The master thesis deals with the problem of lifelong learning of adults with mental disability in Activation Centre courses. The aim of this thesis is to introduce the pilot project of Activation Centres as one of the lifelong learning posibilities for adults with mental disability. The mental retardation and adulthood of people with mental disability are briefly defined. The common system of education of people with mental disability in the Czech Republic is described with the emphasis on crucial area of lifelong learning. Activation Centres are defined in detail. The survey, which is monitoring the circumstances of existing education in Activation Centres from the lecturers'and methodists'point of view, is introduced in the conclusion. An essential part of this thesis comprises of the interviews with courses participants themselves. Keywords Mental retardation, adulthood, education, education of people with mental disability, lifelong learning, Activation Centre, quality of life.

The accessibility of workplace is fundamental for people with physical disabilities work performance. Occupational therapists, members of an interprofessional rehabilitation team, deal with factors of physical environment. They are able to evaluate workplace and make recommendations how to remove identified barriers. However, no appropriate tools were found in the available literature for detailed evaluation of work environment of people with physical disabilities in the Czech Republic. The tools found are described in the theoretical part of the thesis. Therefore the first aim of the thesis was to create a pilot version of new czech tool for work environment evaluation called "ERGOHoP-P" (Occupational Therapy Work Environment Evaluation) intended for occupational therapists. The second aim was to create a draft of some chosen chapters of technological clinical recommended procedure of physical work environment evaluation by an occupational therapist and selection of suitable facilitators for people with physical disability. Both aims were fulfilled. The process of administration was tested by three occupational therapists during the creation of the tool ERGOHoP-P. It was found that they differ from the author's results from "assessment according to legislation" in 3-6% and in 4-10% in "functional...

In order to contribute to equality, we must go beyond the standard. I want to learn from people with disabilities and the spatial border they are faced with, by exploring the responsibility I have been given, through claiming a role that affects our built environments. I have experience with disabilities and handicaps, but these experiences do not automatically make me better in addressing issues concerning other people with disabilities. I am dyslexic and have been through big obstacles, particularly in the educational system, and I have my Aunt, who has an intellectual disability. I am privileged to have these experiences, and with this thesis I have explored them as an interior architect. This is where I start on my way to contribute.  This thesis is a critical study of how standards are practiced, examined through housing built for people with intellectual disabilities in Selbu, Norway. In the center of the critique is the institution. Institutionalization and standardization have a long relationship as answers to complex questions. Institutions’ uniformity ultimately belongs to no one. The matter becomes particularly problematic when the environment is supposed to operate someone’s home. Housing for people with intellectual disabilities is often life long and not determined on the intention of the builders. What is obvious to me after reading the standards and exploring the buildings, is that the minimum requirements are always in place, often built as if the minimum was the goal. But a standard also expresses its vision. The vision talks about inclusion and the dangers with mini institutions, but the vision is expressed through soft language and the minimum requirements are expressed through concrete language of measurements. From the process of being a standard to becoming a building the soft language evaporates from the building plans. The standard will never prohibit you to go beyond it! / <p>Part of the project is in collaboration with Nils Ställborn, graduating Bachelor student with his thesis Material Diversity.</p><p>Please go to <em>poststandardization.info </em>to see our exhibition, an information platform to spread the insight of Poststandardization to enable the world to go beyond the standard.</p>

Made available in DSpace on 2016-12-06T17:07:08Z (GMT). No. of bitstreams: 1 Anexos.pdf: 571210 bytes, checksum: 89fc74405fbc8d978a686dd83a686774 (MD5) Previous issue date: 2005-04-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The physical activities provide to innumerable benefits, with emphasis in the psychological and the social, principally for the people with visual disability conditions. The general objective was to evaluate the emotional and social competencies of people with visual disability conditions, with ages between 20 and 50 years, participants of a formal physical activity group. And as specifics objectives were: to translate an instrument for evaluation of group cohesion; to analyze the level of emotional competencies of people with visual disability conditions participants of a physical activity group; to analyze the level of social competencies of people with visual disability conditions participants of a physical activity group; and to check the existence of association between the emotional and social competencies in people with visual disability conditions who practice a physical activity. The research is characterized as descriptive-exploratory. It had participated of the research eleven people with visual disability conditions, integrant of a team that practices five-a-side football, in the SEST/SENAT, in Florianópolis-SC, Brazil. They were selected in intentional way, according to inclusion s criteria: to have total visual disability; to belong to the age between 20 and 50 years; besides to integrate the team that practices five-a-side football at least 6 months. As measure s instruments were used How to Mapping your Emotional Intelligence (COOPER; SAWAF, 1997) and the translated version of the The Group Environment Questionnaire (CARRON; BRAWLEY; WIDMEYER, 2002). And for this translation it was used the Back-Translation method (BRISLIN, 1970). The people with visual disability conditions who practice five-a-side football had presented potentialities in the majority of the emotional competencies: Intentionality, Creativity and Resilience, in the majority of the situations and same under pressure. However, they had presented difficulties and vulnerabilities in the aspects Interpersonal Connections and Constructive Discontent. About the group cohesion, the participants located in the first quartile in the aspects Individual Attractions to the Group-Social and Individual Attractions to the Group-Task, in the second quartile in the aspect Group Integration-Social and, between the second and third quartile in the aspect Group Integration-Task. In this last aspect the team presented the higher cohesion index. It was found association between Interpersonal Connections and Group Integration-Social, Constructive Discontent and Group Integration-Social, Work Pressures and Group Integration-Task, Emotional Expression and Individual Attractions to the Group-Task, and, Emotional Awareness of Others and Individual Attractions to the Group-Task. These associations reinforce the interdependency relations between the group cohesion s dimensions and the emotional competencies aspects. / As atividades físicas proporcionam inúmeros benefícios, destacando-se os psicológicos e sociais, principalmente para as pessoas com condições de deficiência visual. O objetivo geral foi avaliar as competências emocional e social de pessoas com condições de deficiência visual, com idades entre 20 e 50 anos, participantes de um grupo de atividade física formal. E como objetivos específicos: traduzir e validar um instrumento para avaliação da coesão de grupo; analisar o nível da competência emocional das pessoas com condições de deficiência visual que participam de um grupo de atividade física; analisar o nível da competência social das pessoas com condições de deficiência visual participantes de um grupo de atividade física; e, verificar a existência de associação entre as competências emocional e social em pessoas com condições de deficiência visual que praticam uma atividade física. A pesquisa é caracterizada como descritivo-exploratória. Os participantes do estudo foram compostos por onze pessoas com condições de deficiência visual, integrantes de um grupo que pratica futsal, no SEST/SENAT, em Florianópolis-SC. Estes foram selecionados de maneira intencional, conforme os critérios de inclusão estabelecidos: possuir deficiência visual total; pertencer à faixa etária entre 20 e 50 anos; além de integrar o grupo que pratica esta atividade física formal há no mínimo 6 meses. Como instrumentos de medida foram utilizados o Como Mapear sua Inteligência Emocional (COOPER; SAWAF, 1997) e Questionário de Ambiente de Grupo, traduzido do The Group Environment Questionnaire (CARRON; BRAWLEY; WIDMEYER, 2002). E para a tradução do mesmo, utilizou-se o Método Back-Translation (BRISLIN, 1970). As pessoas com condições de deficiência visual praticantes de futsal apresentaram potencialidades na maioria das competências emocionais: Intencionalidade, Criatividade e Elasticidade (Resiliência), na maioria das situações e mesmo sob pressão. Entretanto, apresentaram dificuldades e vulnerabilidades nos aspectos Conexões Interpessoais e Insatisfação Construtiva. Quanto à coesão de grupo, os participantes localizaram-se no primeiro quartil nos aspectos Atração Individual para o Grupo-Social e Atração Individual para o Grupo-Tarefa, no segundo quartil no aspecto Integração de Grupo-Social e, entre o segundo e terceiro quartis no aspecto Integração de Grupo-Tarefa. Sendo que neste último o grupo apresentou os índices mais elevados de coesão. Encontrou-se associação das Conexões Interpessoais e a Insatisfação Construtiva com a Integração de Grupo-Social; Pressões no Trabalho e Integração de Grupo-Tarefa; Expressão Emocional e Atração Individual para o Grupo-Tarefa; e, Consciência Emocional dos Outros e Atração Individual para o Grupo-Tarefa. Estas associações reforçam as relações de interdependência entre as dimensões da Coesão de Grupo e as variáveis da Competência Emocional.