Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1981. / Bibliography: leaves 231-243. / Photocopy. / xvii, 243 leaves, bound 29 cm

Schools in Queensland, Australia, are undergoing inclusive education reform, following the report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) in 2004. The State government’s responses to the taskforce report emphasise a commitment to social justice and equity so that all students can be included in ways that enable them to achieve their potential. Teacher aides are employed in schools as ancillary staff to support students with disabilities and learning difficulties. Their support roles in schools are emerging within an educational context in which assumptions about disability, difference and inclusion of students with disabilities and learning difficulties are changing. It is important to acknowledge teacher aides as support practitioners, and to understand their roles in relation to the inclusion of students with disabilities and learning difficulties as inclusive education reform continues. This study used a phenomenological approach to explore the lived experiences of teacher aides as they supported students with disabilities and learning difficulties in primary schools. Four key insights into the support roles of teacher aides in primary schools in Brisbane, Queensland emerged from the study: 1) teacher aides develop empathetic relationships with students that contribute significantly to the students’ sense of belonging within school communities; 2) lack of clear definition of roles and responsibilities for teacher aides has detrimental effects on inclusion of students; 3) collaborative planning and implementation of classroom learning and socialisation programs enhances inclusion; and 4) teacher aides learn about supporting students while on-the-job, and in consultation and collaboration with other members of the students’ support networks.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2005. / Härtill 4 uppsatser.

Thesis (M.Sc. (Public Health))--Mahidol University, 1982.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (Ph.D. in Nursing) -- University of Colorado at Denver and Health Sciences Center, 2005. / Typescript. Includes bibliographical references (leaves 156-167). Free to UCDHSC affiliates. Online version available via ProQuest Digital Dissertations;

Orientador: Adolorata Aparecida Bianco Carvalho / Coorientador: Luzia Helena Queiroz / Banca: Tercília de Oliveira Rodrigues / Banca: Karina Paes Bürger / Banca: Andréa Fontes Garcia / Banca: Maria Angélica Dias / Resumo: A Leishmaniose Visceral Canina (LVC) é uma zoonose endêmica em diversos municípios brasileiros, com transmissão canina e humana no município foco deste estudo. Elevados níveis de erros em inquéritos realizados sobre o tema sugerem a adoção de ações de educação em saúde como estratégia preventiva. A remodelação da Saúde Única na Atenção Básica contempla atuações multiprofissionais na rotina do Serviço de Saúde. Assim, o médico veterinário, inserido nos Núcleos de Apoio a Saúde da Família (NASF), além da detecção de pontos críticos, poderá promover a implantação de medidas de educação em saúde para os agentes comunitários de saúde (ACS). Este estudo tem como objetivo implantar um programa de orientação para o controle da leishmaniose visceral canina dirigido a ACS. Para tanto, foram implementadas estratégias de formação continuada direcionada aos 93 ACS das seis equipes de Estratégia Saúde da Família, para o controle de LVC. Investigou-se o grau de conhecimento desses agentes, antes e após a intervenção pedagógica. Os dados extraídos foram analisados mediante estatística descritiva e as proporções pareadas, respostas classificadas em corretas e incorretas, por Teste de McNemar. Os resultados permitiram verificar mudança positiva do conhecimento dos ACS, após a atividade educativa, quando comparados ao conhecimento prévio dos entrevistados. Em relação à definição do termo Zoonose, passou de 5,4% para 95,7% de acertos. Antes do programa de orientação, 52,7% tinham conhecimento da... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Visceral Canine Leishmaniasis (VCL) is an endemic zoonosis in various Brazilian municipalities, with canine and human transmission in the municipality of this study. High levels of errors in surveys carried out on the subject suggest the adoption of health education actions as a preventive strategy. The remodeling of the Single Health in Basic Care contemplates multiprofessional activities in the routine of the Health Service. Thus, the veterinarian, inserted in the Family Health Support Centers (FHSC), in addition to the detection of critical points, may promote the implementation of measures of health education for community health agents (CHA). This study aims to implement a guidance program for the control of canine visceral leishmaniasis directed to CHA. In order to do so, we implemented continuous training strategies directed at the 93 CHA, from the six Family Health Strategy teams, for VCL control. The degree of knowledge of these agents was investigated, before and after the pedagogical intervention. The extracted data were analyzed through descriptive statistics and the paired proportions, answers classified as correct and incorrect, by McNemar's test. The results allowed to verify positive change in the knowledge of the CHA, after the educational activity, when compared to the previous knowledge of the interviewees. Regarding the definition of the term Zoonosis, it went from 5.4% to 95.7% of hits. Before the orientation program, 52.7% were aware of the existence of a vaccine in the prevention of VCL, reaching 91.4% after orientation. Although 97.9% of the CHAs at the first interview were aware of how disease control should be performed, 12.9% had doubts about how to avoid transmission. Regarding the treatment of dogs, 30.1% were unaware of the existence and the criteria to be performed, reaching 98.9% of correct answers in the second... (Complete abstract click electronic access below) / Doutor

The purposes of this study are to examine the reported childrearing beliefs and practices of family day home caregivers, to examine the reported childrearing beliefs and practices of parents whose children are in a family day home, and to determine the congruency of the reported childrearing beliefs and practices between caregivers and parents. The childrearing beliefs and practices selected for the study are in the areas of discipline, sleeping, feeding-eating, toilet training, sex-role development, and selected home activities.