Thesis (M. P. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 76-83). Also available for download via the World Wide Web; free to University of Oregon users.

<p>This study investigated the challenges of implementing inclusive education in one Khayelitsha mainstream school. The key objectives of this study were to determine which aspects of implementation have worked well in the school and which have not, while exploring the underlying reasons in each case.</p>

<p>The main aim of this study was to understand the factors that facilitate or constrain the implementation of inclusive education in the South African context. These factors were explored through a qualitative case study. A documentary analysis, as well as unstructured and semi-structured interviews was used to collect the data within die context of the research aims, questions, and a framework of categories, drawn from relevant literature, was used to analyse the data. The first major finding of this study was that the implementation of inclusive education policy in South Africa has been facilitated by the school communities' beliefs, values and norms relating to the inclusion of learners with disabilities. The second major finding of this study is that the designers of the inclusive education policy underestimated the deep-seated socio-economic factors that inhibit effective learning in certain contexts. Poverty was identified as a major constraining factor in the study, followed by the complexities of the National Curriculum Statement, a lack of capacity to implement the policy, lack of support for policy implementation, and the limitations of the Education White Paper 6 itself. Given the facilitating and constraining factors emerging from this study, the recommendations made have been based on the assumption that the implementation of inclusive education policy is a worthwhile endeavour.</p>

This thesis explores the extent to which English curriculum, teachers’ literary choices, and a high demographic of Muslim students, influence the way English teachers educate for citizenship, in public and Islamic schools in Ontario. The three aspects this thesis examines are the following: how English teachers conceptualize citizenship education using informed, purposeful, and active citizenship learning expectations; in what ways their practice and literary choices enhance dimensions of citizenship education; and to what extent the English citizenship educator provides an inclusive space for Muslim perspectives. While the study shows that English teachers were successful at infusing purposeful citizenship, the study suggests that a more explicit link is needed in curriculum and in teacher practice, to inculcate informed and active citizenship outcomes in English. This study also implies, that teachers’ specific literary choices coupled with a citizenship education pedagogy, provides a more inclusive space for Muslim hybrid identities in English.

This thesis explores the extent to which English curriculum, teachers’ literary choices, and a high demographic of Muslim students, influence the way English teachers educate for citizenship, in public and Islamic schools in Ontario. The three aspects this thesis examines are the following: how English teachers conceptualize citizenship education using informed, purposeful, and active citizenship learning expectations; in what ways their practice and literary choices enhance dimensions of citizenship education; and to what extent the English citizenship educator provides an inclusive space for Muslim perspectives. While the study shows that English teachers were successful at infusing purposeful citizenship, the study suggests that a more explicit link is needed in curriculum and in teacher practice, to inculcate informed and active citizenship outcomes in English. This study also implies, that teachers’ specific literary choices coupled with a citizenship education pedagogy, provides a more inclusive space for Muslim hybrid identities in English.

The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed. The research uncovers both the barriers and facilitators experienced by single mothers in undergraduate programs in a Canadian context and utilizes a framework of access and equity in education. The co-participants belonged to diverse social and political identities in terms of age, race and ethnicity, sexuality, (dis)ability, and countries of birth. All the women attended universities in Southern Ontario. Twenty-five women agreed to be interviewed in either a group or individual interview. Co-participants were encouraged to contribute to the design and analysis of the study wherever possible. Previous research based in the United States conceptualized single mother students as social assistance recipients and explored their difficulties within this context. This study suggests using a wider lens to include other experiences identified by co-participants and the literature review. The study locates barriers both within the university as well as in the larger society such as interpersonal violence, stress, financial insecurity, racism and other forms of discrimination. However, it also identifies supports and strengths single mothers encountered such as family, friends, children as motivation, professors, on-campus supports, and critical pedagogy, all of which were largely missing from previous research. Many women challenged the often pathologizing dominant discourse and instead described single motherhood as empowering, independent, and liberating as compared to being a part of a traditional nuclear family. Co-participants also identified feeling isolated, discussions around which engendered a social group outside of the research project. By creating awareness of the needs of diverse single mother students, this project aims to disrupt the still-prevalent notion of the “traditional student” and accompanying policies and practices in institutions of education and the wider community. While much has been documented in Canada about the need for access, equity, and inclusive schooling, single mothers in particular have not been a main focus and included among other intersections of identity. The findings from this study address this gap and contribute to the literature.

The impetus for this study came from my own history of being a single mother while completing my undergraduate degree and the struggles that entailed. The research uncovers both the barriers and facilitators experienced by single mothers in undergraduate programs in a Canadian context and utilizes a framework of access and equity in education. The co-participants belonged to diverse social and political identities in terms of age, race and ethnicity, sexuality, (dis)ability, and countries of birth. All the women attended universities in Southern Ontario. Twenty-five women agreed to be interviewed in either a group or individual interview. Co-participants were encouraged to contribute to the design and analysis of the study wherever possible. Previous research based in the United States conceptualized single mother students as social assistance recipients and explored their difficulties within this context. This study suggests using a wider lens to include other experiences identified by co-participants and the literature review. The study locates barriers both within the university as well as in the larger society such as interpersonal violence, stress, financial insecurity, racism and other forms of discrimination. However, it also identifies supports and strengths single mothers encountered such as family, friends, children as motivation, professors, on-campus supports, and critical pedagogy, all of which were largely missing from previous research. Many women challenged the often pathologizing dominant discourse and instead described single motherhood as empowering, independent, and liberating as compared to being a part of a traditional nuclear family. Co-participants also identified feeling isolated, discussions around which engendered a social group outside of the research project. By creating awareness of the needs of diverse single mother students, this project aims to disrupt the still-prevalent notion of the “traditional student” and accompanying policies and practices in institutions of education and the wider community. While much has been documented in Canada about the need for access, equity, and inclusive schooling, single mothers in particular have not been a main focus and included among other intersections of identity. The findings from this study address this gap and contribute to the literature.

No description available.

The largest age group in western society, the baby boomers, was born between 1943 and 1964, considering different definitions for the time span. All these people have an age between 62 and 48 years old. The life expectancy of these people is the highest in history and they will be more and more willing to stay independent as long as possible. The core of independence is being able to provide and take care of oneself. In order to do that, the instruments that surround the person have to be adjusted to the needs of the person and aid as much as possible. This is the report of a Bachelor Degree Project that has the intention to develop a kitchen accessible for all people, both people with full ability and people with limited capabilities, using the inclusive design toolkit. At the same time it has to be appealing enough that people without limited capabilities also enjoy the use of this kitchen, this will be pursued by applying the pleasure design methodology. Apart from the objective to come up with a kitchen concept, attention will be given to study, compare and discuss the relation and compatibility between different methods and design philosophies.   The project resulted in a conceptual kitchen aimed to be suitable for nearly all people. The design was approached through various angles to obtain a broad variety of solutions, which was combined into one kitchen concept, to comply with the demands that a future user may have. The main aspects taken upon are the layout, storage solutions that require minimum effort and a stove and sink solution. The kitchen concept complies with the predetermined requirements set forth in the project specifications. Extra attention was put into the storage methods. Not necessarily in the amount, although most space was taken advantage of, but in the ways the user can use the storage spaces. The stove and sink are located on a height-adjustable platform for maximum comfort and adaptation to the user. The layout was determined according to the space needed for mobility, storage and function.