Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1968. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 33-35).

The importance of Web sites that can be accessed and used regardless of an individual?s disability is critical. One barrier to improved accessibility of Web sites relates to the gap between Web authors? technical knowledge of Web accessibility guidelines and a broader understanding of the challenges facing disabled people when interacting with Web sites.This thesis describes the development and evaluation of a Web accessibility auditing methodology with the dual aims of accurately identifying accessibility barriers present in a Web site, and presenting the audit findings and recommended actions in a way that informs, educates and engenders an improved understanding of accessibility amongst the audience.The methodology was piloted amongst a sample of Web sites, validated against other published accessibility evaluation methodologies, and adopted for subsequent audits carried out on a commercial basis. The impact on recipient organisations and individuals of a sample of 14 commercially commissioned audits was then evaluated. Audit recipients were surveyed, and each Web site audited evaluated to identify any changes to accessibility, and the presence of evidence of changes or improvements to accessibility strategy.Strong indications were found that the audits had a positive impact both on individuals and on the commissioning organisations. The audits were identified as having a particularly positive educational and motivational impact on recipients who did not identify themselves as having expertise in Web accessibility. There was also evidence that the design approach promoted by the audits had been adopted and applied by some of the commissioning organisations. The majority of respondents cited the recommendations for improvement as the most valuable feature of the audit. This illustrates a tension between the importance of presenting specific recommendations for actions and providing richer narrative accounts of evaluation stages to encourage a more holistic appreciation of accessibility.The particular benefits of the study are found in the identification of evidence of impact of commercially-commissioned Web accessibility audits over a period of time to recipients of varying characteristics. A number of areas for further investigation have been identified, focusing on investigating the potential value of the accessibility audit in providing more ?experiential? evaluation stages.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-119). Also available for download via the World Wide Web; free to University of Oregon users.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 32-33).

Education in conflict settings is a new field of inquiry and there is a paucity of research about this topic as regards the education of children with disabilities. This qualitative study set out to gain insight into how children with disabilities are educated in the conflict setting of Uganda and how it could be improved. This study used a critical, constructivist and grounded research style to generate data. It was critical because its aims and questions focused on addressing the injustices experienced by children with disabilities. It was constructivist as both the participants and myself co-constructed knowledge. It also had some grounded theory features such as emergence and iteration in its methods and tools. For instance, it had three distinct but interrelated stages. The first stage involved an exploratory study which used online methods to gather data from 27 participants who had lived or worked in Uganda. The second stage was an experiential study in two sites in Uganda which used observation and interview methods to collect data from 35 participants. The third and final stage synthesised significant codes and memos constructed from the exploratory and experiential stages into a theory of education. There were four main findings in this study. First, it revealed the nature and extent of the challenges faced by all children living in conflict settings: forced displacement, dehumanisation, rampant poverty and weakened leadership. Second, it discovered that disabled people experienced rejection in their communities and invisibility in the provision of services such as education. Whilst these practices prevailed in non-conflict situations, they were intensified in conflict settings and were counter to the African beliefs on what it meant to be human and live in a community. Third, education in Uganda was likened to disabled people and considered 'creeping' or 'crippled' because of demotivated teachers, disengaged parents, ailing infrastructure and decreasing quality. Fourth and last, participants had visions of educational change which involved modifying it and transforming it into an education that develops conscience in children, reinforces hope and widens opportunities. This research made the following original contributions: generating original data, conceptualising Africanised interviews, and constructing a theory of Africanising education. According to my knowledge I could claim originality to this study in that by 2012, no other study had generated original data on the interfaces between education, disability and conflict in Northern Uganda using a critical, constructivist, and grounded research style. In addition, this research style led to the emergence of Africanised interviews: interviews embedded in the customs and practices of the African people. Importantly, this study led to the construction of a theory which contained critical knowledge on how Africanisation could be thought of and brought about in the setting. Africanisation was understood as the process of using African philosophies such as 'ubuntu' and communalism to transform the 'creeping' education system, reform the colonial curriculum, renew teacher professionalism, mend communities, and re-humanise the relationships between disabled and non-disabled people. Africanisation also entailed decolonising scholarship and this involved quoting African scholars and exposing their philosophies which had been marginalised by Western scholars.

D/deaf people typically are not employed, or work in menial jobs, although they have been through high1 school in the Eastern Cape Province of South Africa. The researcher has not observed them in professional careers. However, there is no empirical evidence why the D/deaf are excluded from the formal labour market after schooling. Understanding the underlying factors influencing such observations was important. The problem manifested in unemployment in the formal labour sector, but the researcher wanted to understand the root cause of this problem in depth. The aim of the study is to explore and critically analyse the D/deaf high school learners' construction of their careers and the supports available to them in constructing and realising their career aspirations. The international literature reviewed identifies knowledge gaps concerning career construction and supportive imperatives of D/deaf high school learners. The theory of career construction by Savickas (2005) frames this study and has been used throughout to guide and inform the study. This is a descriptive qualitative case study of career construction and support (Creswell, 2013). It was conducted in two of the five schools for the Deaf in two districts of the Eastern Cape. The learners came from rural, semi-rural and semi-urban homes. The schools (rural and semirural) were purposefully selected to participate in the study. The study population includes four participant groups; the deaf learners in high school (grade 10 -12), their parents, the teachers involved in the career guidance of the learners and members of the Department of Basic Education who were responsible for career guidance in deaf high schools. The data was collected using multiple methods: focus group discussions, individual interviews and document reviews. The findings indicate that careers are constructed under adverse conditions. These lead to learners' perceptions of limited support. The challenges with learning the school curriculum was a barrier to acquiring basic skills required for their careers. The challenges include an inability to use of South African Sign Language, a critical barrier affecting communication across participants (learners, teachers, Department of Education officials and parents). This impacted on teaching, learning, support, guidance and general communication. The contextual challenges and limited support structures negatively influence the way D/deaf high school learners in the Eastern Cape Province construct their future careers, their parents, the education system and the role played by organisations of Deaf people. The study shows that careers are constructed in a context of both positive and negative influences. The combination of both the negative influences and limited supports impacts more heavily on career construction than do the positive influences. D/deaf people in the Eastern Cape have limited opportunities to obtain employment in professional occupations because of the way the education system and society prepares them for such careers. The issues of colonialism and the previous apartheid regime still influence both the education system and the South African society.

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The thesis focuses on the issue of education of pupils with the slight mental disabilities in physical education classes, taking into account the possibility to implement elements of yoga and relaxation and its later influence on the pupils. In the theoretical section, the goal is to analyze the groundwork of term base for the quantitative research, examine the expression of a light mental disability, and engage with the physical education and concepts of yoga and relaxation. The empirical section focuses on development of the methodical resources for the teacher and subsequent assessment in the elementary school's enviroment. KEYWORDS Education, mental disability, light mental disability, yoga, relaxation, motorics

Tato diplomová práce se zabývá úlohou muzikoterapie, jako podpůrného prostředku pro člověka, který potřebuje pomoc na cestě životem. Popisuje průběh a vývoj jednotlivých muzikoterapeutických setkání, jejich dopad na klienta při uvědomování si vlastních hodnot a jejich transformaci do osobního a studentského života. Práce byla vypracována na základě vývoje kazuistiky v čase, rozhovorů a reflexe celé práce. Klíčová slova: Muzikoterapie, Klient, Muzikoterapeut, Hudba, Edukace, Downův syndrom, Mentální postižení Abstract This thesis describing with the role of music therapy as a means of support for someone who needs help along the way. It describes the progress and development of individual music therapy meetings, their impact on the client in recognizing one's own values and their transformation into a personal and student life. The work was developed based on the development of case reports in time, interviews and reflection of the whole work. Keywords: Music therapy, Client, Music therapist, Music, Education, Down syndrome, Mental disability