Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Employment in capitalist society forms the foundation of social, economic and political order where most individuals between the ages of 18 and 65 are assumed to be in a position to procure gainful employment in their areas of personal interest. Despite the move to democracy, based on the principles implicit in the Human Rights Movement, individuals with disabilities continue to exist as among the most economically disadvantaged groups in society where they are subject to the sustained effects of discriminatory and prejudicial attitudes in the workplace. This is compounded by the pervasive impact of lack of skills development; poor access to education and training; lack of awareness from employers; disabling environments and poor policy development. The purpose of this narrative inquiry was to explore the alternative stories of six individuals with disabilities who are currently employed in the mainstream labour sector as a means to gain insights into individual experiences of obstacles and facilitators to inclusion in the world of work. A narrative inquiry approach, embedded in a critical, emancipatory research paradigm formed the methodology for this study. This thesis was considered through the lens of an integrated theoretical approach, drawing on poststructuralist and social constructionist thought, interspersed with "episodes" of Lacanian psychoanalysis to attend to aspects of internalized oppression. Six individuals with disabilities, employed in the mainstream labour sector, were selected from three sites, using a purposive sampling method. Data were collected by way of two in-depth unstructured narrative interviews, constructed by way of personal experience stories (Squire, 2008; Riessman, 1993) and life stories (Atkinson, 1998) as a means to explore participants‟ unique life experiences and how they have constructed and asserted their professional identities in the world of work. A dual analysis process (first descriptive, then interpretive) was employed to bring structure and interpretation to the collected texts. Descriptive analysis involved the re-telling of participants‟ personal experience and life stories, using Clandinin and Connelly‟s three dimensional narrative inquiry space, whilst interpretive analysis sought to attend to the universal stories of disability using thematic analysis and synthesis. The key messages from the narratives revealed that in spite of the fact that many individuals with disabilities demonstrate immense loyalty, low rates of absenteeism, commitment and a range of skills, talents and abilities, disability continues to be conceptualized as an inferior status which inevitably creates widespread marginalization due to the pervasive effects of stigma, fear and ignorance. Many are not privy to vital education and training options as a precursor to entry into the labour market, and unequal salary structures, environmental barriers and physical accessibility are additional constraints which preclude full and equal participation in the mainstream labour sector. This study identified the efficacy of narrative inquiry etched within an integrated theoretical approach as the promise that disability studies has been waiting for. A crucial step in re-writing the historically disabling scripts related to the “disabled identity”, as a means to lobby for more inclusive strategies in the workplace, involves truly listening to the polyphony of individual voices from an emancipatory perspective. / AFRIKAANSE OPSOMMING: Gelyke werksgeleenthede en indiensneming vorm die grondslag van die sosiale, ekonomiese en politieke bedeling in 'n kapitalistiese samelewing. Die aanname is dat die meerderheid individue tussen die ouderdomme van 18 en 65 besoldigde betrekkings kan beklee waarin hulle belangstel. Ten spyte van die verskuiwing na 'n demokrasie wat gebaseer is op die beginsels van die Menseregtebeweging, is individue met gestremdhede steeds deel van 'n ekonomies benadeelde groepering as gevolg van diskriminasie en vooroordele in die werksplek. Hierdie situasie word vererger deur die deurlopende impak van 'n tekort aan vaardighede, beperkte toegang tot onderwys en opleiding, werkgewers se beperkte bewustheid van individue met gestremdheid se behoeftes en potensiaal, ontoeganklike werksomgewings en leemtes in beleidsontwikkeling. Die doel van hierdie narratiewe ondersoek was daarom 'n verkenning van alternatiewe verhale van ses individue met fisiese gestremdheid wat werksaam is in die ope arbeidsmark ten einde insig te kry in hul individuele ervarings van hindernisse en ondersteuning in die werksplek. Die metodologie van hierdie studie kan tipeer word as 'n narratiewe ondersoekbenadering wat gevestig is in 'n krities-emansipatoriese navorsingsparadigma. Die lens van die studie was dus 'n geïntegreerde teoretiese benadering van post-strukturalistiese en sosio-konstruksionistiese denke en "episodes" van Lakan se psigoanalise om aspekte van geïnternaliseerde onderdrukking te verstaan. Ses individue met fisiese gestremdheid wat werksaam is in die ope arbeidsmark is doelbewus gekies uit drie werksplekke. Data is gegenereer deur twee ongestruktureerde narratiewe onderhoude in die vorm van vertellings oor persoonlike ervarings (Squire, 2008; Riessman, 1993) en lewensverhale (Atkinson, 1998). Die deelnemers se unieke lewenservarings en hul konstruksie en handhawing van hul professionele identiteit in die werksplek was die fokus van die datagenerering. 'n Tweeledige proses van analise (eers beskrywend, daarna interpreterend) is gevolg om die teks te struktureer en te interpreteer. Beskrywende analise, gebaseer op Clandinin en Connelly se driedimensionele narratiewe ruimte, behels die oorvertel van deelnemers se persoonlike ervaring en lewensverhale. Die interpreterende analise daarenteen gebruik tematiese analise en sintese van die universele stories. Die sentrale tema van die narratiewe is dat gestremdheid steeds gekonseptualiseer word as minderwaardig, ten spyte van hierdie individue se ongekende lojaliteit, min afwesigheid, toegewydheid en omvang van vaardighede, talente en vermoëns. Die stigma, vrese en onkundigheid wat daarmee gepaard gaan lei tot marginalisering. Baie persone met gestremdhede het steeds nie toegang tot onderwys en opleidingsgeleenthede nie en voldoen dus nie aan die vereistes wat gestel word vir toegang tot die arbeidsmark nie. Oneweredige salarisstrukture, hindernisse in die omgewing en fisiese toeganklikheid belemmer volledige en gelyke deelname in die ope arbeidsmark. Hierdie studie bevestig die bruikbaarheid van narratiewe navorsing en 'n geïntegreerde teoretiese benadering in gestremdheidstudies. 'n Belangrike stap is die herskryf van die historiese beskouings van onbekwaamheid en “gestremde identiteit” as 'n poging om te onderhandel vir meer inklusiewe strategieë in die werkplek. Dit behels opregte luister na die individuele stemme vanuit 'n emansipatoriese perspektief.

Anotation The diploma thesis entitled One of the Models of Girls' Preparation to Nursing is divided into four parts. The first part explains the term nursing in general in relation to social work. The second part is devoted to the project of Catholic schools for girls and to a unique twenty-five years lasting model of the integrated education of girls with social and health disadvantage at The Girls' Catholic High School, Platnéřská 4, Prague 1. The third part is focused on the role of the nursing care of the Knights of the Cross. The second part contains the investigation in the form of the study of documents; the interviews with the teachers, chosen graduates and students are to be found in the fourth part. Key words: Girls' Catholic Vocational School, integration, Day Care - the Knights of the Cross with the Red Star, model, nursing, persons with disabilities and social disadvantage, education

This diploma thesis deals with the employment of disabled people in the Czech Republic. There is also a description of foreign systems of the employment of disabled people, concretely in the Federal Republic of Germany and in the United Kingdom. After the descriptive part of individual systems, there is their comparison and the choice of working elements from abroad which could improve the Czech system. Then, the thesis includes orientation questionnaire survey, which focuses on the level of foreknowledge and orientation of HR specialists in the area of the employment of disabled people in the Czech Republic.

The thesis named "The Institution Is My Home" aims to describe the right of people with learning disabilities choose their form home and closer forms of implementation of this right, explore the context of the emergence and selection process constitution home. An authoress theoretically specifies the right choice home sites in the plane of Human Rights and in the context of the status of a person with intellectual disabilities in society as a citizen with all human rights and duties. The text reflects in particular Article 19 of the Convention on the Rights of Person with Disabilities setting the right of people to live in the community, with a choice place your home on an equal basis with others. Implementation of this law in the Czech Republic affects the continuing provision of a dual model of residential social services - community and institutional. The authoress also discusses the conflict between the decision of a person to live in an institution and a sense of social services, which must not hinder social inclusion and deepen social situation. Qualitative research presents a connection creation and the process of choosing the constitution as the home of four persons a place chosen by their home institution.

Made available in DSpace on 2016-04-26T20:29:22Z (GMT). No. of bitstreams: 1 Lais Vanessa Carvalho de Figueiredo Lopes.pdf: 1966233 bytes, checksum: 958c9c2bede29645d905f7386fccaa26 (MD5) Previous issue date: 2009-06-19 / This study aims at analyzing the new world-view on persons with disabilities and the right to accessibility, established in the legal mark represented by the Convention on the Rights of Persons with Disabilities and its Optional Protocol, passed on December 13, 2006, by means of the Resolution 61/106, during the 61st session in the United Nations General Assembly (UN) as part of a set of international human rights treaties adopted since 1948. To that effect, it will develop its legal rationale aiming at answering the following questions: 1. History: What are the historical context and the main views on disability that have prevailed in the course of humankind s history in the construction of the human rights of persons with disabilities from a legal standpoint, in the international sphere? 2. Procedures: How has the procedure of preparation of the Convention on the Rights of Persons with Disabilities and its Optional Protocol developed in UN? And the one for the ratification with constitutional equivalence in Brazil of the first treaty of human rights in the 21st century after Constitutional Amendment nº 45/04? What are the mechanisms of domestic and international monitoring of the implementation of the legal tools in caption? 3. Rights: Who are the persons with disabilities benefiting from the Convention on the Rights of Persons with Disabilities and its Optional Protocol? What are the main rights and principles contained in the UN documents? 4. Accessibility: What is accessibility and what is its legal nature? How can one ensure the enforcement of accessibility amidst the other human rights? / Esta dissertação analisa a nova visão mundial sobre as pessoas com deficiência e a acessibilidade, positivada no marco legal da Convenção sobre os Direitos das Pessoas com Deficiência e seu Protocolo Facultativo, adotados em 13 de dezembro de 2006, por meio da Resolução 61/106, durante a 61a sessão da Assembleia Geral da Organização das Nações Unidas (ONU) - parte do conjunto de tratados internacionais de direitos humanos existentes desde 1948. Desenvolve raciocínio jurídico objetivando responder às seguintes questões: 1. História: Qual o contexto histórico e as principais visões de deficiência que predominaram ao longo da história da humanidade na construção dos direitos humanos das pessoas com deficiência, do ponto de vista legal, no âmbito internacional? 2. Processos: Como se deu o processo de elaboração, na ONU, da Convenção sobre os Direitos das Pessoas com Deficiência e seu Protocolo Facultativo? E o de ratificação com equivalência constitucional, no Brasil, do primeiro tratado de direitos humanos do século XXI, após a Emenda Constitucional n.° 45/04? Quais são os mecanismos de monitoramento nacional e internacional dos instrumentos jurídicos em questão? 3. Direitos: Quem são as pessoas com deficiência beneficiárias da Convenção sobre os Direitos das Pessoas com Deficiência e seu Protocolo Facultativo? Quais os principais direitos e princípios contidos nos documentos da ONU? 4. Acessibilidade: O que é acessibilidade e qual a sua natureza jurídica? Como garantir a aplicação da acessibilidade em meio aos demais direitos humanos?

Made available in DSpace on 2016-03-22T17:26:40Z (GMT). No. of bitstreams: 1 tais.pdf: 950159 bytes, checksum: 75ef2ad1a88584e8296a822836a24117 (MD5) Previous issue date: 2012-03-01 / This present study analyzes the results produced by the actions of social responsibility developed by the private sector, through the Citizen Able Tour of Pelotas, in the view of those directly affected, employees, providing a trial of social work developed by the company, emphasizing the inclusion of the work. To achieve this purpose pervades the essay questions by the state, market and social policies at the time of emergence of this new accountability of the second sector. Identifies the different conceptions and perceptions of corporate social responsibility and points out the limits and potential actions for inclusion, particularly for the work. It also presents the results produced in the lives of employees for the company and society as a whole. The methodology focused on the character of literature and case study, aiming to approximate the theoretical discussion of the practice experienced. We used a semi-structured interview as a tool for listening to those surveyed, with a qualitative approach. The investigation allowed us to realize that social policy is developed in the second sector, based on a new set of social relations in capitalist society designed, through the practice of social responsibility, warning that to legitimize the actions in the business than they should be thought of concepts, but taking into account the results produced, which are positive and visible to each segment, not a chimera but a reality to be exalted. He points out that, although the metamorphosis by which pervaded the working world, it still has a central role in people's lives, especially as a source of dignity. Argues that the practice of inclusion, in particular people with disabilities has been implemented slowly, she still had limits, but also potential. Considers, finally, the effectiveness of the practices of corporate social responsibility developed by the Citizen Able Tour in Pelotas, which achieves the goal of successfully include the strength of manpower people who have some kind of social intolerance, providing a new perception of social activities within an organization and model to be adopted / O presente estudo analisa os resultados produzidos pelas ações de responsabilidade social desenvolvidas pelo setor privado, através do Posto Cidadão Capaz, de Pelotas, na visão dos diretamente atingidos, os funcionários, proporcionando um julgamento da atuação social realizada pela empresa, enfatizando a inclusão pelo trabalho. Para atingir tal finalidade a dissertação perpassa pelas questões do Estado, das políticas sociais e do mercado no momento de surgimento dessa nova responsabilização do segundo setor. Identifica as diferentes concepções e percepções sobre a responsabilidade social da empresa e aponta os limites e as potencialidades das ações de inclusão, particularmente pelo trabalho. Apresenta, também, os resultados produzidos na vida dos funcionários, para empresa e para sociedade como um todo. A metodologia de trabalho centrou-se no caráter bibliográfico e no estudo de caso, com intuito de aproximar a discussão teórica da prática vivenciada. Utilizou-se a entrevista semiestruturada como instrumento de escuta dos pesquisados, contando com uma abordagem qualitativa. A investigação permitiu perceber que a política social se desenvolve no segundo setor, baseada em um novo cenário de relações sociais concebidas na sociedade capitalista, através da prática de responsabilidade social, alertando que para legitimação das ações no âmbito empresarial elas devem ser pensadas além de conceitos, mas levando em consideração os resultados produzidos, os quais são positivos e visíveis para cada segmento, não sendo uma quimera, mas sim uma realidade a ser exaltada. Aponta que, embora as metamorfoses pelas quais perpassou o mundo do trabalho, este continua tendo um papel central na vida das pessoas, principalmente como fonte de dignidade. Pondera que a prática de inclusão, em especial de pessoas com deficiência, vem sendo lentamente implantada, apresentando ainda limites, mas, também, potencialidades. Considera, por fim, a efetividade das práticas de responsabilidade social das empresas desenvolvidas pelo Posto Cidadão Capaz em Pelotas, o qual atinge o objetivo de incluir com sucesso pela força da mão de obra pessoas que apresentam algum tipo de intolerância social, proporcionando uma nova percepção sobre as atividades sociais no âmbito organizacional e um modelo a ser adotado

The purpose of this essay is to investigate whether the Swedish municipalities apply the UN Convention on the rights of Persons with Disabilities and article number 24 regarding right to education when purchasing Swedish education for immigrants. One aim is to identify whether legislation, policies and rights of people with disabilities occur in different procurement documents. The study furthermore investigates if the right to education connects to the concept of social sustainability and Agenda 2030 for sustainable development and if that shows in the reviewed documents. This qualitative study maps and compares contents of different documents, descriptions of legislation, policies and concepts concerning rights of persons with disabilities. General comment No. 4 regarding right to inclusive education supports the work and analysis. The result finds that some rights of persons with disabilities occur in the different documents but to a different extent between the municipalities. Human Rights are not widely described and the Convention not mentioned, which could hinder to fulfill the obligation. The concept of social sustainability exists in the documents but does not always constitute the same purpose as described by the Swedish authority for public purchasing.

The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

The intent of this work is to explore how children, youth, and adults with disabilities are discriminated against in cultural systems, specifically the education system, and how the beliefs and structures encompassed in these systems create and recreate the phenomena of ableism. This study will explore the hegemony of ableism within school cultures by exposing prevailing discourses and the systems that enforce these discriminatory discourses and educational practices. Additionally, it will illustrate significant human rights infractions and discriminatory processes that keep disabled peoples throughout the world in states of marginalization and oppression. The analysis of this study shows resistance to the oppression of people with disabilities through the use of critical disability theory, legal theory, and social justice philosophy. In addition, the advancement of inclusive education as a human right is offered as a solution to the collective oppression and states of disenfranchisement that many disabled peoples experience. The exploration of moral and legal theory, equality jurisprudence, and libratory pedagogy will advance a collective human rights framework as an educational model for school cultures globally. This analysis will utilize an equality premise known as the right to belong to defend inclusive education as a fundamental human right. In support of this fundamental right, a theoretical base for inclusive pedagogies reveals how the deconstruction of hegemonic practices and, simultaneously, the development of transformative educational models of learning are necessary best practices in the pursuit of equality for all disabled students. This work concludes with recommendations for changes in educational leadership, philosophy, and research of education for disabled students.

Submitted by Micheli Abreu (mabreu@fiocruz.br) on 2015-10-21T18:57:45Z No. of bitstreams: 1 Adriana_Moura_EPSJV_Mestrado_2015 (1).pdf: 1067988 bytes, checksum: 285d62c988d4a58451c7994555c669c2 (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2015-10-21T19:22:08Z (GMT) No. of bitstreams: 1 Adriana_Moura_EPSJV_Mestrado_2015 (1).pdf: 1067988 bytes, checksum: 285d62c988d4a58451c7994555c669c2 (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2015-10-22T15:17:11Z (GMT) No. of bitstreams: 1 Adriana_Moura_EPSJV_Mestrado_2015 (1).pdf: 1067988 bytes, checksum: 285d62c988d4a58451c7994555c669c2 (MD5) / Made available in DSpace on 2015-10-22T15:17:11Z (GMT). No. of bitstreams: 1 Adriana_Moura_EPSJV_Mestrado_2015 (1).pdf: 1067988 bytes, checksum: 285d62c988d4a58451c7994555c669c2 (MD5) Previous issue date: 2015 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Programa de Pós-Graduação em Educação Profissional em Saúde. / O presente estudo analisa a adoção da política de educação inclusiva pelo Brasil, com ênfase nas pessoas com deficiência, tendo em vista a influência das orientações internacionais para a educação, como a Declaração Mundial de Educação para Todos (1990) e a Declaração de Salamanca (1994). Trata-se de uma pesquisa documental que busca uma interpretação da proposta de educação inclusiva no país a partir das legislações nacionais, no período de 1988 a 2014, considerando as transformações sofridas no contexto educacional, principalmente sobre a modalidade de Educação Especial. Em uma abordagem crítico-dialética será apontado o papel do Estado (regido sob o modo de produção capitalista) na implementação das políticas públicas, fundamentando-se principalmente em Gramsci e Poulantzas. No contexto da Reforma de Estado, na década de 1990, serão debatidas as mudanças na educação do país em consonância com o projeto de sociabilidade defendido pelos grandes organismos do capital internacional. O histórico da Educação Especial e sua relação direta com a educação das pessoas com deficiência, bem como as formas de associá-la à proposta de educação inclusiva levará em consideração as orientações da Declaração de Salamanca (1994) e a adoção da proposta de educação inclusiva no contexto dos países em desenvolvimento. A pesquisa aponta que a implementação da política de educação inclusiva no país, não implicou em transformação do sistema de ensino brasileiro. Quanto à educação das pessoas com deficiência, os discursos das legislações possibilitam interpretações antagônicas, restringindo a proposta de inclusão para essas pessoas, em grande medida, na garantia do acesso à escola regular. / This study reviews the adoption of inclusive education policy by Brazil, under the focus on persons with disabilities and considering the influence of international guidelines for education, such as the World Declaration on Education for All (1990) and the Salamanca Statement (1994). It is a documentary research that searches an interpretation of inclusive education proposal in the country, from the national legislation, from 1988 to 1994, considering the transformations undergone in the educational context, mainly on the modality of Special Education. In a critical-dialectical approach, it will be addressed the role of the State (governed under the capitalist mode of production) in the implementation of public policies, based mainly on Gramsci and Poulantzas. In the context of State reform, in the 1990s, the educational changes in the country will be discussed in line with the sociability project defended by the large organizations of international capital. The history of Special Education and its direct relationship with the education of persons with disabilities, as well the ways to associate it with proposal of inclusive education, will take into account the guidelines of the Salamanca Statement (1994) and the adoption of the inclusive education proposal in the context of developing countries. The research shows that the implementation of inclusive education policy in the country did not imply a transformation of the Brazilian educational system. Regarding the education for persons with disabilities, the speeches in the legislation allow antagonistic interpretations, restricting the proposal of inclusion for these people, largely to ensure the access to regular school.