The purposes of this study were two-fold: to develop a program model for vocational assessment of handicapped students in the public schools that would include information concerning the following components: goals/outcomes, methods, procedures, target populations, and staffing. (2) to compare perceptions of four types of personnel (vocational evaluators, vocational adjustment coordinators, vocational counselors, and educational diagnosticians) concerning the components that should be included in a program model of vocational assessment of handicapped students.

The purpose of this study is to explore the question of whether or not graduate schools in social work have adequately prepared social workers to deal with the changing needs of individuals with disabilities.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

Submitted for the degree of Masters of Arts in the University of the Witwatersrand, Johannesburg. / Andrew Chakane 2019

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-26T12:28:08Z No. of bitstreams: 1 Sirleine Brandão de Souza.pdf: 1860910 bytes, checksum: c5f533b0eaed94d0dced700b6b278bb4 (MD5) / Made available in DSpace on 2018-03-26T12:28:08Z (GMT). No. of bitstreams: 1 Sirleine Brandão de Souza.pdf: 1860910 bytes, checksum: c5f533b0eaed94d0dced700b6b278bb4 (MD5) Previous issue date: 2018-02-22 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In as much as special education constitutes a particular field of knolwedge, whose locus is situated in a determined social space, that has as its premise to offer schooling for students with specific characteristics that interefere in this process, this study sought to verify and analyze the changes, permanences, and disruptions to its identity as manifest in the specialised literature by means of a distinct characteriation of the populations it is destined to serve and the close relationship between the the academic-scientific field and the educational policies, marked by the transformations resulting from determined historical moments. The studies of Pierre Bourdieu (1983, 1991, 2004, 2005, 2008, 2015) made up the theoretical foundation of the investigation, specifically the concepts of field and language. To this end, data was collected from texts published in the periodical Revista Brasileira de Educação Especial, considered the most respected in the area, from its first edition in 1992 until the year 2015. The methodological proceedures of the research encompass, in the first phase, the choice of sections to be analized, resulting in the selection of essays, research reports and articles. The second phase was a survey of texts that establish a wider discussion of special education, resulting in a total of 102 texts following this tendency. The third phase consisted of an analysis of the discourse produced, through a deep reading of 30 texts selected from survey carreid out in the second phase. It could be concluded that in the field of special education the intimate relationship, both evident and inevitable, between the political field and the academic field reflects, on one hand, the disputes about the characterization of these students who constitute this field, and on the other hand, the temporal coexistence of different perspectives, which are at the same time distinct and antagonistic, that configure a multifaceted and diverse identity, reflecting the very contradictory movement of society and, consequently, social policies / Na medida em que a educação especial constitui-se como campo de conhecimento, cujo lócus se situa em um espaço social determinado, que tem como premissa a oferta de escolarização a alunos com marcas específicas que interferem nesse processo, este estudo teve como finalidade verificar e analisar, na literatura especializada, as mudanças, permanências e rupturas em sua identidade, por meio das distintas caraterizações da população a ela destinada, e a estreita relação entre o campo acadêmico-científico e as políticas educacionais marcadas por transformações decorrentes de determinados momentos históricos. Como embasamento teórico utilizou-se os estudos de Pierre Bourdieu (1983, 1991, 2004, 2005, 2008, 2015) especificamente os conceitos de campo e linguagem. Para tanto, elegeu-se como fonte de dados os textos publicados no periódico Revista Brasileira de Educação Especial, reconhecido como o mais qualificado da área, desde o seu primeiro número, em 1992, até o ano 2015. Os procedimentos metodológicos da pesquisa englobaram, em primeiro lugar a escolha das seções a serem analisadas resultando na seleção dos Ensaios, Relatos de Pesquisa e Artigos. Em seguida, o levantamento dos textos que estabeleceram discussão ampla sobre educação especial, e que redundou em um balanço tendencial de 102 textos e, num terceiro momento, análise aprofundada dos discursos produzidos, mediante leitura integral de 30 textos, selecionados para esse fim, entre os que compuseram o momento anterior. Conclui-se que no campo da educação especial, a íntima relação, evidente e inevitável, entre o campo político e o campo acadêmico, reflete, por um lado, disputas sobre a caracterização do alunado que constitui o campo e, por outro, a coexistência temporal de perspectivas diferentes, distintas e, até mesmo, antagônicas, que configuram uma identidade multifacetada e diversa, que reflete o próprio movimento contraditório da sociedade e, consequentemente, das políticas sociais

The transition of students with moderate to severe handicaps from school to work and adult life has become a principal concern of special education over the last decade. Despite of these attentions, there has been little attention to the need for including plans for the student's communication needs in his or her Transition Plan. Thus, it is important to study the relationship between the inclusion of a student's communication needs in his or her Transition Plan and the effectiveness of communication programs. The purpose of this study is to identify the relationship between the Transition Plan and the effectiveness of communication programs, considering the individual's functioning level, family involvement, and communication mode.

No description available.

This is a study of an implementation process, which means it is a study of the gray area somewhere between policy and program. The policy created in 1983 opened the door of the college to non-traditional learners. Sweeping changes in the social discourse of disability supported the development of the 1983 policy. A review of the literature revealed four factors that were likely to influence the process: the policy, the implementing agency, external influences and power, politics and negotiation. The purpose of the study was to compare a framework, established from the literature, to a framework that evolved from the research. The project concluded that the four factors were adequate to describe the situation however, the preconceived framework was inadequate to describe the relationship among the factors for this site. Data collected from documents and interviews revealed that some factors have a stronger influence on the process than others. In this case, power, politics and negotiation and the implementing agency are strong considerations, while the policy and external factors play a weaker role. The result was a reconstructed framework that portrayed the implementation process for this site.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

No description available.