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L’accessibilité des établissements d’enseignement pour les personnes déficientes est un sujet d’actualité mais qui reste encore peu connu. La loi du 11 février 2005 a posé une obligation d’accessibilité des établissements recevant du public. Parmi les lieux concernés, l’école doit répondre à cette obligation. Afin que les élèves déficients aient les mêmes possibilités d’insertion professionnelle, cette accessibilité doit être possible tout au long du parcours scolaire. La mise en accessibilité des établissements scolaires serait la première étape pour permettre aux personnes déficientes d’avoir une place à part entière dans la société, l’école étant le premier lieu de socialisation pour un enfant. Il est impossible de prévoir un aménagement spécifique pour chacun. Il faut, dans un souci d’équité et de justice, répondre aux besoins de tous, en préservant tous les intérêts. Il est utile de cerner avec précision les besoins de tous les acteurs impliqués. Quels sont les effectifs d'enfants déficients scolarisés, à l’échelle européenne et nationale, et quelle est leur évolution ? Au travers d’une approche historique, juridique et géographique, statistique et démographique, il apparaît que l’accessibilité des établissements d’enseignement pour les élèves déficients a évolué en France comme en Europe. Une recherche plus locale permet de tirer les conséquences en termes d’accessibilité physique (cheminements, comparaison entre les différents types de bâtiments…) et d’examiner concrètement les problèmes soulevés. Nous saurons ainsi comment améliorer l’accessibilité des établissements d’enseignement pour les personnes déficientes et permettre la mise en place d'une chaîne d'accessibilité cohérente. / The accessibility of the educational institutions for people with disabilities is a topical subject, but still little known. The Act of 11 February 2005 laid down an obligation of accessibility of public buildings. Among the concerned premises, school must meet this obligation. In order to give deficient students the same opportunities of vocational integration, this accessibility must be possible throughout the entire school career. To make schools accessible the first step would be to enable people with disabilities to have a place in society, the school being the first place of socialization for a child. It is useful to identify with precision the needs of all the actors involved. What is the number of children with disabilities in school at a European and national level and what are their evolution ? Through a historical, legal, geographical, statistical and demographic approach it appears that the accessibility of educational buildings for disabled students has evolved in France as well as in other European countries. More local research allows to draw conclusions in terms of physical accessibility (paths, comparison between the different types of buildings…) and to examine the issues raised in practical terms. Thus, we will know how to improve the accessibility of the educational institutions for disabled people and allow the establishment of a chain of consistent accessibility.

Globally, it is estimated that 240 million people are infected with chronic viral hepatitis B and in excess of 185 million people with chronic hepatitis C. The burden of disease from hepatitis is concentrated in developing countries where transmission of HBV occurs predominantly from mother to child (vertical transmission) and transmission of HCV through unsafe medical procedures and the transfusion of unscreened blood products. Global patterns of migration favour the movement of individuals from countries with medium or high risk prevalence of chronic viral hepatitis to countries with traditionally low prevalence among their indigenous populations, including the United Kingdom (UK). In excess of 3.2% of the global population are international migrants, posing important implications for healthcare systems in host nations. It is predicted that up to 7 million first and second generation immigrants, originating from high prevalence countries for viral hepatitis now reside permanently in the UK. However, as a result of deficiencies in screening initiatives, the prevalence and associated burden of these diseases in these high-risk populations residing in the UK is yet to be determined. In order to establish the feasibility of inviting first and second generation immigrant populations to participate in viral hepatitis testing in primary care, as well to determine the prevalence and demography of viral hepatitis in four areas of the UK, a randomised controlled cross sectional cluster trial was conducted. In HepFree clinical computer systems in general practice surgeries were interrogated to identify the target population that was then approached using a variety of different invitations to determine the most appropriate method for engaging this population. The outcomes of viral hepatitis testing from practices in one area of the UK are described in this thesis. Despite multiple challenges encountered both in engaging practices and individuals in trial participation, results of this investigation suggest that if it is found to be cost effective, then viral hepatitis screening is feasible and the burden of disease in the UK is concentrated in first generation immigrants.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript. / Digitized by Kansas Correctional Industries

Thesis (Ph. D.)--University of Canberra, 2006. / Title from PDF title page (viewed on Dec. 11, 2007). Includes bibliographical references (p. 247-290).