Cette recherche vise à comprendre les raisons qui incitent les parents immigrants originaires d’Afrique subsaharienne à s’impliquer dans le cheminement scolaire d’un enfant présentant un trouble du spectre de l’autisme (TSA). Spécifiquement, nous décrivons leur rôle parental, leur sentiment de compétence parentale perçu et nous analysons les facilitateurs et les obstacles à leur implication. En nous référant au modèle d’implication parentale de Hoover-Dempsey et Sandler (1995; 1997; 2005; 2010) nuancé par la typologie d’Epstein (1995; 2002; 2018), nous avons pu cerner la réalité de ces parents subsahariens au regard de nos objectifs précités. L’utilisation de l’entretien semi-directif et l’analyse thématique de contenu nous ont menées à des résultats centrés sur le rôle de parent dans la prise en charge des besoins fondamentaux de l’enfant, la collaboration école-famille et l’investissement de temps et d’énergie. Les parents immigrants subsahariens ayant un enfant présentant un TSA perçoivent leur sentiment de compétence au regard de leur rôle parental. Par ailleurs, l’autonomie de l’enfant, la communication ouverte avec l’école, le soutien de la communauté et les stratégies d’investissement de temps et d’énergie facilitent leur implication parentale. Cependant, la spécificité des besoins fondamentaux de l’enfant, la communication école-famille fermée, les méthodes d’intervention divergentes entre l’école et la maison, la barrière linguistique et l’investissement limité de temps et d’énergie ne leur permettent pas de s’impliquer davantage. La discussion nous indique que ces parents subsahariens jouent un rôle parental que nous qualifions de traditionnel. Ainsi, aucune différence notable n’apparait entre les parents non-immigrants et eux. De plus, la perception positive du TSA les motive à s’impliquer dans le cheminement scolaire de leur enfant. Leur implication parentale en contexte scolaire se limite soit au niveau de la consultation et de l’information mutuelle (niveau 1) soit à la concertation et la coordination (niveau 2) du modèle de collaboration école-famille proposé par Larivée (2006; 2011). / This research aims to understand the reasons that encourage immigrant parents from sub-Saharan Africa to get involved in the schooling of a child with autism spectrum disorder (ASD). Specifically, we describe their parenting role, their perceived sense of parental competence and analyze the facilitators and barriers to their involvement. By referring to the parental involvement model of Hoover-Dempsey and Sandler (1995; 1997; 2005; 2010) nuanced by Epstein's typology (1995; 2002; 2018), we were able to identify the reality of these sub-Saharan parents regarding our mentioned objectives. The use of the semi-structured interview and thematic content analysis led us to results centered on the parent's role in taking care of the basic needs of the child, the school-family collaboration and the investment of time and energy. Sub-Saharan immigrant parents with a child with ASD perceive their sense of competence regarding their parental role. In addition, child autonomy, open communication with the school, community support, and time and energy investment strategies facilitates parental involvement. However, the specificity of the basic needs of the child, the closed school-family communication, the divergent methods of intervention between school and home, the language barrier and the limited investment in time and energy do not allow them to be more involved. The discussion tells us that these sub-Saharan parents play a parental role that we qualify as traditional. Thus, no notable difference appears between non-immigrant parents and them. Furthermore, the positive perception of ASD motivates them to get involved in their child's educational progress. Their parental involvement in a school context is limited either to the level of mutual consultation and information (level 1) or to consultation and coordination (level 2) of the school-family collaboration model proposed by Larivée (2006; 2011).

Indiana University-Purdue University Indianapolis (IUPUI) / The narrative of the Fall Creek Parkway YMCA is central to the record of the historically black community northwest of downtown Indianapolis, which was established in the early 1900s, as well as reflective of the urban revitalization projects and demographic fluxes that changed this community beginning in the 1960s. This is because the conflict between administrators of the Fall Creek YMCA branch and Greater Indianapolis YMCA or Metropolitan YMCA over the viability of the branch at 10th Street and Indiana Avenue was a microcosm of the conflict between community and city leaders over the necessity of large-scale forces. This thesis specifically examines the large-scale forces of urban revitalization, defined in the study as the city’s implementation of construction projects in Indianapolis’ downtown area, and school desegregation, which was the focus of a federal court case that affected Indianapolis Public Schools. Delineating the contested visions held by Fall Creek and Metropolitan YMCA administrators about how the Fall Creek YMCA should have functioned within an environment changed by urban revitalization and school desegregation is crucial to understanding the controversies that surrounded major construction projects and desegregation measures that took place in the downtown area of Indianapolis during the late twentieth century. The study therefore understands the conflict between the Metropolitan and Fall Creek YMCAs over targeted membership groups and autonomy as a reflection of changes in the branch’s surrounding area. Moreover, the study utilizes such conflict as a lens to the larger conflict that took place in Indianapolis between the agents of citywide urban revitalization plans and community leaders who opposed the implementation of these plans, as well as school desegregation measures, at the expense of the historically black community located in the near-downtown area of the city. This thesis is informed and humanized, respectively, by archival research and oral history interviews with individuals who were involved in either the administration or advocacy of the Fall Creek YMCA between 1971 and 2003.

This study reports on the practice of inclusive education in three rural disadvantaged communities within the Eastern Cape. The research focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs in the teaching profession and consequently the changing needs of both in service and pre-service educators, this project was conceived as providing an insight into the response of educators to the challenges of inclusive education and the meanings that these experiences have for educators who have had practical exposure to inclusive education. The need to acknowledge barriers which have implications for planning, expectations and effectiveness of implementing inclusive education in this specific context is acknowledged. In South Africa direct support service delivery is only to a few advantaged schools and communities. Learners who are economically and environmentally disadvantaged are excluded even though they have an equal right to effective support. / Educational Studies / M. A.(Educational Management)

Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education)

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This study reports on the practice of inclusive education in three rural disadvantaged communities within the Eastern Cape. The research focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs in the teaching profession and consequently the changing needs of both in service and pre-service educators, this project was conceived as providing an insight into the response of educators to the challenges of inclusive education and the meanings that these experiences have for educators who have had practical exposure to inclusive education. The need to acknowledge barriers which have implications for planning, expectations and effectiveness of implementing inclusive education in this specific context is acknowledged. In South Africa direct support service delivery is only to a few advantaged schools and communities. Learners who are economically and environmentally disadvantaged are excluded even though they have an equal right to effective support. / Educational Studies / M. A.(Educational Management)

Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education)

AND KEYWORDS This diploma thesis deals with the impact of school climate that has a strong effect on the success in integration of handicapped pupil into the mainstream school. In this respect main terms which are related to "school climate" and "integration" are defined. Work more specifically focuses on individual types of handicaps, analyses principles of various handicaps and specific educational requirements needed for social relations. It furthers deals with the subjectivity of success in integration. Presented diploma thesis further concentrates on the social status of the handicapped pupil among his schoolmates, his social interactions and the role of the teacher as the main factor in the problem of integration. Empirical survey is oriented in a narrative way; the key method used is narrative dialogue, as it is able to recognise autobiographical experience of respondents. Each narrative dialogue is interpreted and completed by narrative reconstruction of core narration. Keywords: - school climate - integration and inclusion - pupil with specific educational requirements - handicap, disablement - success in school integration - family - school - teacher - chicane - relations among schoolmates - diagnosis of school climate - narrative attitude - narrative dialogue

The research sought to study the integration experiences and challenges of immigrant students in a private secondary school in the Tshwane North district in Gauteng. The study focused on investigating the experiences of immigrant learners when integrating with the local learners at the private secondary school. Integration denotes how various cultural groups interact within the bounds of a single society. Scholars argue that the dominant group in a society sets the tone and determines the nature of the integration activities and objectives. However, in other instances integration is facilitated by both the immigrants and the host people. Literature review helped the researcher to gain a broader and deeper knowledge base of the concept of migration and experiences faced. Literature review indicated the sociological and economic explanations for migration. Literature covered integration of immigrants, assimilation and acculturation. Sources of stress for immigrant students and cross-cultural adaptation were also outlined. The investigation was a case study research. Mixed methods were used to collect data. The researcher used questionnaires, interviews and observations. Questionnaires were issued to 28 immigrant learners who participated in the study. The 28 immigrant learners were also interviewed in order to obtain richer data. All indications show that the integration process at the school was positive. The results of the study showed that most immigrant learners have friends among local learners. The immigrant learners disclosed that local learners were friendly to them. Many immigrant learners indicated that they would be interested in learning local languages. / M. Ed. (Socio-Education)