Ce mémoire est le résultat d'une étude descriptive et exploratoire sur le rôle de l'éducation spécialisée dans le contexte éducatif brésilien, qui favorise l'inclusion scolaire. Cette recherche présente les résultats d'une analyse des politiques éducatives depuis les années 90 concernant l'éducation spécialisée et l'inclusion scolaire au Brésil. La démarche ainsi entreprise procède à une analyse de contenu thématique réalisée sur un échantillon de six documents officiels. Au Brésil, on compte sur l'éducation spécialisée pour promouvoir l'inclusion scolaire. Mais, étant donné que le paradigme de l'éducation spécialisée est substantiellement différent de celui de l'inclusion scolaire, l'objectif premier de notre recherche a été de décrire et d'analyser les politiques éducatives concernant l'éducation spécialisée et l'inclusion scolaire au Brésil. Les résultats de notre analyse nous ont montré que l'inclusion a peu de chances de faire des progrès si des changements au plan des politiques éducatives ne sont pas effectués.

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The aim of this studyhas been to capture preschool children's strategies, when they include and exclude each other in play. My aim was also to find out how children choose to integrate into an already existing game. My questions were: What strategies are used by the children at the preschool when they want to exclude or include each other? How to integrate the children when they want to be involved in an ongoing game and how they will be received during the time of play? My theoretical starting points are from Vygotsky's theory of proximal development zone, and Michel Foucault's perspective on power, and also research on the subject. The empirical study was conducted using the observations at two preschools. The children I observed were between four to five years old.The results show that children used different strategies, and when the strategy did not work so the child could switch to another. It also showed that children, who could not get into the game, got the help of other children who were already in play or a preschool teacher.Sometimesthe children received no help at all and gave up the hope to get into the game, or got into it by himself.

The focus in this study is on the situation of Roma in Sweden. The purpose is to see the integration strategies that are reflected in Swedish politics, considering the inclusion of Roma. Idea analysis has been used as method, and I have analysed the text to find expressions of four different ideal types that represent four different types of integrations processes. The material consists of the government’s strategy plan for the Roma’s inclusion in Sweden between 2012-2032. Depending on what is being said in the government’s strategy plan about the inclusion of Roma, I will be able to categorize different parts of the text and place it under a certain ideal type, and consequently see the integration strategies that are reflected in Swedish politics.The essay’s results shows that the strategy for the Roma’s inclusion consist of two different ideas of integration processes. It also shows that the other two ideal types for integration processes do not occur in the strategy plan. The four ideal types are: ethnic assimilation, ethnic segregation, civic integration and multiculturalism. The results show that expressions of the last two ideal types are consistent throughout the government’s strategy plan for the Roma’s inclusion. Which one of the two integrations strategies that is the most dominant in the strategy plan has been hard to identify. Keywords: Roma, Inclusion, Integration strategies

Though only a small island, Cyprus experiences particularly high rates of mixed marriages, and has one of the highest per capita ratios of immigrants in Europe. Consequently, there are a growing number of bilingual and bicultural children now entering the state elementary school system. The aim of this study is to examine the school experiences, language and identity of a select group of Greek English speaking children who have one Cypriot and one non-Cypriot parent. The sub-questions of the study focus on how the children manage languages at school, their perceptions of their peers and teachers and their opinions about the responsiveness of the school and teachers to their bilingualism. Additionally, while recognizing the fluidity and multiplicity of identity, questions about the expressions of the children’s dual national identities within school are considered. Finally, concerns over integration at school are also explored. The study claims social justice for this group, and develops a qualitative case study to engage with the manner in which the children employ their Greek and English language abilities at school, accompanied by their perceptions of the representations of their dual national identities. Multiple, individual, in-depth interviews were conducted with eight children, aged ten to twelve. Interviews with parents were also conducted as a means of strengthening the depth of the data. Additional artifacts such as language use charts, sentence completion exercises and brochures were also collected and analyzed. Using a thematic approach data was examined with the aim of understanding how the children experience their bilingualism and biculturalism within the school. The study constitutes the first of its kind in the Cypriot context and its findings are valuable for researchers, practitioners and policy makers alike. The results suggest that languages are ‘kept separate’ at school, there is a lack of recognition of this group’s bilingualism and there are possible issues of some children’s Cognitive-Academic Language proficiency (Cummins, 1979). Additionally, teachers and schools presented as ill prepared and nonresponsive to the linguistic needs of this group of children. Further findings indicate that the children experience incidents of teasing and exclusion influenced by the highly hellenocentric ethos of Cypriot schools. The study concludes that the limited definition of a bilingual student used by the Ministry of Education and Culture in Cyprus, combined with an ineffectual multiculturalism, result in this group being overlooked. The thesis suggests a broadening of the current definition of a bilingual student and a further exploration of children’s linguistic profiles. The study concludes that the children’s school experience is characterized by difference blindness to their dual cultural backgrounds and linguistic blindness to their bilingualism, broken only by regulated incidents of performance. Importantly the study also reveals that though impacted by a weak policy and difference blindness, these children engage in active agency in constructing social roles and understandings of language and identity at school. They demonstrate resilience and flexibility and are aware of the nuances of the school, the global value of their bilingualism, the access and opportunities provided by their knowledge of English and the prospects and experiences available to them through their dual cultural identities.

This thesis examines the contribution of local authorities in England to the development of educational inclusion for children with special educational needs (SEN). The literature review traces the development of the concept of inclusion over the last three decades and assesses the status of national government policy. It examines the assertion that progress toward greater inclusion must typically be 'school-led', through an analysis of the literature on school effectiveness and improvement and the suggested linkages with the development of inclusive practice. It then considers the evidence of local authority influence. Following an overview of methodological issues, it describes a multi-method research study, comprising three elements. The first two involved a formal re-analysis of data obtained by the author as part of a national survey of SEN support services in English LEAs commissioned by the DfEE and NASEN (Gray 2001). Quantitative data from the national questionnaire were used as an indicator of the priority given by a range of stakeholders (officers, support services, parent and schools) to the role of support services in promoting greater inclusion. Ratings given by each Authority were compared to national statistics on the percentage of pupils in special schools for a similar period (1997-2001). This comparison was supplemented by a qualitative analysis of field notes taken during visits to three local authorities, as part of the earlier survey. The analysis of this secondary data was supplemented by an in-depth single case-study of an urban Authority where there had been a significant decrease in the percentage of pupils educated in special schools, which had been sustained over time. The findings from the different elements are used to help understand the degree and nature of local authority influence and a conceptual model is proposed, building on earlier work by Ainscow et al (2003) and Croll & Moses (2000). Broader policy factors are proposed, which are consistent with the model but which may limit the direct application of the case-study findings to other local authorities in the current and future context.

Syftet med denna fallstudie var att granska ett multinationellt företags arbete med Mångfald och Inkludering, utifrån de mätetal som organisationen tillämpade. Studien ställde frågor kring vad som mäts och om det i så fall är vad organisationen vill uppnå? Svaret på dessa frågor söktes genom textanalys av organisationens styrande dokument för mångfaldsarbetet och genom granskning av empiriska data som samlats in genom företagets interna enkätundersökning. Det styrande dokumentet behandlades enligt hermeneutisk tolkningstradition för att kunna förstå företagets ambitioner med mångfaldsarbetet. Enkätundersökningen och dess data studerades och tolkades i relation till relevant litteratur och aktuell forskning. Ambition och aktuell måluppfyllnad kunde sedan jämföras för att besvara studiens forskningsfrågor. Centralt i uppsatsen var också att skapa förståelse hos läsaren för den flerdimensionella påverkan- och förändringsprocess som mångfaldsarbetet är. Medarbetare i organisationen påverkar varandra då de ständigt bemöter varandra med ord och handling som kan främja eller motverka inkludering. På motsvarande sätt påverkas medarbetarna även av chefer och ledning och även genom de mätningar som satts upp för arbetet i syfte att öka graden av mångfald och inkludering. Att som medlem i en organisation bli varse om sitt eget ansvar då det kommer till skapa en inkluderande kultur handlar om att möta sina egna fördomar. Att förändra människors värderingar kräver målmedvetenhet i både strukturer som processer och är en tidskrävande process. Sammanfattningsvis kunde studien konstatera att företagets mätningar till stor del var relevanta för de mål man satt upp. Det fanns dock utrymme för ytterligare förbättringar av mätningarna vilket också konstaterats av företaget.

The study investigates the process of recovery for people diagnosed with personality disorder. This is related to the application of the new meaning of recovery from mental illness as explored by members of The Haven which, as the service setting for the study, addresses the problems of a client group that suffers significant social exclusion, known to impact on demand for health and other public services. It aims to examine efforts which attempt to reverse this social exclusion as an aspect of the recovery process. An earlier inquiry by the author yielded a new understanding of the diagnosis of personality disorder as defined by service users, and contributed to a change in the national agenda when the Department of Health responded by providing new national guidance and funding for pilot projects throughout the country. This resulted in The Haven, the service context for this current study. As yet, internationally, there is no agreed rationale of recovery for those diagnosed with personality disorder and few researchers have sought the views of service users regarding the issue. The following study is the first internationally known research about personality disorder and recovery. A Participatory Action Research approach was chosen for this study and The Haven Research Group, comprised of the author and Haven clients, formulated proposed research questions and conducted Focus Groups and Individual Client Interviews with 66 participants, over a period of three years. The group has been concerned with the effectiveness of The Haven as a recovery tool from the perspective of service users and carers. An examination of emerging themes, and the interplay between themes, gives insight into what participants consider to be the key steps to recovery for someone with a personality disorder diagnosis. From this thematic analysis a map is proposed of the journey of recovery for people with the diagnosis. Findings offer contributions to knowledge in terms of the service model and propose a new construct regarding recovery in personality disorder. This is defined as a journey of small steps highlighting recovering as a process, rather than recovery as a goal, leading to the emergence of the new concept of Transitional Recovery. As an alternative to the historically sequential path of rehabilitation and proposed recovery, this study offers a new, socially inclusive way of working with people who have a personality disorder diagnosis where they may choose to retain a haven while continuing to develop and progress on their chosen path in the wider world.

In this thesis, I address the role of museums in contemporary Scotland, with specific reference to Glasgow Museums, the city of Glasgow’s municipal museums service. The empirical research focused on both the policy landscape within which Scottish museums are emplaced, and the activities and practices of museum staff. The research involved interviews with museum professionals, and participant observation within the museums service. The research findings emphasise the complexity of the role that museums play in contemporary society. In the thesis, I attempt to articulate the policy concept of social inclusion insofar as is it articulated within Glasgow Museums. I argue that in recent years Glasgow Museums has attempted to re-orientate its service around social inclusion, and yet the diffuse nature of the concept, coupled with the complexity of the institutional and organisational configurations within which it is implemented, means that many different – and extremely diverse – activities come to be considered part of the social inclusion agenda. The complex set of power relations through which social inclusion is articulated often results in conflict between different museum venues, departments and cohorts of staff. Through an examination of the theory underpinning the concept of social inclusion, and the practices privileged as part of Glasgow Museums’ commitment to social inclusion, I argue that it could usefully be understood as a therapeutic technology. I also suggest that community engagement has become an increasingly important part of socially inclusive practice within Glasgow Museums, yet I contend that community engagement represents a new and largely uncharted territory for many museum professionals. Through an exploration of the planning and execution of a community engagement project – entitled Curious – I argue that community engagement could usefully be thought of as a form of care. As a result, I contend that community engagement requires distinctive skills, and that these skills are often explicitly gendered.

Structured to help readers from a range of disciplines, the thesis looks at the creation of opportunities for participation in adventure sport, specifically the development of a postural support for intermediate level performers with spinal cord injury in sea kayaking. The research has shown that it is possible to increase the performance level of disabled athletes in paddle sport through the development of appropriate adaptive equipment, which in turn promotes inclusion and the broadening of opportunities. This research project takes place against a backdrop of national events and developments; notably, changes in UK legislation to do with disability access (DDA 1995), and developments in legislation to do with outdoor safety. The research also takes place against a backdrop of national campaigns, such as the ‘Campaign for Adventure’, and an increasing number of drives to make the UK’s population more active. The broad-based multidisciplinary approach is in line with reported priorities in international disability sport research, while encompassing paddlesport specific criteria. The research takes the approach of design research to develop the product. Initially the reported studies evaluate the design process utilising desk-based research. They then proceed to utilise design methodology in field-based short and longer expedition settings. The design process utilises existing user-centred staged design approaches to explore methods for wider application. The findings reveal that the development of opportunities in adventure sport with disabled people involves engaging with a social mess. The action of problem definition and resolution can be termed in this paradigm as a wicked problem, being that is does not have one clear solution. The information needing to be exchanged in the problem resolution can be considered as sticky, being that the research process takes place in a specialised arena characterised by sparse resources and with a multidisciplinary team. The research has informed the creation of twelve tools to support those practitioners involved in this area. Used from the bottom up or top down, they provide a common language between the participant, coach, therapist and researcher to help educate and inspire each person to understand the true nature of the problem, improve the shared understanding within the team, and thereby reducing the stickiness of the information. The effect on the development of new equipment is to improve focus and user participation, so making it easier to work within the social mess. A new postural support was designed for use by intermediate level sea kayakers with spinal cord injury, the design of which is given in study 9, which is evaluated in study 10. The study suggests that future work in this area should focus on the coordination of sport science support, further exploration of the link between design research and social change, explore the validity of the tools across a broader population, and further develop the design so that the new equipment can be of benefit to the broader population.