published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

The thesis examines the experiences and perceptions of wheelchair users living in different types and tenures of housing in the City of Dundee. The interrelationships between space, society and the body are examined in the empirical context of housing, ableism and the disabled body. The voices of wheelchair users, gleaned from in-depth, semi-structured interviews, are used throughout the thesis to illustrate how the geographies of people with disabilities are delineated and constrained by socio-cultural representations of disability. Conceptually the study has been guided by the social model of disability, but insights from postmodernism and feminist literature are drawn on to add a further dimension to the interpretation of the data and the study's methodology. The social construction of difference, social exclusion and definitions of the normal and aberrant body emerge as key concepts linking analysis of the data at the spatial scales of the neighbourhood, home and the body. Spatial metaphors of 'out of place', 'marginalised' or 'socio-spatially excluded' capture the essence of the impressions people with disabilities hold of their interactions with their living spaces and service providers. The study suggests that greater reciprocal dialogue is required between service users and service providers to broaden the knowledge base from which disability related housing decisions are made.

Feng, Xiangjun. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 178-184). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

Young people who have received special education services in the United States are vastly overrepresented in juvenile and adult criminal justice systems relative to their numbers in the general population. Although much existing research frequently assumes that deficits within young people are the cause of this problem, research also suggests that educational experiences can increase the likelihood that young people will get arrested. However, the exact mechanisms by which time at school seems to lead to prison for so many young people who have received special educational services is unclear. This study uses a Disability Studies (DS) framework to understand this problem. Disability Studies scholars view disability as a social construction; students do not have a disability that justifies differential treatment, they become disabled through school practices that privilege particular norms for doing and being at school. In addition, DS scholars and activists have taken up the mantra, “Nothing about us without us,” insisting that the perspectives of individuals with disabilities be included in any research about disability. This mixed methods study sought to understand both which school-level factors predict arrest for young people receiving special education services and how young people present and explain those and other school-level factors. I conducted regression analysis using administrative data from the New York City Department of Education and New York State Education Department to determine which school-level factors predict arrest, on average, for young people receiving special educational services in New York City’s public secondary schools for one school year. Then, I conducted semi-structured interviews with six young people who have received special education services and been arrested in NYC. This study suggests that school-level factors do significantly increase the likelihood that a school will have students receiving special education services who have been arrested. These school-level factors are alterable by policy and practice. This study further suggests that young people receiving special education services describe and evaluate their educations in relation to imagined “regular” schools rather than according to how their schools actually help or hinder them.

Thesis (M.S.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (February 5, 2007) Includes bibliographical references.

Tez (Yüksek Lisans) - Süleyman Demirel Üniversitesi, Sosyal Bilimler Enstitüsü, Sosyoloji Anabilim Dalı, 2009. / Kaynakça var.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: vi, 113 p. : ill. (some col.) ; 1 Mb. UMI publication number: AAT 3366687. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (doctoral)--Åbo akademi, 2009. / Extra t.p. with thesis statement inserted. Accompanying disc includes video, forms and text of book in PDF format. Includes bibliographical references (p. 233-250). Also available online.

Thesis (M.S.L.T.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (p. 104-115). Also available via the World Wide Web.