The society faces the challenge of ensuring high-quality, available and economically affordable social and health care for their elderly citizens at a time when, given the demographic trend, the proportion of people aged 65 and more who are dependent on assistance of other people increases and when at the same time public financial resources are limited. The aim of the thesis is to determine what changes occurred in the use of support services for seniors in Central Bohemia Region in connection with Act No. 108/2006 Coll.The research results show that clients of social care services are most often eligible for care allowance in the 1st degree at maximum and use it mostly partially.Seniors most often seek social care services but these are generally focused on individual simple activities and they lack effort to carry out comprehensive assessment of a client´s situation and planning of care. Cooperation of support services with local authorities in the area of Central Bohemia Region might help.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2018-05-07T19:35:07Z No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Olhe a citação: NEVES, Paula Fernandes de Assis Crivello. Descortinando os propósitos da educação para as crianças com transtorno do espectro autista: em cena os serviços de apoio. 2018. 135 f. Dissertação (Mestrado em Educação) Universidade Federal de Goiás, Catalão, 2018. (FALTA O TRAÇO ANTES DO NOME DA UNIVERSIDADE on 2018-05-08T11:32:49Z (GMT) / Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2018-05-08T17:33:09Z No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-09T11:27:10Z (GMT) No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-09T11:27:10Z (GMT). No. of bitstreams: 2 Dissertação - Paula Fernandes de Assis Crivello Neves - 2018.pdf: 3236244 bytes, checksum: 4d0a0c8abb717af740a28b24cdd8882e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Studying Autism Spectrum Disorder (ASD) is relevant as it (re)builds knowledge about how clinical and educational implications/relations in the Brazilian inclusion system. Inclusive education, special education and especially ASD are topics discussed very recently and still a field of many controversies, requiring further studies. It is considered a smaller amount of research related to ASD and education. Considering the educational service offered to children with ASD, this research questioned: which experiences of schooling and support services favor learning and development of children from 0 to 10 years old with ASD? Therefore, the main objective of this study was to analyze the educational attendance of children aged 0 to 10 years with ASD. Specific objectives were to describe how children with ASD are identified and referred to the educational service, to identify the support services that children with ASD participate in, and to describe the educational practices they experience in educational settings and in those support services that favor their learning and development. The epistemology, as well as the methodological choice of this research of qualitative character, is based on the historical-cultural approach of Vygotsky, which presents the discussions about the development of man from his social relations and interactions with the environment, through culture, constitution of history, mediation and language, highlighting the studies of this author on Defectology and Pedology. It was prioritized as instruments of data appropriation to observe the educational attendance that children from 0 to 10 years old with ASD participated in the common school, in the support services, and semi-structured interviews with parents and professionals involved in the educational attendance of these children. From the appropriation of the data, the analysis was finalized listing categories from discursive analysis. The considerations show that the educational practices experienced by children in these spaces of support service are, in addition to clinical and therapeutic care, spaces of pedagogic learning, which have contributed to the development of these children. In addition, educational activities at school did not appear to favor social interactions, development, and learning of children with ASD. It was noticed that the teachers, in their educational practices, did not worry about activities that met the specific demands of these children and complained about lack of knowledge and training for this. Education must fulfill in its trajectory a social-historical function that understands the total formation of the children from the mediation of the teacher. In conclusion, inclusion is one of the most powerful tools that unveils the real purposes of the school, but there are still many challenges to be faced. / Estudar o Transtorno do Espectro Autista (TEA) é relevante na medida em que (re)constrói conhecimentos sobre as implicações/relações clínicas e educacionais no sistema de inclusão brasileiro. A educação inclusiva, a educação especial e especialmente o TEA são temáticas discutidas muito recentemente e ainda é campo de muitas controvérsias, necessitando de maiores estudos. Considera-se um quantitativo menor de pesquisas relacionadas ao TEA e à educação. Tendo em vista o atendimento educacional oferecido às crianças com TEA, esta pesquisa questionou: quais as vivências de escolarização e serviços de apoio favorecem a aprendizagem e o desenvolvimento das crianças de 0 a 10 anos com TEA? Portanto, o objetivo principal deste estudo foi analisar o atendimento educacional de crianças de 0 a 10 anos com TEA. Os objetivos específicos foram descrever como as crianças com TEA são identificadas e encaminhadas para o atendimento educacional, identificar os serviços de apoio que as crianças com TEA participam e descrever as práticas educativas vivenciadas por elas nos espaços educativos e nesses serviços de apoio que favoreçam a sua aprendizagem e desenvolvimento. A epistemologia, bem como a escolha metodológica desta pesquisa de caráter qualitativo, está pautada na abordagem histórico-cultural de Vigotski, que apresenta as discussões sobre o desenvolvimento do homem a partir das suas relações sociais e interações com o meio, por meio da cultura, constituição da história, mediação e linguagem, ressaltando os estudos desse autor acerca da Defectologia e da Pedologia. Priorizou-se como instrumentos de apropriação dos dados a observação dos atendimentos educacionais que as crianças de 0 a 10 anos com TEA participavam na escola comum, nos serviços de apoio, e entrevistas semiestruturadas com pais e profissionais envolvidos no atendimento educacional dessas crianças. A partir dos dados apropriados, a análise foi balizada elencando categorias a partir da análise discursiva. As considerações apontam que as práticas educativas vivenciadas pelas crianças nesses espaços de serviço de apoio são, para além de atendimentos clínicos e terapêuticos, espaços de aprendizagem pedagógica, que têm contribuído para o desenvolvimento dessas crianças. Além disso, as atividades educativas na escola não pareceram favorecer as interações sociais, o desenvolvimento e a aprendizagem das crianças com TEA. Percebeu-se que as professoras, em suas práticas educativas, não se preocupavam com atividades que atendessem as demandas específicas dessas crianças e se queixam de falta de conhecimento e formação para isso. A educação precisa cumprir em sua trajetória uma função sócio-histórica que compreenda a formação total das crianças a partir da mediação do professor. Para concluir, a inclusão é uma das ferramentas mais poderosas que descortinam os reais propósitos da escola, mas ainda há muitos desafios a serem enfrentados.

Philosophiae Doctor - PhD / The aim of the research was to establish the factors relevant to the delivery of education support to the Khomani San school community, and to propose a model for appropriate education support to the Khomani San school community. In order to reach this aim I strove to answer the following questions: What ethics need to be considered to guide research with this indigenous community? What are the key policy guidelines for education support services in South Africa? Is there a link between community psychology and education support services in the South African context? How are education support services understood and currently delivered to the Khomani San school community? What suggestions can be proposed for relevant education support services delivery to the Khomani San school community? / South Africa

No description available.

Doctor Educationis / The aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the 66 specific outcomes been implemented in Grade 1 and Grade 2? (ii) What was the level of success of implementation in the different learning areas? (iii) What was the level of success in the implementation of mastery learning? (iv) How many learners had been moved from special education sites to regular education sites? (v) Did schools have the resources to deal with diversity? (vi) Had there been sufficient human resource development to ensure teachers had been trained to deal with diversity? And (vii) Did teachers feel they could teach all learners? In order to arrive at the above-mentioned aim, this study included a survey in a sample of primary schools in the Western Cape. A survey was conducted in 108 primary schools which constitutes 10% of the primary schools in the Western Cape Province. The 108 schools were chosen based on socio-economic and rural/urban considerations. Schools were identified on the following basis: 25% of the poorly resourced schools in urban areas, 25% of the well resourced schools in urban areas, 25% of the poorly resourced schools in the rural areas and 25% of the well resourced schools in the rural areas. Regarding the results of the study concerning the specific outcomes and learning areas, in grade one and grade two results relating to the specific outcomes and learning areas revealed that the majority of teachers rated the level of success at average and below. For example, the range of those teachers who indicated average and below in grade 1 was from 41.03% to 81.96% and in grade 2 from 43.56% to 79.50%. In most learning areas, the number of teachers who In Grades one and two, both language, literacy and communication and indicated average and below was substantial, for example, in grade 1; Natural Sciences, 81.96%, Technology, 78.43%, Economics and Management Sciences, 72.87%. Similar results have been found in Grade 2, for example; Natural Sciences, 79,50%, indicated average and below was substantial, for example, in grade 1 levels across geographical and socio-economic contexts. For example, the urban poor had the lowest results in Grade two and the urban rich experienced the lowest results in Grade one. This suggests that the implementation of OBE was generally poor. The poor results of the urban rich in relation to the other categories suggest that the implementation of OBE has failed in affluent urban schools yet it is normally expected that affluent schools would perform well in relation to the other categories. This is another indication that the implementation of OBE has generally been poor.

Philosophiae Doctor - PhD / The research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.

Philosophiae Doctor - PhD / This thesis investigated the education support services provided by occupational therapists, physiotherapists and speech and language therapists in the Western Cape Province of South Africa. Changes in the education policy in South Africa to an inclusive education system have major implications for the way therapists provide support. Therapists have been challenged to move from a medical model of support with a focus on highly specialised treatment for a small number of individual learners with disabilities, to a systemic and health promoting model which focuses on support for the education system, including all learners, teachers and parents. The aim of this research was to develop an appropriate and integrated approach for therapists to support schools within an inclusive and health promoting schools framework in South Africa. Participatory action research using quantitative and qualitative methodology was used. Two surveys were conducted in the Western Cape Province. The first was a survey of all therapists to determine who was working with pre-school and school-aged learners and where. The second survey was of all therapists working in special schools and a small number of private practitioners to identify the roles of the therapists in providing direct and indirect support. In two of the seven education districts in the province, focus group discussions were held with 45 teachers from special and ordinary schools, and 21 parents of school-aged learners - to identify the support they needed. Workshops, incorporating focus groups, were also held with the therapists to, firstly, identify the support they needed to give to learners, teachers, parents and the education system and, secondly, to identify the competencies they needed to give this support. The data from the surveys were subjected to simple descriptive statistical analysis. These analyses reveal that therapists have a very wide range of roles relating to direct support, including: assessment, intervention with individual learners and learners in groups, and evaluation. Interventions include the development of hearing, speech and communication skills; skills for activities of daily living; life skills; home management skills; work related skills; motor function skills; and play and leisure skills. Therapists from different disciplines frequently provide the same type of support. Indirect support provided includes support for the schools system, teachers and parents. Thirty six percent of the therapists in this study want to increase the proportion of time they spent on indirect support. The study also revealed that multidisciplinary collaboration and teamwork were Teachers involved in the study identified that they need an enormous amount of support in fulfilling their crucial roles in identifying barriers to learning; identifying the support learners need; and addressing the barriers. This includes the need for support to teach a diverse group of learners; adapting content, presentation and evaluation of the curriculum; adapting the physical environment; accepting new roles of teachers and therapists; making changes to the school system; developing relationships with the parents; addressing challenges related to socio-economic problems; networking with the community; facilitating positive attitudes to diversity; developing supportive relationships with therapists; and further training poorly developed. Teachers involved in the study identified that they need an enormous amount of support in fulfilling their crucial roles in identifying barriers to learning; identifying the support learners need; and addressing the barriers. This includes the need for support to teach a diverse group of learners; adapting content, presentation and evaluation of the curriculum; adapting the physical environment; accepting new roles of teachers and therapists; making changes to the school system; developing relationships with the parents; addressing challenges related to socio-economic problems; networking with the community; facilitating positive attitudes to diversity; developing supportive relationships with therapists; and further training. Parents in this study indicated that they need access to education and support for their children, including direct support for their children; effective means of communicating with their children; specific competencies to facilitate caring for their children; emotional support; advocates to work with them in support of their children addressing environmental physical and attitudinal barriers, and developing a supportive community; and supportive relationships with therapists.

The scope of this diploma thesis of focused on processing and calculation of the technological scheme for combi-cycle power plant with piston engine using heavy fuel oil. There are analyzed demands of piston engine for HFO and design of technological process preparation. This thesis analyzes the suitable locations, service options and alternative solution - heating plant with piston engines. Benefits of each option are assessed in the economic model, assuming power as a source of base load and providing support services. The results are intended to assess feasibility of the investment project.

Each year in Sweden, users in support services are invited to participate in a user survey investigating their perceived quality of care. Results of this survey on a municipal level have never been analysed. Therefore, the aim of this thesis was to use survey results from 2019 to investigate differences between support services pursuant to the Swedish Act concerning Support and Service for Persons with Certain Functional Impairments (LSS): daily activity, service home and group home. Furthermore, Self Determination Theory was used to consider the potential associations between the results of the user survey and the three basic psychological needs for self-determined behavior within the theory: autonomy, competence, and relatedness. In addition, user-staff communication was analysed. For examining differences, Welch’s ANOVAs were performed. Comparisons between the support services were made for seven questions from the user survey. Results showed significant differences between the support services for all questions included. Post hoc-analyses revealed that daily activity differed significantly from service home and group home for all questions and had the higher mean for all but one question. Significant differences between service home and group home were found for two questions. These findings indicate that there is still work left to be done for increasing the self-determination of users in different support services on a municipal level. Potential reasons for these differences were discussed. Furthermore, it was concluded that Self-determination theory provided a useful framework for analyses of user experiences of self-determination as associated to the user survey questions.

Magister Educationis - MEd / The purpose of this study is to determine the nature of support services offered to Extended Curriculum Programme students in a South African university. The primary goals of support services in higher education are to support students holistically and reduce barriers to learning in the teaching and learning environment. One of the faculties in a South African university established a support unit to assist with the low throughput level. The academic support unit is housed in the Academic Development Department (ADD) in a faculty. The unit attempts to address the needs of underachieving students in the Extended Curriculum Programme (ECP). The thesis first identifies the challenges the ECP students are experiencing. Then, support services in the university and in the support unit are described. Thereafter, the challenges experienced by the centre of support services in the university and the support unit are illuminated. Qualitative data was gathered through individual interviews with senior management. Then, a focus group discussion with tutors who volunteer in a support unit was facilitated and lastly the staff members employed in the support unit were also interviewed individually. The thesis was able to identify the intrinsic and extrinsic barriers to learning the ECP students are experiencing. It became evident that the support services available in the university and the support unit are not sufficient to address the needs of the students. The challenges the support service centre of the university and the support unit are experiencing are twofold. The first is a lack of organisational resources that hinders service delivery, the second is a lack of skills and expertise in attain structures that limits the provision of support services.