analyse de données a permis de faire ressortir les pratiques susceptibles d’avoir un plus grand impact sur les chances d’inclusion et de réussite des élèves réfugiés. Parmi ces pratiques, notons le Comité d’appui qui rejoint l’ensemble des conjonctures. Nous avons identifié trois écoles où les pratiques mises en place par les directions permettent de toucher aux sept conjonctures. La seule conjoncture qui semble échapper aux deux autres écoles est celle de la sécurité. Par notre notre revue de littérature et nos données recueillies sur le terrain, nous avons pu enrichir le modèle des expériences pivots de Bibeau et al. (1992) afin de l’adapter particulièrement aux enfants d’âge scolaire issus de familles réfugiées. Finalement, l’analyse de l’ensemble des données recueillies dans le cadre de cette thèse a permis de présenter un bon nombre de recommandations autant pour les directions scolaires que pour les conseils scolaires et le ministère de l’Éducation de l’Ontario.

The origin of tourmaline nodules, bizarre spherical to irregular textures documented worldwide, remains a geologic mystery. Although previously described by numerous researchers, the physical and chemical parameters that govern their formation have yet to be resolved. Commonly containing tourmaline, quartz, and occasionally feldspar, nodules are surrounded by a halo of leucocratic host rock, and are typically eight to ten centimeters in diameter. Tourmaline nodules of the present study are contained within the Paleoproterozoic Scrubber Granite of the southern Gascoyne Complex in Western Australia. </p> <p>This study integrated field observations, nodule petrography, tourmaline crystal chemistry, tourmaline fluid inclusion analyses, whole rock chemistry of nodule cores, leucocratic halo zones and host granite zones, stable and radiogenic isotope signatures of tourmaline separates as well as comparisons with other tourmaline nodule studies to propose the most scientifically sound theory for the formation of tourmaline nodules in the Scrubber Granite. </p> Numerous nodule morphologies, including spherical and C-shaped nodules, along with other features such as tube-like nodules and tourmaline veins occur in massive, porphyritic, foliated and sheared phases of the Scrubber Granite. Microscopically, tourmaline displays prismatic, sub-rounded and massive textures. Microthermometric studies completed on tourmaline fluid inclusions revealed that the nodule-forming fluid contained 14 to 15 weight percent NaCl + CaCl2. Based on stable isotope studies and homogenization temperatures, fluid temperatures were constrained between 450 and 700¢ªC. The ¥ä18O and ¥äD concentrations of the nodule-forming fluid at this temperature range plot above the typical magmatic water field. Epsilon Nd values indicate that the tourmaline nodules of the Scrubber Granite may have been disturbed by a later metamorphic event.</p>Tourmaline nodules of the Scrubber Granite are herein proposed to have formed from the exsolution and rise of buoyant pockets or bubbles of volatile fluid derived from the crystallizing Scrubber Granite magma.

There were five main purposes for the current thesis: (1) to address the need for more quantitative studies to evaluate student academic success within the inclusive classroom setting; (2) to apply a recently released program assessment rubric for special education services to determine the level of special education service delivery in the specified location; (3) to evaluate the reliability of the results of the rubric mandated by the Saskatchewan Ministry of Education (2008); (4) to compare the results of the standardized student achievement tests with the rubric results in relation to program effectiveness; and (5) to investigate potential confounding factors related to the current study design. The goal of this thesis was to provide information to the Living Sky School Division and to the Saskatchewan Ministry of Education on the implementation and success of the inclusion model in a rural Saskatchewan setting. In addition, results were intended to provide information on assessment instruments employed in the measurement of program effectiveness. The analysis was conducted as a mixed-methods case study that included two parts: (1) the first assessment indicated that students with learning difficulties scored significantly higher on standardized academic achievement measures while in an inclusive setting as opposed to scores while in a pullout setting; and (2) the second assessment determined that special education service delivery was <i>emerging/developing</i> to <i>evident</i>. The correlation coefficient of rubric results was calculated at á = .69. A variety of general measurement issues, including small sample size and use of historical data, in relation to the current study design, were discussed.