Thesis--Auburn University, 2009. / Abstract. Includes bibliographical references (p. 86-99).

Alicerçado pela visão da importância do trabalho para as pessoas com deficiência, este trabalho tem o intuito de compreender processos de inclusão de trabalhadores com deficiência a partir das adaptações que emergem para a realização das atividades. Assim, o estudo tem como questão central de pesquisa Como as soluções assistivas desenvolvidas no âmbito das organizações podem contribuir para a inclusão de pessoas com deficiência no mercado de trabalho? São seus objetivos específicos (a) identificar soluções assistivas no âmbito laboral, e sua gênese; (b) analisar os processos de apropriação inerentes às soluções, considerando os atores envolvidos nos processos de inclusão laboral no Brasil e na Espanha; (c) identificar processos de formação de recursos humanos para a inovação e uso de soluções assistivas; e (d) elaborar protocolo para construção de soluções assistivas visando a apoiar o processo de inclusão das empresas nas diferentes áreas que compreendem o trabalho em organizações (acesso, transporte, desenvolvimento da atividade laboral, espaços complementares e espaços de lazer). Desta forma, a tese embasa seu contexto histórico através do aprofundamento nos temas sobre a inclusão das pessoas com deficiência no mercado de trabalho brasileiro e espanhol, detendo-se no panorama das políticas públicas em ambos os países. Além disso, são debatidos e aprofundados os temas das tecnologias e tecnologias assistivas, para desenvolver, através dos conceitos de ação mediada e apropriação, a proposição do conceito de soluções assistivas. A partir da caracterização das empresas, através de estudo multicasos realizado com organizações do Brasil e da Espanha, são apresentados exemplos de soluções assistivas que foram classificadas de acordo com o foco identificado, seja a cena, o agente (sujeito – outro), a agência, o ato ou o propósito. Além disso, são analisados os fatores que envolvem a gênese e a apropriação da Solução nos contextos estudados, destacando a importância, em cada contexto, dos processos evoluírem para a consciência do sujeito. A tese apresenta a análise dos processos de inclusão à luz do conceito de soluções assistivas identificadas no percurso do estudo, o seu uso e a gênese da sua emergência no contexto das organizações com o intuito de viabilizar e qualificar o trabalho das pessoas com deficiência. Além disso o estudo propõe, como resultado, um Protocolo que foi denominado Index de Inclusão Organizacional como ferramenta de diagnóstico e aprendizado nas organizações para os processos inclusivos. Ainda que em utilização piloto, acredita-se que o documento pode ser um importante auxílio nos processos de avaliação das organizações. Por fim, mesmo que tenha se observado a invisibilidade ou a carência de alguns processos de adaptações, entende-se que este estudo contribui para a identificação de soluções assistivas, demonstrando a sua potencialidade para um processo de mudança cultural. / Founded on the notion that working is important for people with a disability, this paper seeks to understand the processes dedicated to the inclusion of workers with a disability based on the adaptations made for them to carry out their activities. Hence, this study’s core research question is How can the assistive solutions devised by organizations help include people with a disability in the job market? Its specific goals are to (a) identify assistive solutions in the workplace and their inception; (b) analyze the appropriation processes inherent to the solutions, considering the players involved in workplace inclusion processes in Brazil and Spain; (c) identify human resource training processes for assistive solution innovation and use; and (d) put together a protocol for building assistive solutions in order to support companies’ inclusion processes in the various areas of a workplace (access, transportation, working per se, complementary areas, and leisure areas). Therefore, the historic background of this thesis is built on a more in-depth look into topics about the inclusion of people with a disability in the Brazilian and Spanish job markets, as this study examines both country’s public policies in greater detail. Additionally, the topics of technologies and assistive technologies are discussed to a greater extent to develop the proposed concept of assistive solutions through the concepts of mediated action and appropriation. After the companies are characterized via a multi-case study carried out with Brazilian and Spanish organizations, this study presents examples of assistive solutions classed according to the identified focus, be it the scene, the agent (subject – another), the agency, the act or the purpose. Furthermore, the factors involved in the inception and appropriation of the Solution in the contexts studied are analyzed. In each context, we highlight how important it is that the processes evolve to the subject’s consciousness. This thesis analyzes the inclusion processes based on the concept of assistive solutions identified in the course of the study, their use, and how they came to be within the organizations in order to enable people with a disability to work and enhance the quality of such work. Additionally, as a result this study proposes a Protocol called Organizational Inclusion Index as an inclusion process diagnostic and learning tool for organizations. Although currently still on a trial basis, we believe such document may prove to be of great assistance in the organizations’ evaluation processes. Finally, even though we have found some adaptation processes are invisible or lacking, we believe this study helps identify assistive solutions and shows their potential for a cultural change process.

In home support is now being provided to not only people with disabilities but also to those who are ageing or have a psychological impairment. It is preferred by both government and support recipients as a viable alternative to the more costly and disruptive institutional support. This study looks at the various parties that are involved in managing the boundaries when providing support in unconventional workplaces; workplaces that are also homes; homes that are controlled and managed by the person receiving the support, not the person supervising the worker. The distance the home is from the organisation, the place from which the employee is supervised becomes a physical boundary. Boundaries are also psychological; a home is a space that forms a safe refuge from the world, a home is comforting and secure; a space that contains precious possessions. The workers are working within someone's intimate space. This creates difficulties for both the workers and their supervisors. The study takes a psychodynamic approach. What is happening at an unconscious level influences the behaviour of the various parties and can change and distort the desired outcomes for the client. The material for the study was gathered from interviews, Murray's Thematic Apperception Techniques (TAT) (Teglasi 2001) style exercises and drawings from eight clients, five coordinators and five support workers. Two workplaces were observed and seven case studies collected. A survey of 389 support workers was conducted and analysed. The results highlight the preoccupation of organisations and through them service coordinators, with controlling risk in the workplace. This puts them at odds with clients who feel they have control over their own homes. Both clients and coordinators vigorously defend what they see as their territory. The coordinators are left feeling envious of the support workers who have a close relationship with their clients, a relationship about which, they as former support workers have personal knowledge. The support worker's role is to support. They are only able to do this by defending and smothering their own emotional responses through a veil of niceness. They are unable to express many of their own feelings, which might not only be regarded as shameful but also condemned by their employer. Most staff, both support workers and coordinators lack the skills to manage and understand their own emotional responses. Although there is no easy answer to the dilemma raised within this context. I hope by identifying what is happening organisations might be able to at least understand the origins of individual carers', clients' and coordinators' behaviours and take steps to provide a safe container in which these feelings can be explored and discussed. The in-home care industry has difficulty in recruiting and retaining staff. Organisations therefore need to invest in supporting staff who work in these situations.

Alicerçado pela visão da importância do trabalho para as pessoas com deficiência, este trabalho tem o intuito de compreender processos de inclusão de trabalhadores com deficiência a partir das adaptações que emergem para a realização das atividades. Assim, o estudo tem como questão central de pesquisa Como as soluções assistivas desenvolvidas no âmbito das organizações podem contribuir para a inclusão de pessoas com deficiência no mercado de trabalho? São seus objetivos específicos (a) identificar soluções assistivas no âmbito laboral, e sua gênese; (b) analisar os processos de apropriação inerentes às soluções, considerando os atores envolvidos nos processos de inclusão laboral no Brasil e na Espanha; (c) identificar processos de formação de recursos humanos para a inovação e uso de soluções assistivas; e (d) elaborar protocolo para construção de soluções assistivas visando a apoiar o processo de inclusão das empresas nas diferentes áreas que compreendem o trabalho em organizações (acesso, transporte, desenvolvimento da atividade laboral, espaços complementares e espaços de lazer). Desta forma, a tese embasa seu contexto histórico através do aprofundamento nos temas sobre a inclusão das pessoas com deficiência no mercado de trabalho brasileiro e espanhol, detendo-se no panorama das políticas públicas em ambos os países. Além disso, são debatidos e aprofundados os temas das tecnologias e tecnologias assistivas, para desenvolver, através dos conceitos de ação mediada e apropriação, a proposição do conceito de soluções assistivas. A partir da caracterização das empresas, através de estudo multicasos realizado com organizações do Brasil e da Espanha, são apresentados exemplos de soluções assistivas que foram classificadas de acordo com o foco identificado, seja a cena, o agente (sujeito – outro), a agência, o ato ou o propósito. Além disso, são analisados os fatores que envolvem a gênese e a apropriação da Solução nos contextos estudados, destacando a importância, em cada contexto, dos processos evoluírem para a consciência do sujeito. A tese apresenta a análise dos processos de inclusão à luz do conceito de soluções assistivas identificadas no percurso do estudo, o seu uso e a gênese da sua emergência no contexto das organizações com o intuito de viabilizar e qualificar o trabalho das pessoas com deficiência. Além disso o estudo propõe, como resultado, um Protocolo que foi denominado Index de Inclusão Organizacional como ferramenta de diagnóstico e aprendizado nas organizações para os processos inclusivos. Ainda que em utilização piloto, acredita-se que o documento pode ser um importante auxílio nos processos de avaliação das organizações. Por fim, mesmo que tenha se observado a invisibilidade ou a carência de alguns processos de adaptações, entende-se que este estudo contribui para a identificação de soluções assistivas, demonstrando a sua potencialidade para um processo de mudança cultural. / Founded on the notion that working is important for people with a disability, this paper seeks to understand the processes dedicated to the inclusion of workers with a disability based on the adaptations made for them to carry out their activities. Hence, this study’s core research question is How can the assistive solutions devised by organizations help include people with a disability in the job market? Its specific goals are to (a) identify assistive solutions in the workplace and their inception; (b) analyze the appropriation processes inherent to the solutions, considering the players involved in workplace inclusion processes in Brazil and Spain; (c) identify human resource training processes for assistive solution innovation and use; and (d) put together a protocol for building assistive solutions in order to support companies’ inclusion processes in the various areas of a workplace (access, transportation, working per se, complementary areas, and leisure areas). Therefore, the historic background of this thesis is built on a more in-depth look into topics about the inclusion of people with a disability in the Brazilian and Spanish job markets, as this study examines both country’s public policies in greater detail. Additionally, the topics of technologies and assistive technologies are discussed to a greater extent to develop the proposed concept of assistive solutions through the concepts of mediated action and appropriation. After the companies are characterized via a multi-case study carried out with Brazilian and Spanish organizations, this study presents examples of assistive solutions classed according to the identified focus, be it the scene, the agent (subject – another), the agency, the act or the purpose. Furthermore, the factors involved in the inception and appropriation of the Solution in the contexts studied are analyzed. In each context, we highlight how important it is that the processes evolve to the subject’s consciousness. This thesis analyzes the inclusion processes based on the concept of assistive solutions identified in the course of the study, their use, and how they came to be within the organizations in order to enable people with a disability to work and enhance the quality of such work. Additionally, as a result this study proposes a Protocol called Organizational Inclusion Index as an inclusion process diagnostic and learning tool for organizations. Although currently still on a trial basis, we believe such document may prove to be of great assistance in the organizations’ evaluation processes. Finally, even though we have found some adaptation processes are invisible or lacking, we believe this study helps identify assistive solutions and shows their potential for a cultural change process.

Alicerçado pela visão da importância do trabalho para as pessoas com deficiência, este trabalho tem o intuito de compreender processos de inclusão de trabalhadores com deficiência a partir das adaptações que emergem para a realização das atividades. Assim, o estudo tem como questão central de pesquisa Como as soluções assistivas desenvolvidas no âmbito das organizações podem contribuir para a inclusão de pessoas com deficiência no mercado de trabalho? São seus objetivos específicos (a) identificar soluções assistivas no âmbito laboral, e sua gênese; (b) analisar os processos de apropriação inerentes às soluções, considerando os atores envolvidos nos processos de inclusão laboral no Brasil e na Espanha; (c) identificar processos de formação de recursos humanos para a inovação e uso de soluções assistivas; e (d) elaborar protocolo para construção de soluções assistivas visando a apoiar o processo de inclusão das empresas nas diferentes áreas que compreendem o trabalho em organizações (acesso, transporte, desenvolvimento da atividade laboral, espaços complementares e espaços de lazer). Desta forma, a tese embasa seu contexto histórico através do aprofundamento nos temas sobre a inclusão das pessoas com deficiência no mercado de trabalho brasileiro e espanhol, detendo-se no panorama das políticas públicas em ambos os países. Além disso, são debatidos e aprofundados os temas das tecnologias e tecnologias assistivas, para desenvolver, através dos conceitos de ação mediada e apropriação, a proposição do conceito de soluções assistivas. A partir da caracterização das empresas, através de estudo multicasos realizado com organizações do Brasil e da Espanha, são apresentados exemplos de soluções assistivas que foram classificadas de acordo com o foco identificado, seja a cena, o agente (sujeito – outro), a agência, o ato ou o propósito. Além disso, são analisados os fatores que envolvem a gênese e a apropriação da Solução nos contextos estudados, destacando a importância, em cada contexto, dos processos evoluírem para a consciência do sujeito. A tese apresenta a análise dos processos de inclusão à luz do conceito de soluções assistivas identificadas no percurso do estudo, o seu uso e a gênese da sua emergência no contexto das organizações com o intuito de viabilizar e qualificar o trabalho das pessoas com deficiência. Além disso o estudo propõe, como resultado, um Protocolo que foi denominado Index de Inclusão Organizacional como ferramenta de diagnóstico e aprendizado nas organizações para os processos inclusivos. Ainda que em utilização piloto, acredita-se que o documento pode ser um importante auxílio nos processos de avaliação das organizações. Por fim, mesmo que tenha se observado a invisibilidade ou a carência de alguns processos de adaptações, entende-se que este estudo contribui para a identificação de soluções assistivas, demonstrando a sua potencialidade para um processo de mudança cultural. / Founded on the notion that working is important for people with a disability, this paper seeks to understand the processes dedicated to the inclusion of workers with a disability based on the adaptations made for them to carry out their activities. Hence, this study’s core research question is How can the assistive solutions devised by organizations help include people with a disability in the job market? Its specific goals are to (a) identify assistive solutions in the workplace and their inception; (b) analyze the appropriation processes inherent to the solutions, considering the players involved in workplace inclusion processes in Brazil and Spain; (c) identify human resource training processes for assistive solution innovation and use; and (d) put together a protocol for building assistive solutions in order to support companies’ inclusion processes in the various areas of a workplace (access, transportation, working per se, complementary areas, and leisure areas). Therefore, the historic background of this thesis is built on a more in-depth look into topics about the inclusion of people with a disability in the Brazilian and Spanish job markets, as this study examines both country’s public policies in greater detail. Additionally, the topics of technologies and assistive technologies are discussed to a greater extent to develop the proposed concept of assistive solutions through the concepts of mediated action and appropriation. After the companies are characterized via a multi-case study carried out with Brazilian and Spanish organizations, this study presents examples of assistive solutions classed according to the identified focus, be it the scene, the agent (subject – another), the agency, the act or the purpose. Furthermore, the factors involved in the inception and appropriation of the Solution in the contexts studied are analyzed. In each context, we highlight how important it is that the processes evolve to the subject’s consciousness. This thesis analyzes the inclusion processes based on the concept of assistive solutions identified in the course of the study, their use, and how they came to be within the organizations in order to enable people with a disability to work and enhance the quality of such work. Additionally, as a result this study proposes a Protocol called Organizational Inclusion Index as an inclusion process diagnostic and learning tool for organizations. Although currently still on a trial basis, we believe such document may prove to be of great assistance in the organizations’ evaluation processes. Finally, even though we have found some adaptation processes are invisible or lacking, we believe this study helps identify assistive solutions and shows their potential for a cultural change process.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-18T12:21:00Z No. of bitstreams: 1 pessoas_deficiencia.pdf: 11523851 bytes, checksum: 8609483d47a8960157d56ed40b0c836a (MD5) / Made available in DSpace on 2015-05-18T12:21:00Z (GMT). No. of bitstreams: 1 pessoas_deficiencia.pdf: 11523851 bytes, checksum: 8609483d47a8960157d56ed40b0c836a (MD5) Previous issue date: 2011 / Nenhuma / Esta tese é fruto de uma pesquisa realizada com três grupos que praticam esporte adaptado de forma regular; ela discute, a partir de uma perspectiva etnográfica, a relação do esporte adaptado e das pessoas com deficiência com as instituições que oferecem esse tipo de modalidade esportiva. Foram avaliados os tipos de atividades esportivas oferecidas pelas instituições, quais os seus benefícios, como elas acontecem e como é o acesso das pessoas nessas instituições. Esta investigação buscou identificar os diferentes modos de percepção do trabalho desenvolvido pelos grupos que oferecem atividade esportiva adaptada, tanto na perspectiva das instituições quanto na da comunidade (dos participantes). A pesquisa também aborda a questão da acessibilidade nas ruas, no transporte coletivo e, inclusive, dentro das instituições. Além disso, mostra a importância da família para a permanência dos participantes na atividade esportiva adaptada e relata qual tem sido o papel da mídia; esta tem dado visibilidade a eles somente quando há competições, como o Parapan e a Paraolimpíada, o que reforça a discussão sobre a inclusão das pessoas com deficiência. / This paper is the product of research work carried out with three groups that practice adapted sports on a regular basis. From an ethnographic standpoint, it discusses the relationship adapted sports and people with a disability have with the institutions that offer such sports. We looked into the types of sport activities the institutions offer, their benefits, how they take place, and what people?s access to these institutions is like. This investigation sought to identify the different ways the work carried out by the groups offering adapted sport activities is seen both by the institutions and the community (of participants). Our research also addresses the issue of accessibility in the streets, public transportation and even inside the institutions. Additionally, it shows how important families are to ensure participants keep on practicing adapted sports, and what the medias role has been. The latter has been giving visibility to athletes with a disability only when there are competitions, like the Parapan and the Paralympics, which furthers the discussion about the inclusion of people with a disability.

This qualitative study is concerned with the transition process from school to post-school life for students labelled with learning disability in New Zealand. My interest is in understanding how a particular group of these young people can make a successful transition from school in their search for a good life, as they themselves judge this. I draw on critical social theory to position these young people within contemporary education and society, using a Disability Studies in Education (DSE) framework to understand learning disability as socially, culturally and politically constructed. I draw on Zygmunt Bauman’s critique of neoliberal hegemony and use of metaphor to understand how young people with learning disability are excluded in a contemporary Western society. Post-school outcomes identify very little useful tertiary education or paid employment; long-term reliance on family for living and housing; and extremely limited social networks, mostly founded on family members and paid or voluntary support workers. I argue that these young people are caught in a parallel education system that largely controls and manages them along a restrictive pathway from special education services in schools to special vocational and welfare services post school. The clear voice of the young people through the research findings demonstrates this is not what they want. They want the same opportunities as their peers without disability. Andrew and Caroline, two young people with Down syndrome, and I formed a research team. We came together to explore, understand and respond to an exclusionary landscape during the transition process that I argue leads to unrealised lives. The study utilises a participatory action research approach. It is a collaborative journey and a transformative response to exclusion through what I describe as “the relational dimension.” Further, it is a call to arms on behalf of a particular group of students who have been mostly excluded from rights, responsibilities and opportunities to contribute positively to their lives and the lives of others. This thesis has been a journey of personal and professional, individual and collective discovery. Answers to the question of how young people with learning disability can transition towards a good life are to be found in how we fundamentally value this group of young people in education and society. Valuing can only occur if we recognise our interdependence while acknowledging our unique differences. Only then will we truly provide the opportunities and support that we all need to move forward in our journey towards a good life. This thesis will be of interest to young people; parents; education and social policy leaders; school leaders; career specialists; and all teachers, professionals and support workers in the field. Its findings and recommendations challenge “expert” and deficit constructions of learning disability. They have relevance for a collaborative “whole-school” approach to career and transition policy and practice for students with learning disability; importantly, however, they also have relevance for all students. Effective relationships are central to understanding how, through our relative interdependency; we can collaboratively make the journey towards a good life. Additionally, the thesis contributes to knowledge regarding how to meaningfully involve young people with learning disability in the research process through their lived and our shared experiences that provide ethical, methodological and procedural insights. I develop two main arguments in this thesis. My first argument is that exclusion from educational opportunity must be exposed, challenged and rejected. Exclusion must be exposed in order to understand the unequal power mechanisms at play. Exclusion must be challenged, as the outcome of these unequal power mechanisms is that some students succeed and some fail. Exclusion must be rejected to make way for new relational, transformative education agendas. My second argument is that direct and meaningful involvement and collaboration by young people with learning disability in the research process will support practical solutions towards greater democracy in education and society. The ultimate outcome of democracy in education is a system where all students are valued and celebrated for their unique differences and stories, yet with recognition of their relative interdependency. All students are viewed as capable, purposeful, responsible and contributing. They are provided with the opportunities and support required to realise a good life, leading to active contribution and a sense of belonging in education and society.

Made available in DSpace on 2015-05-07T15:08:57Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1407397 bytes, checksum: 4e089c226c23b67de21abdb0e828f8ee (MD5) Previous issue date: 2013-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is analyze, by the view of the professors, the process of the inclusion of the younger and adults with physical and psychology disability at the EJA( Young and Adults Education), at some municipal public schools of João Pessoa city, Paraiba State Capital, Brazil. At the Historical context of the Brazilian Education, the EJA has always represented a place of battles against the social exclusion. Starting on this point, this study shows a investigation about the other population that also is submitted a certain exclusion, the people who has some kind of disability, that have been also included in the statistics of the exclusion. This study is based in the documents available by the Education e Cultural Secretary of João Pessoa City, in which was possible an analyze of the students chart with disability at the EJA in the 2011 year. As a general guiding, this work has intended to explain these themes starting with the contribution of the Theoretical Cultural Researches, with focus in questions like: What the principal kinds of disabilities that existing in the EJA Schools modality? What the principal difficulties faced by the teachers who works with a student that shows some kind of disability? What the level of evasion and permanency of the young and adults with these disabilities in the EJA s modality? What the profile of the teachers who works at the EJA and which is theirs view about social inclusion? Based in these guiding questions, eight teachers were interviewed and observed in practice, where, at the EJA, they work with disability students. They have been studied in five different institution of public education in the city. The results obtained indicated the existence of a divergence, discordance between the inclusion policies and the EJA policies, this contributes to form practices unlinked of the reality of the students researched. Also what was evidenced that the explosion of the number of students which some disability that were enrolled at this education modality, showing that the Young and Adults education has become a point of insertion to students who were excluded of the regular education. / Este estudo tem como objetivo analisar, a partir do olhar das professoras, o processo de inclusão de jovens e adultos com deficiência na EJA, em algumas escolas públicas municipais da cidade de João Pessoa/PB. No contexto histórico brasileiro, a EJA sempre representou um espaço de lutas contra a exclusão social. Partindo desse pressuposto, buscamos investigar como outra população também submetida à exclusão (as pessoas com deficiência) está sendo incluída nessa modalidade de educação. Este trabalho teve como base os documentos disponibilizadas pela Secretaria de Educação e Cultura da Cidade de João Pessoa, que possibilitaram uma análise do quadro de alunos com deficiência na EJA, no ano de 2011. Como eixo norteador, este estudo procurou contextualizar essas temáticas a partir do aporte teórico dos Estudos Culturais, focando algumas questões, tais como os tipos de deficiência existentes nas escolas que atuam na modalidade EJA; as principais dificuldades enfrentadas pelas professoras ao trabalharem com o aluno que apresenta algum tipo de deficiência; o nível de evasão e permanência dos jovens e adultos com deficiência na modalidade EJA; o perfil das professoras que atuam na EJA e sua visão com relação à inclusão. Baseados nessas questões norteadoras, entrevistamos e realizamos observação da prática de oito professoras que atuam na EJA com alunos com deficiência, distribuídas em cinco instituições da rede de ensino municipal. Os resultados obtidos indicam a existência de um descompasso entre as políticas inclusivas e as políticas da EJA, favorecendo o desenvolvimento de práticas desvinculadas da realidade dos alunos em foco. Ficou evidente, também, o forte crescimento de alunos com deficiência matriculados nessa modalidade de ensino, indicando que a Educação de Jovens e Adultos se tornou um espaço de inserção para alunos que foram excluídos do ensino regular.

The purpose of this study is to examine how teachers at secondary special school, national programs describe their work to get students to understand and reach the curriculum requirements and grades in theoretical knowledge. The study shows teacher's description to help students to fulfill the theoretical goals, how teachers perceive “understanding of requirements and grades” within the theoretical knowledge as well as the teachers' conception of theoretical knowledge requirements. The study analysis is based on curriculum theory. The study is based on interviews with six teachers, at three schools in upper secondary schools national programs. Qualitative approach with interviews is used. Analysis of the study, based on a curriculum theory perspective, gives a picture of how the curriculum shape what and how theoretical knowledge are to be taught. A curriculum is always intelligible within its written contexts - a historical document. In the curriculum perspective the frame factor theory is prominent. The frame factor theory describes the outer limits which affect the conditions for the student to be able to reach the skills the curriculum requires. One finding is that upper secondary school is perceived to be as similar to ordinary secondary schools as possible. That curriculum and grading criteria are formed within equivalence perspective. Further results show that teachers find difficulty of teaching students in theoretical subjects. Partly because it is perceived difficult for students to understand the theoretical knowledge, and because the student groups are showing variation in levels of understanding. Further findings show how teacher´s creates opportunities for students to perform. The teachers show an image of being flexible and inventive. Teachers also expresses that students need more time to solve their tasks and do not always perform on the level of the subjects’ requirements. Teachers present the experience of the student not showing greater understanding of their grades or of their implications. Regarding the theoretical knowledge, the teachers' perception is that it is not the most primary skills for the student to reach or to get use from. Students described more use from substances or from parts directly useful in life. The teachers believe that it is important that the student feel self-confident in ones own identity, and not always have to be like everyone else. The teachers perceive difference as something positive. / Syftet med studien är att undersöka hur lärare på gymnasiesärskolans nationella program beskriver sitt arbete med att få eleven att förstå och nå upp till läroplanens teoretiska kunskapskrav och betyg. Studien visar lärares beskrivning av hur de skapar förutsättning för elevens väg mot måluppfyllnad, hur lärarna uppfattar elevens förståelse för de teoretiska kunskapskraven och betyg samt lärarnas föreställning om teoretiska kunskapskrav. Studien analyseras utifrån läroplansteorin. Studien är en intervjustudie med sex lärare på tre olika skolor där nationella program inom gymnasiesärskolan finns. Den metod jag använt mig av i studien är kvalitativ metod i form av intervjuer.  Analys av studien utifrån ett läroplansteoretiskt perspektiv ger en bild av lärarens föreställning kring läroplanens vad och hur inom undervisning och teoretiska kunskapskrav. En läroplan är alltid tolkningsbar utifrån sitt upphovssammanhang – ett tidsdokument. Ramfaktorteorin är framträdande inom läroplansperspektivet. Ramfaktorteorin beskriver de yttre ramar som påverkar förutsättningar för eleven att möjliggöra läroplanens kunskapskrav. Resultat ur studien är att gymnasiesärskolan uppfattas sträva efter att vara så lik vanliga gymnasieskolan så möjligt. Att läroplan och betygskriterier formats utifrån likvärdighets-perspektiv. Ytterligare resultat visar att läraren upplever det som en svårighet i att undervisa eleven i teoretiska ämnen. Dels för att det uppfattas svårt för eleven att förstå teoretiska kunskaper och dels för att det inom elevgrupperna är en sådan skillnad i förkunskapsnivå.  Fler slutsatser visar hur läraren skapar möjligheter för eleven att nå kunskapskraven. Lärarna visar en bild av att vara flexibla och uppfinningsrika. Samtidigt uttrycker läraren att eleven behöver mycket tid på sig för att lösa sina uppgifter och inte alltid hinner de moment kunskapskraven uttrycker. Lärarna menar att eleven inte visar större förståelse inför sina betyg eller vad de används till. Angående de teoretiska kunskaperna är lärarnas föreställning att det inte är de mest primära kunskaper för eleven att tillgodogöra sig eller ha användning för. Eleven beskrivs ha mer nytta av ämnen eller moment vilka är direkt användbara i livet. Lärarna anser att det är viktigt att eleven får vara den person den är och att man inte alltid måste vara så lik alla andra. Olikhet ser de som något positivt.

精神障礙者的服務深受現代精神醫學的影響，「診斷」會先於「人」作為看待精神障礙者的框架。隨著對精神疾病的詮釋更加多元，開始出現一些以重視精神障礙者主體性、社會結構取向、優勢正向思考為特點的另類工作方法。本研究所探討的繪畫團體和展覽行動也是基於以上理念的工作方法。 本研究透過與五位精神障礙者的深度訪談，以及對他們繪畫作品的視覺評估，來瞭解他們參與繪畫團體和展覽行動中的轉化歷程。本研究以精神障礙者的生命故事和作品作為開啟，去走進每一個人的生命經驗，去瞭解每一個人的個性、想法，藉此放下視他們為精神障礙者的視框，逐漸展現每一個獨特的個體。基於對每一個個體的深入理解，從而瞭解到他們如何在繪畫團體中感受當下的平靜專注、運用創作練習自我表達、透過自我覺察促成改變的契機、彼此被看見、被傾聽，並獲得人對人之影響力的過程。繪畫也成為了一種非結構化的工作方式，去幫助工作者更貼近每個精神障礙者的內心世界。隨著繪畫團體的「自我探索」面向不斷加深，個人生命背後共有的社會處境被看見，該團體開始有意識地以展覽行動來朝向「社會參與」的面向發展。該團體運用展覽為精神障礙者建立一個真實社會互動的空間、獲得新的身份以及人際磨合和情緒控制的學習，並透過情感共鳴的方式達到去污名的效果。 / The service for people with psychosocial disability is deeply influenced by the modern psychiatry, which tends to see the person as a diagnosis rather than a man / women. As the interpretation of mental illness is becoming more diverse, there comes some alternative treatment methods, which emphasize the individuality of people with psychosocial disability, using social structure orientation and strength-based thinking. The art group and art exhibition studied in this paper are also based on above philosophy. Through in-depth interviews with five people with psychosocial disability and visual assessment on their artworks, this study aims to understand their changing experience in the art group and art exhibition. This study starts with the life stories and artworks of the five interviewees, stressing them as unique individuals with own personality then thoughts rather than those imposed stereotypes of people with psychosocial disability. Based on the depth understanding of every interviewees, the study described their experience in the art group allowing them to feel peaceful and focused, and through art making they were able to express and develop awareness of self, hence promoting changes in self and relationships. The art group described in this study used nonstructural working method, which allowed the group leader and social workers to become closer to the inner world of people with psychosocial disability. With time, shared self-experiences emerged among the art group members, and the group started to evolve towards more social participation in ways of art exhibition. The art exhibition provided them a platform for real interaction with the society, for formulation of new identity, for opportunities to learn interpersonal skills and emotion control, and for diminishing stigmatization through emotional empathy. Keywords: people with psychosocial disability, personal stories, art group, art exhibition