Many people with disabilities have been traditionally excluded from receiving or interpreting the news. U.S. law has changed requirements for Internet content and will lead to drastic changes in how news is conveyed online. Mainstream media is making headway toward communicating to the culture and abilities of people with disabilities, but serious errors still exist, particularly in digital news formats that exclude many people with disabilities from accessing news. While people with different disabilities are producing primarily niche news content, mainstream media is still the main source of authoritative news regarding people with disabilities. Hiring news staff with disabilities will help mainstream media develop an understanding of the physical, cultural and intellectual requirements of people with a variety of abilities. / text

Darbe aptariamos bendrojo lavinimo mokyklų bendruomenių nuomonių įvairovė į specialiųjų ugdymosi poreikių vaikų integruotą ugdymą ir jų kaita nuo integracijos proceso pradžios. Iškelta hipotezė, kad tarp teorinio integracijos modelio ir praktinio jo pritaikymo yra tam tikrų nesutapimų, kurie trukdo kokybiškam integracijos proceso vystymuisi. Gali išryškėti kontroversiškos bendrojo lavinimo mokyklos bendruomenės nuostatos, nepalankiai veikiančios integruotai ugdomų mokinių socializaciją. Turinio analizės metodu apžvelgti panašūs atlikti tyrimai, siekiant įžvelgti integracijos proceso dalyvių nuostatų kaitą. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti bendrojo lavinimo mokyklų mokytojų, mokinių bei jų tėvų požiūrius į specialiųjų ugdymosi poreikių turinčius vaikus bei įvertinti integruotai ugdomų specialiųjų poreikių vaikų savijautą mokyklos aplinkoje. Tyrime dalyvavo 130 bendrojo lavinimo mokyklose besimokančių normalios raidos ir specialiųjų ugdymosi poreikių mokinių, 75 šių mokinių tėvai ir 115 pedagogų, dirbančių tose pačiose mokyklose iš įvairių Lietuvos regionų. Empirinėje dalyje nagrinėjamos bendrojo lavinimo mokyklų bendruomenių nuostatos į specialiųjų poreikių vaikų socializacijos sėkmę, į integruotą ugdymą bei jo efektyvumą. Svarbiausios empirinio tyrimo išvados: 1. Bendrojo lavinimo mokyklos bendruomenės nariai pakankamai geranoriškai ir tolerantiškai nusiteikę specialiųjų poreikių vaikų atžvilgiu. Tėvų nuostatos netgi teigiamesnės... [toliau žr. visą tekstą] / The paper deals with the variety of opinions of mainstream school community members’ about the integrated education of children with special educational needs (SEN children) also how these opinions have been turnover from the beginning of the integration’s process. Hypothesis: there are some discrepancies between the theoretical pattern of integration and it’s practical adaptation with discourages the qualitative progress of the integration’s process. The controversial attitudes of the mainstream school community can be found which could adversely operate the integrated training pupils socialization. The review of similar navigated investigations was done using content analysis method on purpose to penetrate the alternation of the integration process members. Questionnaire survey method was used to accomplish the research which purpose is to investigate the attitude of mainstream school teachers, pupils and their patents about the SEN children and to appreciate how SEN children feel themselves in the school environment. The presence of 130 mainstream school pupils with SEN and non-disabled children, 75 their parents also 115 general teachers from various Lithuanian regions caused a successful research. The most important empirical conclusions that were drawn are: ● Community members of mainstream school are benevolently and tolerantly minded in point of SEN children enough. The attitudes of parents are even more positive than their children’s are. SEN children feel fairly... [to full text]

The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There was also a need for continuous encouragement and affirmation in order for them to dare to take on assignments. When it came to collaborative learning together with classmates, the girls preferred to hide their perceived weaknesses, which only made them more dependent on the teacher’s aid. In addition, the girls felt that the teachers were unhappy with the way they handled their school work, and felt overlooked rather than “seen”. In both the stories and the IEPs, concentration difficulties were highlighted as a consistent problem. The analyses show that it is not possible to speak of concentration difficulties without further specification. Since the girls also explained that they were able to maintain concentration, it is necessary to identify which conditions allow pupils to maintain their skills, and when these skills are lost. One finding was that experiences of playing sports created unexpected development opportunities for performing under pressure, even in test situations. According to the girls, visual strengths could compensate for difficulties remembering comprehensive information. The teaching provided opportunities to demonstrate an understanding of facts through visual expression, but creative elements were not included in graded assessments. The study shows that the girls’ leisure-time experiences created opportunities for generalisation regarding learning strategies in school situations.

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

A healthy and positive relationship between educators and learners is an important aspect in the establishment and sustainability of a nurturing and enabling school environment. However, research pertaining to South African schools shows that schools currently face many challenges that threaten relationships in schools and adversely affect the general well-being of the individuals concerned. The situation is problematic in every school context, but even more so in schools where risk factors are present in a concentrated form, as is the case in schools of skills. The researcher has been involved as a school counsellor at various schools of skills in the Western Cape for the past three years and has noticed that schools of skills are often exposed to various risk factors that influence the daily interaction between educators and learners and also impede the fostering of a healthy relationship between educators and learners. It is therefore logical that the relationship between educators and learners in schools of skills is influenced by the particular circumstances and that the relevant risk factors could be contributing to the current situation in schools of skills. Limited research about the relationship between educators and learners in the context of schools of skills impedes the situation even more. This research study aims to make a contribution to the solution of the identified problem by investigating ways in which the relationships between educators and learners can be improved within the context of schools of skills in the Western Cape. A literature study and empirical investigation were undertaken to achieve a better understanding of the relationship between educators and learners in schools of skills and the way the respective parties experience it (the relationship). Therefore, the nature of the structure of this research study is qualitative phenomenological because it incorporates an investigation into the social relationships that connect educators and learners. The research study was done in four schools of skills in the Western Cape that is representative of the different settlement contexts in South Africa, namely urban, semi-urban and rural. The participants in the four various schools include educators (n=42) and learners (n=122). The collection of data took place in four phases and the following qualitative data collection methods were used: qualitative open-ended questionnaires and semi-structured individual interviews for educators as well as collages and semi-structured focus group interviews for learners. Thematic analysis of the respective data sets showed that the relationships between educators and learners can be improved by considering the contextual challenges both educators and learners are confronted with. Besides considering the contextual challenges it is also important to create spaces where relationships can be improved and learners can feel safe. This seems to be mainly the responsibility of the educators and can be done by setting clear boundaries and upholding healthy discipline. It was further demonstrated that the relationship between educators and learners in schools of skills can be improved by acting towards each other in such a way that mutual respect, mutual trust, the provision of care and support and open communication can be established as relationship-improving interaction patterns. In the light of the study’s findings, specific guidelines are provided to the educator at the school of skills and clear recommendations are made to the Department of Education with the aim of improving classroom relationships in schools of skills. In conclusion, recommendations are also made about further research to improve relationships between educators and learners in schools of skills. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

本研究對近年來越來越多中國電影向主流意識靠攏的現象感到好奇。透過分析近年來頗受好評的四部革命歷史電影，來了解當前中國電影中的主流意識內涵以及這些主流意識與電影之間的接合方式。研究發現，當前在革命歷史電影中的主流意識，可分為下列四項：彰顯革命精神、凝聚國族意識、中國式民主的建立與資本家地位的提升。這些主流意識的內涵，其功能主要是為了維持中共政權的存續，提供意識形態上的合法性依據。此外，在接合方法上，採用了商業電影的製作方式，達到吸引觀眾與傳遞主流意識的功能。 / An increasing number of Chinese films draw close to the mainstream ideology in recent years. This study analyzes four revolutionary history Films which have good reputation to understand the mainstream ideology in contemporary Chinese film and the articulation which is between the mainstream ideology and the Chinese film. This study found that there are four mainstream ideologies in those revolutionary history Films. They are as follows: Highlight of the revolutionary spirit, Solidarity of the national consciousness, establishment of Chinese-style democracy and upgrading of capitalists status in china. The main function of those mainstream ideologies is to maintain the existence of the Chinese Communist regime. In addition, those Chinese films are produced by commercial film production way in order to attract the audience and delivery the mainstream ideology.

Learning disabled (hereafter abbreviated as LD) adolescents have a hard time coping with the demands of secondary school and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite sweeping policy changes LD learners' diverse needs are not being met in the classroom. Research indicates that LD learners are best served within the mainstream classroom. In-service training is necessary to help educators equip themselves with skills to cope with this new role. An assistance programme has been developed in this study to provide practical teaching and learning interventions, to help educators support the LD secondary school learner in regular mainstream classrooms. If LD learners are supported in the classroom they will acquire skills to become independent learners. / Educational Studies / M. Ed. (with specialisation in Guidane and Counselling)

Inclusive education is one of the major changes in education, which has occurred since the implementation of Education White Paper 6 Special Needs Education; Building an inclusive education and training system. This inevitable change has resulted in many challenges for both educators and educational institutions. According to this policy, educators are expected to cater for all diverse needs of learners in the classroom including learners with epilepsy. Research indicates that educators find it difficult to cope with the demands of these learners and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite policy changes the needs of learners with epilepsy are not met in the classroom. In this research the support programme is developed to provide practical and comprehensive guidelines to assist educators to support learners with epilepsy. / Social work / M. Ed. (Guidance and Counselling)

This study sought to find out ways in which teachers can be supported to implement inclusive education at a primary school in the Kwaluseni district of Swaziland. The government of Swaziland introduced Free Primary Education ( F.P.E) also called mainstreaming. As per governments order, parents brought their learners for grade 1 and that was in 2010 January. That marked the beginning of the problem as teachers were not used to teaching disadvantaged learners in their classes but believed that such learners have to be transferred to specials schools of which the country only has four. The study is a case study using a qualitative approach. Purposive sampling was used in choosing the sample. The key informant were teachers from Kwaluseni primary school. For data collection a designed interview with semi structured and open ended items was used. Data was analysed using codes and there was a search for patterns of thinking or behaviour, words or phrases that appeared with regularity was the coding categories. A report was then written based on the findings. Then recommendations were stated. / Inclusive Education / M. Ed. (Inclusive Education)

This thesis examines three cases of fatal police-involved killings of black men in order to understand the significance and value of citizen journalism. Citizen journalism, journalism that is produced by ordinary people rather than professional journalists, functions as an alternative to mainstream news media. With technological developments like smartphones and social media, people have the means to produce and disseminate their own news in real-time. There has been a recent trend of witnesses filming videos of acts of police violence against people of color. I argue that these videos are significant because of the way they challenge our perceptions of police officers and black men, force mainstream news media to report on news that are of public interest, amplify historically marginalized voices, and expose the issue of police brutality to a wider audience.