Esse trabalho considera o brincar como uma área para os acontecimentos e experiências criativas da pessoa onde seu gesto genuíno pode se evidenciar. Utilizou a compreensão do brincar de D. W. Winnicott (1896-1971), como uma área intermediária de experiência e de relaxamento para o indivíduo engajado na tarefa humana de manter as realidades interna e externa separadas e inter-relacionadas. O brincar, compreendido como uma atividade cotidiana espontânea, compartilhada, criativa e que tem um fim em si mesma, é campo para os procedimentos do terapeuta ocupacional e, para aquelas crianças que não brincam ou têm dificuldades nessa atividade, um dos objetivos do processo terapêutico. Considerou não ser possível separar as atividades brincar do desenvolvimento e investimentos de ordem física, cognitiva, social e psíquica, se o terapeuta quiser proporcionar uma experiência à criança em que ela possa se desenvolver em sua totalidade e a partir de um percurso singular. Os objetivo foram apresentar e refletir sobre uma forma de compreender o brincar no processo de terapia ocupacional com crianças que têm deficiência física, na qual o brincar é, muitas vezes, um dos objetivos desse processo e, sempre, área na qual acontecimentos saudáveis, criativos e de experiências culturais podem ser realizados, favorecendo a participação social dessas crianças. Para essa investigação utilizou-se o levantamento bibliográfico de estudos sobre a temática da infância, deficiência, brincar, cultura e terapia ocupacional, articulados à experiência vivida na clínica no atendimento de crianças com deficiência na terapia ocupacional. Considerou a subjetividade do pesquisador implicado diretamente em todo o percurso da investigação, construída e decorrente da relação do indivíduo pesquisador com o indivíduo atendido na terapia ocupacional. A investigação seguiu uma proposta de pesquisa, do ponto de vista epistemológico, sujeito-sujeito e suas atividades, constituição da relação triádica na terapia ocupacional. Participaram quatro crianças com suas histórias, partes construídas no processo de terapia ocupacional, que possibilitaram a coleta de dados para ilustrar a discussão em torno do uso das atividades na área do brincar pelo terapeuta, assim como lembranças de outros momentos da experiência clínica. Utilizou o diário de campo para o registro dos acontecimentos na clínica, a entrevista aberta com familiar e a leitura documental. Discutiu três aspectos presentes nos procedimentos do terapeuta ocupacional: o ensino, o contorno e o reconhecimento, no contexto do uso do brincar como área para experiências de realização de atividades. Como resultado apontou a relevância dessa forma de usar o brincar para a avaliação da indicação de terapia ocupacional, a avaliação inicial e contínua do paciente e as ações de cuidado do terapeuta ocupacional que visam à facilitação da participação social da pessoa atendida. / In this thesis playing is considered as an area for creative happenings and experiences in which a person´s genuine gestures can be seen. It takes D. W. Winnicott´s (1896-1971) way of understanding playing, as an intermediate area of experience and relaxation for an individual engaged in the human task of keeping the internal and external realities separated and interrelated. Playing, understood as a daily activity that is spontaneous, shared and creative and that has a purpose in itself, is a field for the occupational therapist´s procedures, as well as one of the aims of the therapeutic process in those cases in which the children either do not play or have difficulties to do it. It is not considered possible to separate playing from physical, social and psychic development and investment, if the therapist wants the child to have experience so as to develop wholly and from a singular path. The aim was to present and think about a way of understanding playing in the occupational therapy process with physically disabled children. Playing is one of the purposes of that process a lot of times, and it is always an area in which healthy, creative and cultural experiences may happen, and such experiences favor those children´s social participation. A bibliography survey of the studies related to childhood, disability, playing, culture and occupational therapy was done, and it was linked with the clinical experience of attending disabled children in the occupational therapy. It considered the subjectivity of the researcher who was directly involved throughout the investigation. Such subjectivity was both formed and due to the relationship between the individual who was the researcher and the individual who was attended in the occupational therapy. The investigation followed a proposal of research from the epistemological point of view, subject-subject and their activities, the formation of the triad relationship in occupational therapy. Four children and their personal histories were parts of the study. Their histories were partly built in the occupational therapy process, and they made it possible to collect data to illustrate the discussion related to the use of playing activities by the therapist, as well as to remember other passages of the clinical experience. A book to register what happened in the clinic, the open interview with some members of the family and documentary reading were used. Three aspects present in the occupational therapist´s procedures were discussed: the teaching, the environment and the acknowledgement, in the context of playing as an area to experience the accomplishment of activities. As a result, it showed the importance of using playing to evaluate the necessity of taking occupational therapy, to evaluate the patient both initially and continually and to evaluate the occupational therapist´s caring actions to facilitate the social participation of the person who is being attended.

This study sought to find out the root causes of the marginalization of the physically disabled children in Machakos district of Kenya. It aimed at coming up with proposals for integrating physically disabled children into regular schools and to enhance their welfare. Through an analysis of the practice by the Small homes programme and the government s segregated special education provision, lessons for effective integration of the physically disabled children were learnt.The goal of this study was achieved by carrying out a research in Machakos district of Kenya. Data were collected by carrying out face-to-face interviews and one Focus group Discussion among a sample size of 170. The data were analysed using content analysis.The study findings show that although education is considered a basic right and need, its access and provision to the physically disabled children has experienced problems that impede its implementation. These include: - lack of clarity of the policy of integration, negative traditional beliefs towards disabilities, the approach of implementing integrated education, low parental participation, lengthy assessment procedures of disabilities, lack of adequate specialist teachers, limited data on disabilities and limited access to education caused by high fees levies, lack of suitable transport services and access to mobility aids and suitable physical environment and amenities.Further study findings show that Inclusive Education can work and that reservations to Inclusive Education can be overcome. The findings showed that the Small homes need to make their school environments least restrictive for the physically disabled children and to adapt an inclusive culture. Opposition to Special schools was based on the negative effects to the children including segregation, disruption to family life, low social and academic grounding.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Timothy D. Keane / Camp Adventure, a summer camp for the physically disabled, has obtained a site for the future Camp Adventure Conference and Retreat Center at Perry Lake, Ozawkie, Kansas. The camp serves youth and adults with cerebral palsy and spina bifida. Past rental facilities have been far from adequate for the camp’s basic needs of accessibility and has led the camp to seek a specially designed permanent home. As a counselor for 9 years, I have experienced firsthand the barriers and frustrations with inadequate facilities. Seeking to find solutions to the camp’s specific needs, I found William H. Whyte’s research methods and environmental psychology studies fitting to discover human preference and experiential qualities. To understand the best methods of adaptation, a series of user based research methods have been conducted to gather user input. The campers understand, from daily experience, what it takes to make an element or activity accessible, and their guidance will inform the design of select program elements. User input is not only being gathered from the camp, but from educational sources at Kansas State University, practicing professionals at Ochsner Hare and Hare, and local government representatives. Collaboratively molding the site’s existing form, the campers accessibility needs, and a complex program has created an exciting and challenging project. The program consists of 24 elements and activities, many of which are not traditionally handicap friendly. In-depth design studies and application of the user input has created the form and experience of seven program elements. This book contains literature and precedent studies, user based research results, the master plan for the entire site, and design details of seven program elements. It is to be used by Camp Adventure as a guide to implementation of the camp design. It is the path for Camp Adventure to achieve their dream: a barrier free, fully accessible, adventure; Camp Adventure.

This diploma thesis deals with the development of the school climate in a classroom with a seriously physically disabled child who requires permanent presence of an assistant. The theoretical part focuses on physical disabilities and their impact on the psyche of the child, the specifics of including a seriously disabled child in educational instructional contexts and the life of the classroom, and on the cooperation between a form teacher and an assistant whose support and help is required by the child during all lessons. The practical part uses a narrative of two girls and people who are closely related to them to offer answers to the inquiries into how have relationships within such a classroom and the attitude of classmates to a disabled child changed over the years; how can the presence of an assistant affect the climate of the classroom; and whether the external perception of the inclusion of a disabled child as a successful one corresponds with the feelings of the disabled child, of if the child sees the process otherwise. Case studies which helped the author to get a general picture of the situation confirmed it appeared that the factor which immensely affects inclusion of a physically disabled child in the classroom is the age at which children meet and the attitude of the teacher and the...

<p> <p>&nbsp / </p> </p> <p align="left">The current study aimed to describe the paradox of risk through an exploration of the experiences and perceptions of sexuality and HIV/AIDS among physically disabled young people in Nyanga, South Africa. This is against the background that AIDS has become a national and global crisis, which requires all people to participate in efforts to contain the pandemic. Yet literature indicates that young people with disabilities are not participating in such efforts. There is also an assumption, that physically disabled young people do not experience challenges in expressing their sexuality and accessing HIV/AIDS prevention services, to the same extent as other disability groups such as the blind and those with intellectual disabilities. Hence there was a need to explore disabled young people&rsquo / s own understanding of risk and the factors that hinder or support their participation in existing sexuality education and HIV/AIDS prevention programmes. It was also important for this group to suggest ways in which they may participate in such programmes.</p>

Goal of the research is to analyze and evaluate the life quality of paraplegics. Object of research is life quality of paraplegics. Tasks of research: to evaluate the life quality of paraplegics according to age and physical activity; to evaluate the life quality of paraplegics according to level of medulla injury, duration of trauma; to analyze the expression of life quality components of paraplegics in gender aspect. There are numerous researches analyzing the quality of life, but we could not find any research analyzing the life quality of paraplegics. Research of such character would enable to better clarify factors having impact on life quality of paraplegics depending on gender, age, level of medulla injury, duration of medulla injury, physical activity. In order to evaluate life quality according to a standard, extensive scientific research is needed. Research was carried out in summer 2005 at the therapy and rehabilitation centre “Landšaftas” in Monsiškės, and in recreation centre “Balčio Šilas“. Research was conducted among 41 paraplegic: 29 men and 12 women. Quality of Life Questionnaire, 2001 was applied, and supplemented with questions from questionnaire of research on socialization of disabled by Williams (1994). Summarizing the obtained research results one can state that life quality of paraplegics of younger age (21-40 years) is better than that of aged paraplegics (41-60 years). After life quality evaluation according to level and duration of medulla injure... [to full text]

<p> <p>&nbsp / </p> </p> <p align="left">The current study aimed to describe the paradox of risk through an exploration of the experiences and perceptions of sexuality and HIV/AIDS among physically disabled young people in Nyanga, South Africa. This is against the background that AIDS has become a national and global crisis, which requires all people to participate in efforts to contain the pandemic. Yet literature indicates that young people with disabilities are not participating in such efforts. There is also an assumption, that physically disabled young people do not experience challenges in expressing their sexuality and accessing HIV/AIDS prevention services, to the same extent as other disability groups such as the blind and those with intellectual disabilities. Hence there was a need to explore disabled young people&rsquo / s own understanding of risk and the factors that hinder or support their participation in existing sexuality education and HIV/AIDS prevention programmes. It was also important for this group to suggest ways in which they may participate in such programmes.</p>

Philosophiae Doctor - PhD / The current study aimed to describe the paradox of risk through an exploration of the experiences and perceptions of sexuality and HIV/AIDS among physically disabled young people in Nyanga, South Africa. This is against the background that AIDS has become a national and global crisis, which requires all people to participate in efforts to contain the pandemic. Yet literature indicates that young people with disabilities are not participating in such efforts. There is also an assumption, that physically disabled young people do not experience challenges in expressing their sexuality and accessing HIV/AIDS prevention services, to the same extent as other disability groups such as the blind and those with intellectual disabilities. Hence there was a need to explore disabled young people’s own understanding of risk and the factors that hinder or support their participation in existing sexuality education and HIV/AIDS prevention programmes. It was also important for this group to suggest ways in which they may participate in such programmes. A qualitative case study design was chosen as the appropriate means for achieving the aim of the current study. This design allowed me to study disabled young people without separating them from their context. In this way, a comprehensive understanding of this group was realised. Multiple methods of data collection from multiple data sources were employed, a feature that helped to discuss the ‘case of disabled young people’ in-depth and breadth. Policy and programme documents and relevant literature were reviewed for relevant information on sexuality education and HIV/AIDS prevention services for disabled young people. Fifteen disabled young people between the ages of 15 and 24 participated in individual in-depth interviews and in focus group discussions. Pertinent issues that arose from individual interviews were discussed with 15 parents, 15 senior citizens, five sangomas and five counsellors in focus group discussions of 4-10 members each. Similar issues from focus group discussions were taken up with eight key informants in more individual in-depth interviews for confirmation and clarity. Textual and contextual features of the Atlas.ti computer programme for analysing qualitative data were used to organize and analyse data. The textual features were used to code data and write memos, while the contextual features were used to link the codes and to form networks from which categories and themes were generated. Themes and sub themes were used to answer the research questions and meet the objectives of the study. The study has revealed a complex interplay of contextual and individual factors that combine to create situations of risk for disabled young people. These factors affect disabled young people’s experiences of growing up and participation in existing sexuality education and HIV/AIDS prevention programmes. Contextual factors include cultural beliefs and poverty, while individual factors include sexual behaviour and attitude towards HIV risk. I found that disabled young people have limited access to education and other social amenities, which in turn affect their experiences of life in general and sexuality and HIV/AIDS. The study has revealed that the paradox of risk lies in the contradictory scripts and attitude towards the pandemic at contextual and individual levels. The belief that disabled young people are asexual is common in Nyanga, yet society targets this group for sexual exploitation and rape. In the face of an epidemic that has crippled the fabric of society, and in spite of the widespread availability of HIV/AIDS awareness programmes, most disabled young people still do not have accurate factual knowledge about HIV/AIDS. Yet accurate information is one of the prerequisites for making informed decisions about HIV/AIDS prevention. Furthermore, gender differences make the experiences described above more serious for disabled young women who suffer discrimination and sexual abuse even from fellow disabled young men. Although most disabled young people indicated that they are aware of the gravity of the pandemic and that they personally feel threatened, they are not taking preventive measures against contracting the infection; they have adopted a fatalistic response to risk. Participants argue that in the same way they are not able to protect themselves from going hungry, or living in shacks, they also cannot prevent getting infected with HIV, which they equate to any accident over which they have no control. Disabled young people expressed the need to participate in mainstream education systems, sexuality education and HIV/AIDS prevention programmes. They also pointed out that there will always be disabled young people who require separate programmes because of special disability circumstances such as inability to travel to clinics/centres. In order to meet disabled young people’s expressed wishes, I have recommended in this thesis, a community-based sexuality education and HIV/AIDS prevention programme that focuses on the whole community instead of individuals only so as to deal with contextual and individual factors of risk. Such a programme encourages dialogue and participation as opposed to the information giving approaches from experts. A guideline that existing HIV/AIDS intervention programmes can use to include disabled young people’s special circumstances, has been presented. / South Africa

Philosophiae Doctor - PhD / There is also assumption, that physically disabled young people do not experience challenges in expressing their sexuality and accessing HIV/AIDS prevention services, to the same extent as other disability groups such as the blind and those with intellectual disabilities. Hence there was a need to explore disabled young people's own understanding of risk and the factors that hinder or support their participation in existing sexuality education and HIV/AIDS prevention programmes. It was also important for this group to suggest ways in which they may participate in such programmes.

Thesis (M. A. (Social Work)) -- University of Limpopo, 2019 / Physically disabled adults encounter many constraints in the societies they live in, and are often prone to stigma and discrimination, social exclusion and negative perceptions. Rooted in the qualitative research approach, this study is informed by a sample of 20 adults with physical disabilities. It gathered data relating to experiences of adults with physical disabilities. Participants were identified using purposive and convenience sampling and took part in comprehensive face to face interviews. This data collection method provided a platform to elicit experiences of adults living with physical disabilities. Thematic content analysis was used to analyse data. The major findings that came out of the study included the main challenges faced by adults with physical disabilities, established the accessibility barriers, assessed how adults cope with health challenges, evaluated the cultural and traditional prejudices of adults with physical disabilities and assessed the stigma and discrimination that they face. From the participants’ personal encounters and narratives, the study recommends assistance and support of physically disabled adults, implementation of awareness campaigns and donations to be specified according to their needs. More so, the study recommends extensively involving and consulting adults with physical disabilities in matters that directly or indirectly affects them and supervising and monitoring schools which accepts persons with disabilities.