This essay describes tools for unlocking accessibility in theatre, specifically for those within the disabled community. Throughout my own research in accessible theatre, and the research reviewed within this paper, it is seen that inclusive theatre yields a multitude of positive benefits for those involved, both emotionally and socially. Throughout my experience with OpenSpot Theatre, an accessible theatre company that teaches drama classes in areas throughout the United States, I learn methods to implement accessibility in theatrical settings using devised theatre, affinity therapy, and applied theatre techniques. Within this thesis, I describe my experience with accessible theatre, OpenSpot theatre, and take a look into how the brilliant realms of theatre and psychology collide.

This study explored the malleability of attitudes with the goal of improving social inclusion for a stigmatized group, specifically individuals with developmental disabilities. Contact Theory was used as an intentional structure for meaningful intergroup contact to assess, understand, and improve meanings applied to individuals with disabilities at an inclusive summer day camp. Adolescent volunteers were administered quantitative questionnaires utilizing the Contact with Disabled Persons Scale (CDP) and the Multi-Dimensional Attitude Scale (MAS). Collected data were used to determine the efficacy of involvement in an inclusive recreation program on adolescent participants' attitudes toward disability. After a covariate-adjusted regression analysis, contact with individuals with disabilities was found to significantly predict change in attitudes toward disability. Dyadic interviews were held after camp participation to provide additional sources of data with potential for deeper understanding of the camp experience for the volunteers. The data suggested participants perceived camp as a setting for the development of reciprocal relationships with peers who have developmental disabilities. These relationships further framed participants' understanding of the experience as fun, difficult, and resulting in perceived personal change. Implications for future research are discussed.

This research study examined the effects of classwide peer support training on the occurrence of initiated and reciprocal peer interactions of students with significant disabilities in two inclusive physical education classes. An AB research design was used to document changes in the occurrence of initiated and reciprocal peer interactions of students with significant disabilities following the provision of peer support training to all of their classmates. Four students with significant disabilities were observed in the study and baseline and post-intervention data on the occurrence of peer interactions were collected. The peer support training was provided to classes where four students with significant disabilities were included (two students in each classroom). Thirty-seven peers in the physical education classes were taught to (a) identify expectations within a single activity designed for the entire class in which a student with significant disabilities could also participate, (b) utilize the concept of partial participation to meaningfully include a student with significant disabilities in physical education classroom activities, (c) address priority educational goals from a student's Individual Education Plan during group activities, (d) use positive feedback and reinforcement to encourage participation, (e) program and use augmentative communication devices for meaningful participation in activities occurring in a physical education classroom, and (f) employ strategies to facilitate the development of peer relations and encourage interactions in ways that provide alternatives to an overreliance on paraprofessionals. After the peer support training was provided to the students in both physical education classes, follow-up observations were conducted to determine the impact of that peer support training on the occurrence and type of peer interactions of students with significant disabilities in inclusive physical education classes. Increases in the occurrence of interactions, as well as increases in both initiated and reciprocal peer interactions were documented as additional opportunities for students with significant disabilities to interact with their classmates were created. With the total number of peer interactions increasing following the training for each of the four boys, the success of the strategies employed could lead to increased levels of acceptance and access to other areas of the general education environment alongside their peers without disabilities.

Measurements of inclusive electron scattering cross-section ratios from light nuclei over a wide range of the Björken �� (0.3 < �� < 1) up to �� 2 = 8.3 GeV2 were made as part of experiment E10-10-008, which was conducted in Hall C at the Thomas Jefferson National Accelerator Facility. The measurements were performed using a beam energy of 10.602 GeV and an average beam current of 45 ��A. This dissertation provides a thorough description of the experiment as well as the extracted ratios of inclusive nuclear cross-sections with respect to the deuterium cross-sections (the EMC effect) for the targets 9 Be, 12 C, 10 B, and 11 B. The nuclear dependence of the inclusive inelastic electron scattering cross-section has been measured for the first time in 10 B and 11 B.

Выпускная квалификационная работа посвящена проблеме разработки, организации и реализации инклюзивных туров в деятельности НКО. В работе поставлено три гипотезы, главная из которых направлена на то, что инклюзивный туризм может быть формой реабилитации и абилитации инвалидов. Кроме теоретико-методологической части ВКР содержит исследовательскую часть, а также список рекомендаций по разработке инклюзивных туров для людей с ОВЗ, которые имеет практическую значимость. / The final qualification work is devoted to the problem of the development, organization and implementation of inclusive tours in the activities of NGOs. The work poses three hypotheses, the main of which is aimed at the fact that inclusive tourism can be a form of rehabilitation and habilitation of people with disabilities. In addition to the theoretical and methodological part, the final qualification work contains a research part, as well as a list of recommendations for the development of inclusive tours for people with disabilities, which are of practical importance.

<p>  </p> <p>The engineering education community in the United States has witnessed a tremendous increase in broadening participation initiatives as they wrestle with issues regarding inclusion. To date, these initiatives have targeted several goals, including access, belonging, and retention of students from underrepresented backgrounds. However, these initiatives have generally focused on the experiences of individual students, while systemic barriers, such as the cultural ideologies sustaining a "chilly climate" of engineering, have received less attention.</p> <p>Engineering instructors play a critical role in maintaining the professional culture of engineering through the socialization of undergraduate engineers embedded in the requirements of degree attainment. As engineering students transition through the plan of study, they are socialized to knowledge, skills, and values deemed necessary by instructors and administrators for entry into the engineering profession. The knowledge, skills, and values reinforced by instructors across the socialization process become taken-for-granted as cultural norms reproduced through engineering courses. As a result of these cultural reproductions, engineering instructors shape the boundaries of what it means to be an engineer. The study aimed to investigate how instructor's agency plays a role in establishing cultural norms in their undergraduate engineering courses. Furthermore, the study examined how these norms subsequently influence engineering students' perceptions of the professional culture of engineering. The goal was to understand the mechanisms that maintain and replicate cultural norms in engineering's "chilly climate" and engineering students' perceptions of inclusion (or lack thereof). </p> <p><br></p> <p>This dissertation employed an ethnographic case study approach to investigate the following research questions: (1) What culture did engineering instructors (re)produce in their undergraduate engineering courses?; (2) How were engineering instructors' cultural (re)productions communicated to undergraduate engineering students in their courses?; and (3) How did engineering instructors' agency (or lack thereof) influence their (re)production of ideologies in the professional engineering culture? The research questions examined how instructors' cultural (re)productions in engineering shape the professional culture of engineering. The study included an analysis of instructors' interviews, my classroom observations, course documents, and student focus groups for two sequential mechanical engineering courses in the plan of study.</p> <p><br></p> <p>The engineering instructors expressed agency as the three dimensions referred by Emirbayer and Mische (1998) of "chordal triad" (p. 970)—iterational, projective, and practical-evaluative. As the instructors negotiated their agency through their perspectives and actions, they exhibited the iterational through invocations of their experiences, the projective through their course intentions, and the practical-evaluative in their teaching practices and content. In these cases, I identified four cultural ideologies currently at the foundation of the engineering courses: technocratic, depoliticization, meritocratic, and care. Instructors' experiences, departmental priorities, and teaching practices all played a role in the prevalence of a technocratic culture. Omitting sociopolitical considerations perpetuated a depoliticized environment, while instructors showed a dual agentic orientation by navigating between meritocratic values and care for students. The COVID-19 pandemic emphasized the importance of critical policy and advocacy, instructor empathy, and individual actions in driving collective momentum for transformative social change in engineering settings. A conscientious understanding of the impact of our actions as instructors on the socialization of engineering students is essential. This understanding needs to take up both individual's agency and the context in which agency is enacted to create a space in the profession that authentically reflects and embraces differences among students as integral members of the profession. The research findings serve as an invitation for growth for the engineering education community to "walk the walk". An invitation to be courageous leaders, who try, test, and refine our practices through critical reflections, aligned intentions and agentic actions that engage and support all engineering students, especially students from historically marginalized communities.</p>

In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florida. The classrooms' best practices were assessed using the Inclusive Classroom Profile (ICP). The ICP is a 7-point rating scale conducted through an observation procedure that is designed to assess the quality of daily classroom practices of children with disabilities (Soukakou, 2007). Teacher characteristics, student characteristics, and classroom characteristics were gathered from all classrooms and analyzed through correlation tests with the ICP scores. Although statistical results did not demonstrate statistically significant data in regards to the strength of relationships between these characteristics and ICP scores, the direction of the relationship on the following characteristics: related experience, severity of disabilities, and level of support, revealed a possible impact on ICP scores.

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The opinions and expertise of disabled people are often absent from emergency preparedness planning. As a result, when emergencies occur disabled people’s needs may go unmet. While there have been recent efforts to acknowledge the need for disability inclusive planning processes (in, for example, the development of a Disability Inclusive Disaster Risk Reduction framework), more research is needed to understand how efforts to include the perspectives and experiences of disabled people work (or do not work) in practice. In this research, I examine the development of a disability-inclusive emergency preparedness plan in Ontario, Canada. I use semi-structured interviews with key informants from the provincial government and disability organizations to unpack the planning and consultation process. The analysis indicates that while the plan represents an important attempt to include disabled people in emergency preparedness planning, it falls short in a number of ways not least because it rests on a narrow conception of disability as physical limitation. In particular, people with intellectual disabilities are absent from the planning process and final plan, a fact that reflects their broader marginalization within society. I draw on interviews with a small sample of self-advocates living with intellectual disabilities to identify how the plan could be revised to recognize the views and experiences of this population. / Thesis / Master of Arts (MA)

The purpose of this project was to build an accessible website for Inclusive Web Solutions, an IT consulting company, The website consists of a public part, which presents the company, and a private admin site where employees can create, edit, update and delete the dynamic content of the site. Subscribers may only create, edit, update and delete their own blog posts. A REST API is used as a data source. All dynamic data is stored in a database. The website, the REST API and the database have been implemented using React, Node.js, Express.js, MongoDB and SASS. Web design, flowcharts and a target group analysis have been part of the planning phase. The website has been tested with regard to accessibility, responsiveness, compatibility and code validity using automated testing tools and user testing. The website was supposed to be accessible according to WCAG level AA. The website, the REST API and the database have been deployed. A custom domain has been added to the website. Överall, the purpose of the project has been achieved. There are a few issues with regard to the website’s responsiveness and accessibility. There are also a few usability issues related to the site’s multilingualism. The accessibility goal has not been fully achieved. Validation errors pertaining to the website’s HTML code can be explained by the validation method that was used. / Syftet med detta projekt har varit att skapa en tillgänglig webbplats a t konsultföretaget Inclusive Web Solutions. Webbplatsen består av en publik, tvåspråkig del som presenterar företaget, och en lösenordsskyddad administrationssida da r medarbetare kan skapa, redigera, uppdatera och radera webbplatsens dynamiska innehåll. Gästskribenter kan endast skapa, redigera, uppdatera och radera egna blogginlägg. Webbplatsen använder en REST-webbtjänst som datakälla och alla data som hanteras på den icke-publika webbplatsen lagras i en databas. React, Node.js, Express.js, MongoDB och SASS har använts för att implementera webbplatsen, REST-webbtjänsten och databasen. Arbetet har planerats med hjälp av webbdesign, målgruppsanalyser och flo desscheman. Webbplatsens tillgänglighet, responsivitet, kompatibilitet och validitet har testats med automatiska testverktyg och användartester. När det gäller tillgängligheten, sa har målet varit att uppfylla kraven på WCAG-nivån AA. Webbplatsen, REST-webbtjänsten och databasen har publicerats. Webbplatsen har dessutom publicerats under egen domän. Överlag har syftet med projektmålet uppnåtts. Alla delar har skapats och det mesta av funktionaliteten har implementerats enligt plan. Webbplatsen uppvisar vissa brister när det gäller responsivitet och tillgänglighet. Vissa brister i användbarheten finns, vilket rör bl.a. flerspråkigheten. Tillgänglighetsmålet har inte uppnåtts fullt ut. De valideringsfel som förekommer i HTML-koden har visat sig bero på hur valideringen har gjorts.