<p>This essay is about the staff in integrated homes very complex profession and this is illustrated through twelve interviews in five integrated homes for disabled people. The profession changed when the institution closed and especially when the Law of Support and Service (LSS) was introduced in 1994.</p><p>The purpose of this survey is to study how staff works with LSS intentions in integrated homes for disabled people and to increase the awareness about the structure of power and how this affects the daily life for those who live there.</p><p>The main objective in this survey is to find out which the differences that lie between LSS intentions and the work that take place in integrated homes for disabled people. This survey tries to illustrate when and why these differences occur. </p><p>This survey has a multidisciplinary perspective, where three models of disability and theories from Foucault, Sibley and Wendell have been included. The result shows that the staffs work is difficult, full of responsibility and has many facets. The staff needs education regarding disability, communication and LSS to reach the intentions of LSS.</p>

This essay is about the staff in integrated homes very complex profession and this is illustrated through twelve interviews in five integrated homes for disabled people. The profession changed when the institution closed and especially when the Law of Support and Service (LSS) was introduced in 1994. The purpose of this survey is to study how staff works with LSS intentions in integrated homes for disabled people and to increase the awareness about the structure of power and how this affects the daily life for those who live there. The main objective in this survey is to find out which the differences that lie between LSS intentions and the work that take place in integrated homes for disabled people. This survey tries to illustrate when and why these differences occur. This survey has a multidisciplinary perspective, where three models of disability and theories from Foucault, Sibley and Wendell have been included. The result shows that the staffs work is difficult, full of responsibility and has many facets. The staff needs education regarding disability, communication and LSS to reach the intentions of LSS.

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TITLE: Phenomenon of disability and its image in the print media AUTHOR: Lenka Opočenská DEPARTMENT: Department of Special Education SUPERVISOR: Mgr. Lenka Felcmanová ABSTRACT: The thesis "The phenomenon of disability and its image in the print media" aims to find out how periodicals framed chosen topic of disabilities in one year. The theoretical part of the thesis deals with the typology of models of disability and the definition of disability from different perspectives. The third chapter provides an overview of how the media shape the attitudes of society. The research section concentrates on how the media has framed newspaper articles and whether terminology changes were reflected in the media. KEYWORDS: Disability, models of disability, attitudes, framing, print media

This thesis aims to investigate possible positions of identification for people with dis/abilities. With a theoretical basis in crip-theory it discusses the notions of power and deviance and its’ importance for the formation and reproduction of ideas around the concepts of dis/ability, ableism, deviancy and normality.

The aim of the present research was to investigate the issue of loss anxiety within the framework of disability and terror management theory. A questionnaire package was administered to 217 participants twice to examine the effects of mortality salience and disability salience. Besides mortality salience, paralysis salience was found to be effective. Highly conservative participants were becoming more conservative in the paralysis salience and mortality salience conditions. Content analysis was also conducted relating the participants&rsquo / accounts. It was concluded that death and disability were both inducing sadness for the participants. However, this sadness experience could have two different formats. The relation between experimental manipulations and global sadness accounts was not significant. However, the relationship between experimental manipulations and individual sadness accounts was significant. Participants in the mortality salience condition were experiencing less individual sadness than expected. In contrast, participants in the paralysis salience condition were experiencing more individual sadness than expected. It is concluded that death may not be the one and only fundamental fear as terror management theory suggests. Disability might be as fearful as death. A theoretical model is proposed for the alternative experimental manipulation in terror management theory studies. According to this conceptualization, an experimental manipulation could be successful if it satisfies the following three conditions: moderately fearful, highly imaginable/easily available and highly self-relevant. Any kind of loss which satisfies these conditions might result in cultural worldview defense. The threatening nature of disability might provide one more reason relating the importance of a disability-friendly environment.

The aim of this thesis is to critically examine and compare the web pages that provide disability content and information of ten selected Latvian and Swedish higher education institutions’ websites. The theoretical framework of the research is built upon the critical discourse analysis and Michel Foucault’s ideas of discourse and power while the analytical framework incorporates elements of Mullet’s (2018) framework of critical discourse analysis, Pauwels (2012) multimodal framework for analysing websites and the snapshot click study by Gabel et al. (2016). Overall, the examined web pages see disability from human rights and medical perspectives. The research findings indicated both similarities and differences between the two countries and the ten higher education institutions. The disability content on the web pages of Latvian higher education institutions focuses mainly on the physical accessibility, whereas Swedish institutions pay more attention to the academic and student services.The research results suggest that while the examined higher education institutions do somewhat attempt to include persons with disabilities within the higher education, they simultaneously continue to maintain and construct social barriers that exclude them.

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)

This research was conducted on inclusive education in HEIs of Ethiopia. Its main purpose was to investigate, as case studies, the learning experiences of students with visual impairments (SVI) in two HEIs. The study was undertaken having realized the research gap that exists in the area of the inclusiveness of HEIs in Ethiopia. In order to conduct the research, a qualitative methodology was followed. The data collection methods used were individual interviews and observations. Data were collected from students with visual impairments, their instructors, department/school heads, college deans and disability centre coordinators. In addition, observations were made in library facilities and classes. The process of data analysis was started by considering the major curriculum elements as general categories following LeCompte and Preissle‟s typological analysis strategy. Atlas.ti computer software was used to code, categorize and manage the data. The theory that was primarily used to examine and understand the learning experiences of SVI in the higher education context was Bronfenbrenner's bio-ecological systems theory. In addition, the biopsychosocial model of disability and the accommodation model (in contrast to the UDL model) were considered. The study resulted in the following major findings: SVI, in many cases, were not assigned to the departments of their interest; the curricula of the HEIs were highly inflexible and did not consider SVI needs; there was limited access to curricular materials in assessment formats; there was limited use of assistive technology; assessment practices were largely unfair to SVI; the learning environment was less friendly to SVI; the support SVI get from their institutions was inadequate and disorganized; and instructors made little effort to accommodate the learning needs of SVI during class teaching. The findings also showed that there were no significant differences of perceptions among SVI of the two institutions. Based on the findings of the research some conclusions are drawn. In addition, some recommendations were suggested to improve policy and practice based on SVI responses and the researcher's own reflections on the study‟s findings. Recommendations for future research were also made. / Inclusive Education / D. Ed. (Inclusive Education)