Abstract- We and They in the perspective of society and law This work reflects the attitude and perception of a Czech majority towards two different minorities i.e. Vietnamese and Roma. The main goal of this thesis is to describe the cultural aspects and specific values of these two minorities, to present an overview of factors that influence the way the majority and minority interact and live together. These factors are based either on legislation or on social psychological or sociological phenomena of these interactions. This work also tries to offer an answer to the questions regarding the causes of differences between these two minorities in the living together with the majority and if it is similar to the situation somewhere else in the world. Attention is also given to the role of law in facing these issues and solving the problems that arise for these minorities and if it is desirable and realistic to regulate the attitudes of minorities and majority towards each other. The main conclusion is that Roma and Vietnamese differ from each other in many aspects and the factors influencing their relations with the majority are very complex. There exist huge differences in perception and attitudes towards these two minorities in Czech Republic. Roma and Vietnamese have a different history, differ by...

Sibling relationships are dynamic within any family context and disabilities add a different and even more complex dimension to a family context. In addition, inclusion is a relatively new concept in South Africa, especially as an inclusive society. This means that it is challenging for a family that has children with disabilities to live and function in the greater society as children with disabilities have specialised needs and expectations. However, siblings of children with disabilities have their own needs and expectations as participating individuals within a family context and within society; therefore it is of relevance to be fully aware of their personal views, perceptions, understanding and challenges they are confronted with. The primary aim of this study was to gain a rich and in-depth understanding of how the disabilities of a child could impact on a non-disabled sibling. With the above mentioned taken into account, siblings of children with disabilities are faced with an array of unique challenges that may change as the siblings develop, therefore, this study focused on siblings who are in their middle childhood phase (six to twelve years old). Qualitative research methods were applied to gain an in-depth understanding of the children‘s experiences and views. The review of the literature provided the theoretical framework against which the qualitative research was conducted. Semi-structured interviews were constructed from the comprehensive literature review. Observations and documents were also used as research instruments to collect descriptive and supportive data. Interpretations were made from the data collected. The literature review exposed and recognised variances regarding sibling experiences about living with children with disabilities. Five information rich participants were interviewed. The findings of this empirical investigation revealed that not all the siblings identified the same experiences as shared experiences of being siblings to children with disabilities. Therefore, it is recommended that the challenges these siblings are faced with should be taken into account since it has been revealed that there seems to be a need to support these siblings and their families. The whole family is a nested system interacting with each other, within the family system and with other systems beyond the family system, including the wider community and society. Thus, siblings need regular, understandable and updated information as they grow up, regarding the challenges the families are faced with, pertaining to the disabilities experienced, within this nested system. / Psychology of Education / M. Ed. (Guidance and Counseling)

Sibling relationships are dynamic within any family context and disabilities add a different and even more complex dimension to a family context. In addition, inclusion is a relatively new concept in South Africa, especially as an inclusive society. This means that it is challenging for a family that has children with disabilities to live and function in the greater society as children with disabilities have specialised needs and expectations. However, siblings of children with disabilities have their own needs and expectations as participating individuals within a family context and within society; therefore it is of relevance to be fully aware of their personal views, perceptions, understanding and challenges they are confronted with. The primary aim of this study was to gain a rich and in-depth understanding of how the disabilities of a child could impact on a non-disabled sibling. With the above mentioned taken into account, siblings of children with disabilities are faced with an array of unique challenges that may change as the siblings develop, therefore, this study focused on siblings who are in their middle childhood phase (six to twelve years old). Qualitative research methods were applied to gain an in-depth understanding of the children‘s experiences and views. The review of the literature provided the theoretical framework against which the qualitative research was conducted. Semi-structured interviews were constructed from the comprehensive literature review. Observations and documents were also used as research instruments to collect descriptive and supportive data. Interpretations were made from the data collected. The literature review exposed and recognised variances regarding sibling experiences about living with children with disabilities. Five information rich participants were interviewed. The findings of this empirical investigation revealed that not all the siblings identified the same experiences as shared experiences of being siblings to children with disabilities. Therefore, it is recommended that the challenges these siblings are faced with should be taken into account since it has been revealed that there seems to be a need to support these siblings and their families. The whole family is a nested system interacting with each other, within the family system and with other systems beyond the family system, including the wider community and society. Thus, siblings need regular, understandable and updated information as they grow up, regarding the challenges the families are faced with, pertaining to the disabilities experienced, within this nested system. / Psychology of Education / M. Ed. (Guidance and Counseling)

This paper reviews the process of inclusion of disabled people in society, focusing on education and the market "said" inclusive. The process of research made on the basis of research literature and documentation; through works that deal with issues such as inclusion and exclusion, and the definitions and concepts, historical trajectory, finally, of how people with disabilities are included in society, said inclusive, considering the economic and social aspects of the problem, its dimensions and relationships. The text also discusses the dynamics of capitalist society and its relationship with the disabled, the issue of rights and its grounds, and talk on topics such as: labour, exploitation, rights, citizenship, inclusion and exclusion, trying show the limits of fight of the disabled in a society inclusive said. We realize that, in general, the centre of discussions is the reform of society and undoubtedly the main focus is the issue of equality through the inclusion. On that principle, we propose to analyse the sense of inclusion in society and the way it is treated by the segment in question. Moreover, show that the relationship inclusion / exclusion is more complex than the discussion that the segment disabled people raises. From there the discussion should not be restricted to PcD segment, but must achieve a society in general, since the process of inclusion of PcD with their relationship, whether through the struggle of the segment or the government initiatives that relate the theme - laws, decrees, campaigns, treaties, concerns all people and not only to those who have a disability. / Fundação de Amparo a Pesquisa do Estado de Alagoas / Neste texto analisamos o processo de inclusão das pessoas com deficiência na sociedade, enfocando a educação e o mercado dito inclusivos. O processo de investigação se deu com base em pesquisas bibliográfica e documental; através de obras que tratam de temas como inclusão e exclusão, bem como das definições e conceitos, trajetória histórica, enfim, de como as pessoas com deficiência são inseridas na sociedade, dita inclusiva, considerando os aspectos econômicos e sociais do problema, suas dimensões e relações. No texto também abordamos a dinâmica da sociedade capitalista e sua relação com as pessoas com deficiência, a questão dos direitos e sua fundamentação, além de discorrer sobre temas como: trabalho, exploração, direitos, cidadania, inclusão e exclusão, procurando mostrar os limites da luta das pessoas com deficiência numa sociedade dita inclusiva. Podemos perceber que, de um modo geral, o centro das discussões é a reforma da sociedade e, sem dúvida, o foco central é a questão da igualdade através da inclusão. Partindo desse princípio, propomos analisar o sentido da inclusão na sociedade e a forma como é tratada pelo segmento em questão. Além disso, mostrar que a relação inclusão/ exclusão é mais complexa que a discussão que o segmento pessoas com deficiência suscita. A partir daí a reflexão não deve ser restrita ao segmento PcD, mas deve alcançar a sociedade de um modo geral, visto que, o processo de inclusão das PcD, com suas relações, seja através da luta do segmento ou das iniciativas governamentais que se referem ao tema leis, decretos, campanhas, tratados, diz respeito a todas as pessoas e não só àquelas que tem alguma deficiência.

La communication avec les proches, tout comme celle avec des interlocuteur·trice·s non famili·ère·s comme le personnel à l’épicerie ou à la pharmacie, est au centre de nombreuses activités qui permettent d’exercer une participation sociale satisfaisante. Or, pour réaliser une société inclusive, des adaptations humaines sont essentielles pour les personnes vivant avec un trouble de la communication. En effet, les interactions difficiles avec les individus rencontrés dans leur(s) communauté(s) pourraient restreindre leur participation sociale. Notamment, leur accès au transport collectif semble freiné par les attitudes et habiletés de communication du personnel. Considérant le rôle clé des transports collectifs dans la participation sociale, cette thèse présente un projet de recherche qui a pour ambition d’améliorer les échanges entre les chauffeur·e·s de transport adapté et les passager·ère·s du service vivant avec un trouble de la communication. Une formation des partenaires de communication, une intervention orthophonique visant à outiller des interlocuteur·trice·s à mieux interagir avec des personnes vivant avec un trouble de la communication, a été développée spécialement pour les chauffeur·e·s de transport adapté d’une société de transport public d’une grande ville québécoise. Son développement a été encadré par un modèle provenant du domaine de l’éducation aux adultes, le modèle andragogique de processus d’apprentissage. La formation intitulée Pour une communication inclusive dans les transports publics a été offerte à treize chauffeur·e·s de transport adapté. Ses effets sur les chauffeur·e·s ont été explorés avec un devis exploratoire à groupe unique. La première étude de la thèse consiste en une revue de la portée. Elle décrit les écrits scientifiques sur la formation des partenaires de communication destinée à des travailleur·euse·s ou des interlocuteur·trice·s non familier·ère·s visant à améliorer la communication avec des personnes vivant avec un ou plusieurs troubles neurologiques acquis de la communication. Les constats de cet article sont que la majorité des formations des partenaires de communication abordent un seul trouble de la communication et qu’elles sont principalement offertes à du personnel ou des étudiant·e·s du domaine de la santé. Malgré une variabilité dans les mesures utilisées pour évaluer les effets de ces formations, les résultats rapportés étaient prometteurs pour améliorer les interactions entre les personnes formées et les individus vivant avec un trouble de la communication. La deuxième étude de la thèse explore l’utilité du modèle andragogique de processus d’apprentissage. L’étude souligne que le modèle s’est avéré utile pour développer, déployer et évaluer une formation en milieu de travail qui a semblé être appréciée des participant·e·s, et ce bien que la majorité des éléments du modèle ait été adapté pour répondre aux contraintes organisationnelles. L’étude souligne que l’appréciation des besoins d’apprentissage, l’établissement d’une ambiance de bienveillance, d'acceptation, de confiance et de respect propice à l’apprentissage ainsi que le choix des méthodes de formation semblent constituer des éléments clés du modèle. La troisième étude explore les effets de la formation sur treize chauffeur·e·s de transport adapté. Après avoir été formé·e·s, les chauffeur·e·s semblent avoir plus de connaissances sur la communication avec une personne vivant avec un trouble de la communication. De plus, l’analyse des vidéos des déplacements de passager·ère·s vivant avec un trouble de la communication par les chauffeur·e·s-participant·e·s révèle que ces dernier·ère·s ont amélioré leur communication relationnelle et ont augmenté le nombre de gestes utilisés avec ces passager·ère·s. La présente thèse soutient qu’une formation des partenaires de communication basée sur des théories de l’éducation aux adultes a le potentiel d’améliorer les échanges entre les chauffeur·e·s de transport adapté et les personnes vivant avec un trouble de la communication. Elle pose les bases pour d’autres études qui devront, elles, tâcher d’évaluer l’efficacité et de comprendre davantage les effets de formations similaires. Cette thèse réaffirme l’importance des recherches sur les formations des partenaires de communication, car celles-ci représentent une intervention prometteuse pour réaliser une société plus inclusive à l’égard des individus vivant avec un trouble de la communication. / Communicating with family and friends, as well as with unfamiliar partners such as grocery store or pharmacy staff, is at the heart of many activities that enable satisfactory social participation. However, to achieve an inclusive society, human adaptations are essential for people living with a communication disability. Indeed, difficult interactions with individuals encountered in their community(ies) could restrict their social participation. In particular, their access to public transportation seems to be hindered by staff attitude and communication skills. Considering the key role of public transport in social participation, this thesis presents a research project that aims to improve interactions between adapted transport drivers and their passengers living with a communication disability. A communication partner training program, a speech-language pathology intervention aiming to train communication partner to better interact with people living with a communication disability, has been developed specifically for drivers of an adapted transport service in a large Quebec city. Its development was guided by a model from the field of adult education, the andragogical process model for learning. The training entitled Accessible Communication in Public Transportation was offered to thirteen adapted transport drivers. Its effects on the drivers were explored using an exploratory single-group design. The first study of the thesis is a scoping review. It describes the scientific literature on paid worker and unfamiliar partner communication training aiming to improve communication with people living with one or more acquired neurogenic communication disorders. The findings of this study are that the majority of communication partner training programs are disorder-specific and that they are mainly offered to health care staff or students. Despite variability in the measures used in the studies, the reported effects were promising for improving interactions between the people trained and individuals living with a communication disability. The second study of the thesis explores the usefulness of the andragogical process model for learning. The study points out that the model is useful for developing, delivering, and evaluating a workplace training that seemed to be appreciated by participants, even though the majority of the model's elements were adapted to meet organizational constraints. The study also points out that the assessment of learning needs, the establishment of an atmosphere of caring, acceptance, trust and respect conducive to learning, and the choice of training methods appear to be key elements of the model. The third study explores the effects of the communication partner training on thirteen adapted transport drivers. After being trained, the drivers appeared to have more knowledge about communicating with a person living with a communication disability. In addition, analysis of videos of the travel of passengers living with a communication disability by the driver-participants reveals that the drivers improved their relational communication and increased the number of gestures used with these passengers. This thesis suggests that a communication partner training based on adult education theories has the potential to improve interactions between adapted transport drivers and people living with communication disabilities. It lays the groundwork for further studies to evaluate the effectiveness and understand further the effects of similar trainings. This thesis reaffirms the importance of research on communication partner training as a promising intervention to realize a more inclusive society for people living with communication disabilities.