Thesis (Au.D.)--James Madison University, 2010. / Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.

Thesis (M.Div. with Concentration : Christian education)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 126-130).

Acompanha: A diferença está no saber agir: conheça!: educação inclusiva: dos documentos legais à realidade escolar / Este trabalho toma como objeto de pesquisa o tema da educação inclusiva. A questão que ensejou a pesquisa foi: de que modo a “voz” da pessoa com deficiência pode revelar a importância da construção de um espaço inclusivo e contribuir para a sua humanização? Seu corpus é composto de 30 entrevistas semiestruturadas feitas com um grupo de pessoas com deficiência nas áreas auditiva, visual, física e intelectual, residentes em cidades da região Norte do Estado do Paraná. Com base nas respostas, observa-se o que pensam os entrevistados sobre o ciclo da invisibilidade. A análise leva em consideração as categorias: educação, trabalho, autonomia e independência. Para dar resposta a essa pergunta, após a aplicação dos questionários e da tabulação dos dados, foi elaborado um produto educacional denominado: “A Diferença está no Saber Agir. Conheça! ”. O produto, uma espécie de livro virtual, foi publicado em site próprio para testagem na comunidade escolar. Esses dados também foram tabulados e compõem o resultado final desta pesquisa. O estudo tem por objetivo geral colaborar com a formação de professores, alunos e profissionais que atuam na escola pública no que diz respeito às suas atitudes - que podem conduzir à reflexão e à ação – frente a pessoas com deficiência, no espaço escolar e no convívio social por meio do mencionado produto educacional. Para elaborar o trabalho, foram executadas pesquisas do tipo bibliográfica, analítica, interpretativa e de campo, com o uso da metodologia da pesquisa-ação, cujo eixo é a participação da comunidade pesquisada na própria pesquisa, assim ela propõe a transformação das práticas por meio da observação e posterior ação. O ponto de partida teórico são as concepções da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL, 2008), a Convenção Internacional sobre os Direitos das Pessoas com Deficiência (BRASIL, 2009) e o Parecer CNE/CP Nº8/2012 - Diretrizes Nacionais para a Educação em Direitos Humanos (BRASIL, 2012). Obtiveram-se resultados importantes para a instrumentalização da escola e da comunidade, visando dar subsídios para a construção de novas lógicas de ensino inclusivo e para a partilha de novos conhecimentos, permeados pelas dificuldades, frustrações, anseios e receios do grupo investigado. Que novos avanços e transformações possam gerar uma inclusão escolar e social gradativa e real. / This work has the inclusive education issue as a research subject. The issue which gave rise to the research was: how can the "opinion" of a person with disability reveal the importance of creating an inclusive space and contributing to humanization? Its corpus consists of 30 semi-structured interviews with a group of people with disabilities in auditory, visual, physical and intellectual areas, living in cities in the Northern Paraná State. Based on the responses, what the interviewees think about the invisibility cycle can be observed. The analysis takes into account the categories: education, work, autonomy and independence. In order to answer this question, after the questionnaires and data tabulation were performed, an educational product was prepared and it was called "The difference is in Knowing How to Act. Learn". The product, a kind of virtual book, was published on an own website for testing in the school community. These data were also tabulated and make up the final result of this research. The study has as a general objective to contribute to the education of teachers, students and professionals who work in public schools with regard to their attitudes - which can lead to reflection and action - when treating with people with disabilities in the school environment and in their social relations by means of the educational product. In order to prepare this work, bibliographical, analytical, interpretative and field researches were performed, with the use of action research methodology, whose axis is the participation of the community in the research itself; thus, this community proposes the transformation of practices through observation and further action. The theoretical starting point is the conception of the National Policy on Special Education in the Perspective of Inclusive Education (BRAZIL, 2008), the International Convention on the Rights of Persons with Disabilities (BRAZIL, 2009) and the legal opinion CNE / CP No. 8/2012 - National Guidelines for Education in Human rights (BRAZIL, 2012). Important results for theinstrumentalization of schools and community are obtained, aiming to provide subsidies for the creation of new logics regarding inclusive education and sharing new knowledge, permeated by difficulties, frustrations, anxieties and fears of the group investigated. Also, aiming that new developments and transformations generate a gradual and real educational and social inclusion.

Acompanha: A diferença está no saber agir: conheça!: educação inclusiva: dos documentos legais à realidade escolar / Este trabalho toma como objeto de pesquisa o tema da educação inclusiva. A questão que ensejou a pesquisa foi: de que modo a “voz” da pessoa com deficiência pode revelar a importância da construção de um espaço inclusivo e contribuir para a sua humanização? Seu corpus é composto de 30 entrevistas semiestruturadas feitas com um grupo de pessoas com deficiência nas áreas auditiva, visual, física e intelectual, residentes em cidades da região Norte do Estado do Paraná. Com base nas respostas, observa-se o que pensam os entrevistados sobre o ciclo da invisibilidade. A análise leva em consideração as categorias: educação, trabalho, autonomia e independência. Para dar resposta a essa pergunta, após a aplicação dos questionários e da tabulação dos dados, foi elaborado um produto educacional denominado: “A Diferença está no Saber Agir. Conheça! ”. O produto, uma espécie de livro virtual, foi publicado em site próprio para testagem na comunidade escolar. Esses dados também foram tabulados e compõem o resultado final desta pesquisa. O estudo tem por objetivo geral colaborar com a formação de professores, alunos e profissionais que atuam na escola pública no que diz respeito às suas atitudes - que podem conduzir à reflexão e à ação – frente a pessoas com deficiência, no espaço escolar e no convívio social por meio do mencionado produto educacional. Para elaborar o trabalho, foram executadas pesquisas do tipo bibliográfica, analítica, interpretativa e de campo, com o uso da metodologia da pesquisa-ação, cujo eixo é a participação da comunidade pesquisada na própria pesquisa, assim ela propõe a transformação das práticas por meio da observação e posterior ação. O ponto de partida teórico são as concepções da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL, 2008), a Convenção Internacional sobre os Direitos das Pessoas com Deficiência (BRASIL, 2009) e o Parecer CNE/CP Nº8/2012 - Diretrizes Nacionais para a Educação em Direitos Humanos (BRASIL, 2012). Obtiveram-se resultados importantes para a instrumentalização da escola e da comunidade, visando dar subsídios para a construção de novas lógicas de ensino inclusivo e para a partilha de novos conhecimentos, permeados pelas dificuldades, frustrações, anseios e receios do grupo investigado. Que novos avanços e transformações possam gerar uma inclusão escolar e social gradativa e real. / This work has the inclusive education issue as a research subject. The issue which gave rise to the research was: how can the "opinion" of a person with disability reveal the importance of creating an inclusive space and contributing to humanization? Its corpus consists of 30 semi-structured interviews with a group of people with disabilities in auditory, visual, physical and intellectual areas, living in cities in the Northern Paraná State. Based on the responses, what the interviewees think about the invisibility cycle can be observed. The analysis takes into account the categories: education, work, autonomy and independence. In order to answer this question, after the questionnaires and data tabulation were performed, an educational product was prepared and it was called "The difference is in Knowing How to Act. Learn". The product, a kind of virtual book, was published on an own website for testing in the school community. These data were also tabulated and make up the final result of this research. The study has as a general objective to contribute to the education of teachers, students and professionals who work in public schools with regard to their attitudes - which can lead to reflection and action - when treating with people with disabilities in the school environment and in their social relations by means of the educational product. In order to prepare this work, bibliographical, analytical, interpretative and field researches were performed, with the use of action research methodology, whose axis is the participation of the community in the research itself; thus, this community proposes the transformation of practices through observation and further action. The theoretical starting point is the conception of the National Policy on Special Education in the Perspective of Inclusive Education (BRAZIL, 2008), the International Convention on the Rights of Persons with Disabilities (BRAZIL, 2009) and the legal opinion CNE / CP No. 8/2012 - National Guidelines for Education in Human rights (BRAZIL, 2012). Important results for theinstrumentalization of schools and community are obtained, aiming to provide subsidies for the creation of new logics regarding inclusive education and sharing new knowledge, permeated by difficulties, frustrations, anxieties and fears of the group investigated. Also, aiming that new developments and transformations generate a gradual and real educational and social inclusion.

Please read the abstract in the section 00front of this document / Dissertation (MA (Communication Pathology))--University of Pretoria, 2007. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

The Community Response Network in Kelowna was formed from the policydriven elder abuse committee and as a response to the Adult Guardianship Act of British Columbia enacted in 2000. After the inception of the act that addresses abuse, neglect and self-neglect of adults, the Community Response Network - a community development initiative that was implemented from social policy - was unsure of its role in the community. The purpose of this qualitative research is to assist the network in defining its role in supporting adults who may be vulnerable to harm. What is the role of the Community Response Network? What did the network do in the past? How effective was it? Who should be involved? It was thought that the network would continue to offer education and awareness to community members. Through a purposeful convenience sample of participants in both a focus group and individual interviews, various themes such as structure, values, context and tasks were evident through verbatim analysis. As well, through a feminist analysis, several dichotomies and inconsistencies were interpreted. Recommendations for the network include continuing education and awareness workshops, strengthening linkages in the community, and inviting a diverse group of people to become involved in the committee. / Arts, Faculty of / Social Work, School of / Graduate

A society's moral heart can be judged by how well it provides for its weakest and most vulnerable citizens. In recent years significant strides have been made to improve the quality of institutionalized persons' lives. However, because we have not yet fully developed a moral vision of long-term care living, residents do not always receive the basic care that they should. Particularly ignored and inadequately addressed is the complex moral and social issue of residents' sexual lives. Currently there is little support for sexual activity or sexual care in long-term care settings. Society's moral rules are designed for independent people living in their own homes. Professional governance bodies have created moral rules regulating short-term professional interactions and responsibilities but rarely have ones that pertain to longterm care settings. The aim of the present research is to contribute to the development of a moral vision of how long-term care institutions should manage sexual activity and sexual care. A qualitative study was designed to identify the factors that negatively influence sexual activity and sexual care, and the supports that residents and staff respectively need in order to have sexual lives and provide sexual care. Using an exploratory design the investigator conducted in-depth interviews with twenty-four residents and staff and carried out twenty hours of participant observation with two community residents. Six negative influences on residents' sexual lives and nine negative influences on staffs provision of sexual care were identified. The work also explores ethical and legal issues pertaining to the provision o f sexual care. It is argued that residents have moral rights to sexual care which impose duties on institutions to provide that care. Legal barriers to providing such care are then considered, and found not to be insurmountable. The above research and explorations led to three conclusions. First, unless sexual care is available residents cannot have sexual lives. Second, for sexual care to be available institutions must accept that it is their moral responsibility to provide it and ensure that staff are adequately supported. Third, institutions should develop a framework for the delivery of sexual care. / Arts, Faculty of / Graduate and Postdoctoral Studies / English, Department of / Graduate

No description available.

The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL were: (a) The need for certification of the TTL, (b) making curricular changes at the elementary level, (c) the TTL as the Educational Diagnostician, (d) the TTL as a parent of a handicapped individual participating in the transition program, and (e) the TTL encouraging severely handicapped individuals to remain in the public schools until the maximum age of 21. These categorical data were grouped by ESC area with urban, suburban, and rural demographics. These data were analyzed by a three-way ANOVA design and significant differences were found by category, by ESC area, and by population designation. The public school superintendents have perceived the role of the TTL as a new position, community-based, community-oriented, transferable, and requiring no additional certification procedures.