Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students’ academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal’s Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools’ goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

Individuals that are diagnosed with a neurodiverse condition (including, among other things, ADHD, autism, dyslexia, and Tourette syndrome) are not feeling included in organizations in today’s society. The feeling of not being included stems from experiencing discrimination, from bullying and harassment, and not given the same opportunities regarding succeeding at work. The discrimination experienced by neurodiverse individuals in work environments is partly a result of the managers' limited knowledge about the various neurodiverse conditions and how to include them in organizations. In Sweden between 10-15% have a neurodiverse condition, 3% of adults have ADHD, 1-2% have autism, 0,5% have Tourette’s syndrome and 5-8% have dyslexia which indicates that the problem with including neurodiverse individuals is affecting a portion of the population as well as the organizations themselves. This study’s purpose is to examine what managers’ ideas are about how to promote inclusion for neurodivergent employees in Swedish organizations. To conduct this research a literature review was carried out to gather knowledge about neurodiversity and the conditions the term entails, inclusion and the problems of employment for individuals with neurodiversity and it guided the research to a gap in previously written studies. An interview guide was created to use during the semi-structured interviews, a total of five interviews were performed both through online video chats and in person to gather relevant, in-depth information to answer the research question. The results indicated that managers are on the right track in progressing towards promoting inclusion of neurodivergent individuals during the stages of attracting, orientation and familiarization, and in training. However, the interviews also indicated that managers could devote more efforts in adapting towards neurodivergent individuals in the stages of recruitment process, performance tracking, progression plans, and in evaluating processes. Interestingly, as seen in the findings regarding the stages of creating awareness and keeping employees, the managers understand the importance of educating themselves and other employees regarding neurodiversity within their organization. Although, the overall findings indicates that their knowledge regarding neurodiversity is insufficient, even though they are advocating for the significance of including neurodivergent individuals in organizations. A possible reason for the lacking adjustment in inclusion practices towards neurodivergent individuals is that organizations need further resources in terms of human resources as well as the economic aspects of it. Finally, the study shows that the majority of the managers had not reflected anything regarding potentially negative outcomes from the signals that inclusion practices can produce and be perceived by other employees within the organization, which can be crucial in understanding how to successfully implement inclusion practices for neurodivergent individuals

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-03T12:53:31Z No. of bitstreams: 1 2017 - Elizabeth Cristina Nascimento Branch.pdf: 2601975 bytes, checksum: 14b0f9db97013cecabeac9f85d0d8423 (MD5) / Made available in DSpace on 2018-09-03T12:53:33Z (GMT). No. of bitstreams: 1 2017 - Elizabeth Cristina Nascimento Branch.pdf: 2601975 bytes, checksum: 14b0f9db97013cecabeac9f85d0d8423 (MD5) Previous issue date: 2017-08-22 / In the search for knowledge and understanding of the inclusive movement, we investigate how the movement of inclusion in education by a Campus of a Federal Institute, located in the State of Par?, in the city of Tucuru?, is investigated as being assimilated and incorporated in the documents, as well as in the conceptions and practices . The Index for Inclusion (BOOTH & AINSCOW, 2011) was used as a reference for the explanation of the exclusions and their relation with inclusion, which includes the inclusion in its three dimensions: the construction of cultures, the development of policies and the orchestration of practices (Santos & Oliveira, 1999), Santos & Paulino (2008), Santos, Melo & Fonseca (2009) and Santos, Silva & Fonseca (2009). 2010), since they are the authors who have been broadening the discussions about inclusion as a universal right to education. The Content Analysis technique (BARDIN, 2010) was used to read Declarations that deal with inclusion, such as the Jomtien World Conference on Education for All (1990); the World Conference on Specific Educational Needs of Salamanca (1994); the national and local legislations that underpin Inclusive Education within IFPA, the Tec Nep Program and the Institutional Development Plan (IDP). The results showed that some of the institution's servants, despite manifesting inclusive ideals, recognize practices that are exclusive to their institutional work. They also revealed that the institution in its practice does not perceive the inclusive process as a space for legitimate participation, with respect to equal opportunities and respect for human diversity, showing that much needs to be changed, especially the institutional culture of isolation and non-participation among the institution's employees, even though in their official documents they presented inclusive actions and planning. / Na busca pelo conhecimento e compreens?o do movimento inclusivo, investigamos como s?o assimilados e incorporados nos documentos, assim como, nas concep??es e pr?ticas o movimento de inclus?o em educa??o por um Campus de um Instituto Federal, localizado no Estado do Par?, na cidade de Tucuru?. Como referencial para a explica??o das exclus?es e suas rela??es com a inclus?o foi utilizado o Index para a Inclus?o (BOOTH & AINSCOW, 2011) que compreende a inclus?o em suas tr?s dimens?es: a constru??o de culturas, o desenvolvimento de pol?ticas e a orquestra??o de pr?ticas inclusivas e os estudos em di?logo com as reflex?es de Santos (2000, 2001, 2003, 2010), Santos & Oliveira (1999), Santos & Paulino (2008), Santos, Melo & Fonseca (2009) e Santos, Silva & Fonseca (2010), por serem os autores que v?m ampliando as discuss?es acerca da inclus?o como direito universal ? educa??o. Foi utilizada a t?cnica de An?lise de Conte?do (BARDIN, 2010) para leitura das Declara??es que versam acerca da inclus?o, tais como: a Confer?ncia Mundial de Educa??o para Todos de Jomtien (1990); a Confer?ncia Mundial sobre Necessidades Educativas Espec?ficas de Salamanca (1994); as legisla??es nacionais e locais que fundamentam a Educa??o Inclusiva no ?mbito do IFPA, o Programa Tec Nep e o Plano de Desenvolvimento Institucional (PDI). Os resultados, evidenciaram que alguns servidores da institui??o, apesar de manifestarem ideais inclusivos, reconhecem praticas excludentes em seu fazer institucional. Revelaram tamb?m que a institui??o, em sua pr?tica, n?o percebe o processo inclusivo como espa?o de participa??o leg?tima, com respeito ? igualdade de oportunidades e respeito ? diversidade humana evidenciando que muito precisa ser mudado, em especial, a cultura institucional de isolamento e n?o participa??o entre os servidores da institui??o, apesar de, em seus documentos oficiais apresentarem a??es e planejamento inclusivos