Sport is increasingly being recognised for the contribution it can make to the Millennium Development Goals and, in particular, the response to the HIV/AIDS pandemic. This study is based on Zambia, a low-income country, heavily affected by the HIV/AIDS pandemic in sub-Saharan Africa. The study focuses on National Sports Associations (NSAs), which are quasi- autonomous organisations at meso level of policy analysis. Centring on three NSAs: Football Association of Zambia (FAZ), Zambia Basketball Association (ZBA) and Netball Association of Zambia (NAZ), this study critically analysed the organisational responses of each of the selected cases towards the HIV/AIDS multisectoral approach. The study adopted a case study approach which utilised semi-structured (face-to-face and telephone), interviews, focus group discussions and documentary analysis for data collection. Comparative analysis of all three cases revealed differences in how each case mainstreamed HIV/AIDS based on power, resources and forms of collaboration. Meso-level analysis was utilised to examine workplace HIV/AIDS policy formulation and implementation. In addition, meso-level analysis also helped reveal forms of health-related collaborations with both internal and external agencies. Macro-level theories of the state were useful in examining power relations between the Zambian state and civil society. The application of policy network theory, global health governance, multiple streams framework, and the top-down and bottom-up approaches to policy implementation proved useful in drawing attention to how each NSA case responded differently to the mainstreaming of HIV/AIDS. The political power of football as a national sport and the Association s access to foreign resources enabled FAZ to influence HIV/AIDS policy implementation and build of strong collaborative relationships with government than the ZBA and NAZ. The study concludes that lack of political steer from the top has re-introduced a new foreign top-down approach as those with resources from the Global North influenced policy formulation and implementation within all three cases. The conclusion also found useful the application of post-colonialism and development theories when examining international sport-for-development practices. This finding revealed the power imbalances between Global South practitioners and Global North funding partners.

Bibliography / Thesis (MEd))--University of Stellenbosch, 2010. / Bibliography / AFRIKAANSE OPSOMMIMG: Die transformasie vanaf ʼn tradisionele onderwysstelsel na ʼn inklusiewe stelsel het ʼn perspektiefverandering tot gevolg gehad. Die verandering in perspektief het ʼn verskuiwing weg van ʼn klem op individuele diagnose en voorskriftelike terapeutiese intervensies deur professionele persone, na ʼn groter klem op die ontwikkeling van samewerkende en konsulterende verhoudings tussen onderwysers, professionele persone en ouers meegebring. Hierdie verandering in denke het ʼn invloed gehad op die rolle van onderwysers, skoolhoofde en ondersteuningspersoneel. In hierdie studie word daar spesifiek gefokus op die rol- en praktykomskakelings van die eertydse remediërende onderwysers na leerondersteunende onderwysers (leerondersteuners). Navorsingstudies het getoon dat die rol van die leerondersteuner tans baie meer omvattend is as vroeër, met die gevolg dat die volgende navorsingsvrae ontstaan het: Wat is die rol van leerondersteuners binne inklusiewe onderwys en watter ervarings het hulle gehad tydens hul rol- en praktykomskakelings? Die doel van hierdie generiese interpretatiewe navorsingstudie was om vier leerondersteuners wat voorheen as remediërende onderwysers gewerk het se ervarings van hul rol- en praktykomskakelings te analiseer, te beskryf en te verduidelik. Die studie is gedoen vanuit die interpretatiewe paradigma wat die kwalitatiewe navorsingsontwerp gerig het. Data is deur middel van semi-gestruktureerde en fokusgroeponderhoude asook dokumente van die Wes-Kaap Onderwysdepartement gegenereer. Die onderhoudsdata is getranskribeer en verwerk. Bevindinge het getoon dat al die leerondersteuners unieke ervarings gehad het. Daar was egter ʼn ooreenkoms in die ervaring van ʼn klemverskuiwing wat plaasgevind het vanaf remediërende onderwys na leerondersteuning. ʼn Belangrike aspek wat uit die data voortgespruit het, was dat leerondersteuners se daaglikse take en verantwoordelikhede by hul spesifieke skole grootliks van mekaar verskil het, vanweë die verskillende skoolkontekste. Daar is verder bevind dat daar ʼn leemte is in die ondersteuning wat leerondersteuners aan onderwysers bied. Voorstelle is gemaak om ondersteuningsnetwerke te vorm binne die verskillende sisteme van die leerder se konteks, sodat skole omgeskakel kan word na inklusiewe gemeenskappe. / ENGLISH ABSTRACT: The transformation from a traditional education system to an inclusive education system implies a change in perspectives. Perspectives in education support that have traditionally focused on the so-called medical deficit approach have since changed to a model that focuses on inclusive education. An inclusive education system moves away from an approach that focused on diagnosis and treatment, to a system where the removal of stumbling blocks within society and the participation of all people, especially those with differences, in the everyday life of society, are recognised. The change in perspective requires the transformation in the roles of education support professionals. This study focuses specifically on these role conversions that the former remedial teachers have to make in becoming learning support teachers. Research has shown that the role of learning support teachers is more comprehensive within an inclusive system. This led to the following research questions: How do learning support teachers experience their role conversion? Because studies proved it to be problematic to define the role of the learning support teacher, due the influence of the context on their work, a second question arose: What is the role of the learning support teacher within an inclusive education system? The purpose of this generic qualitative study was to analyse, describe and explain the experiences of four remedial teachers during their role conversion to learning support teachers. The study was conducted within an interpretive paradigm which guided the qualitative research design. Data was generated by means of semi-structured and focus group interviews and included relevant documents from the Western Cape Education Department regarding the role of learning support teachers and inclusion. The interview data were transcribed and analysed. The findings show that all the learning support teachers had unique experiences during the role conversion. An important aspect that resulted from the data was that the day-to-day operations and responsibilities of learning support teachers differed from one another, due to the difference in the school contexts. vi An additional outcome of the analysis identified a lack of support for teachers. Recommendations are made to create support networks within the different systems of the learner‟s context to ensure that schools are converted to inclusive communities

Thesis (MPhil)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Educational provision to all the peoples of South Africa comes with political baggage. Educational provision in South Africa is entangled in the political system and restricted by financial constraints. This research report shows the fragmented history of educational provision to five groups of learners, namely the previous four racial groupings, but also the fifth grouping, those learners with special and/or specific educational needs. The research report recounts the adaptation and progress of a disabled pupil in a mainstream school. The specific needs of the learner are researched, but the part that the educators play, who often have very little or even no knowledge of learners with special needs, are also researched and the findings reported. The role that the support teams play in the progress of these learners progress are researched and formulated. The part the school manager plays and the acceptance of the responsibility by the school to provide schooling of maximum quality for the disabled learner are weighed up against the acceptance of the disabled learner by fellow learners of the school. The case study is about one disabled learner in a mainstream school, and no conclusions or recommendations are made. The story is told so that educators who are confronted with a disabled learner will not feel threatened by the presence of such learner. They should also not be concerned about the influence that a disabled learner could have on learners in an ordinary class. The educators of the learner in this study however found that they had to keep the disabled learners' specific needs in mind when they did their planning. This was never done to the detriment of any of the other learners. These educators rather found that all learners benefited by the inclusion of the disabled learner at this particular school. / AFRIKAANSE OPSOMMING: Die voorsienmg van onderwys aan alle mense van Suid-Afrika kom met politieke bagasie. Onderwysvoorsiening in die Suid-Afrikaanse geskiedenis is verstrengel met die politieke bestel en word deur finansiële beperkings aan bande gelê. Hierdie werkstuk fokus op die gefragmenteerde geskiedenis van onderwysvoorsiening aan vyf groepe leerders, naamlik die voormalige vier rassegroepe, maar ook 'n vyfde groep, daardie leerders met spesifieke en/of spesiale onderwysbehoeftes. Die verslag boekstaaf 'n leerder met gestremdheid se aanpassmg en vordering in 'n hoofstroomskool. Ondersoek word ingestel na dié leerder se spesifieke onderwysbehoeftes, en die rol wat die opvoeders speel. Dit is ongelukkig so dat opvoeders min of selfs geen kennis het van leerders met spesiale onderwysbehoeftes nie en hierdie probleem sal dus ook ondersoek en bespreek word. Verder word die rol wat ondersteuningsgroepe ten opsigte van die vordering van leerders met spesiale onderwysbehoeftes speel, ook ondersoek en bespreek. Die rol van die skoolbestuurder en die bereidwilligheid van die skool se bestuur om skoolbywoning 'n maksimale ervaring vir die leerder met gestremdheid te maak word teen medeleerders se ervaring en aanvaarding van hierdie leerder opgeweeg. Hierdie gevallestudie handeloor een leerder met gestremdheid in 'n hoofstroomskool en geen bevindinge of aanbevelings word gemaak nie. Die verhaal word vertel sodat ander opvoeders wat met leerders met spesiale onderwysbehoeftes gekonfronteer word, nie onseker hoef te wees oor die invloed wat 'n leerder met gestremdheid op onderrig in 'n klas sal hê nie. Die opvoeders van hierdie leerder het welondervind dat die leerder met gestremdheid se onderwysbehoeftes in hulle daaglikse beplanning in ag geneem moet word, maar dit was nooit ten koste van enige ander leerder nie. Hierdie opvoeders se ervaring was eerder dat alle leerders voordeel getrek het uit hierdie leerder se insluiting in hierdie betrokke skool.

This study investigated three constructs hypothesized to contribute to deaf and hard of hearing students' success in mainstream settings: self-concept, social acceptance, and perceived social acceptance. Twenty-five hearing, five deaf, and five hard of hearing junior high school students participated in this study. Students completed three measures: Piers-Harris Self-Concept Scale, Form A (Adapted), Peer Rating Scale, and Student Activity Questionnaire (Adapted). The results indicated that hard of hearing and deaf students' self-concepts and their perceptions of their social acceptance were not significantly different from their hearing peers' self-evaluations. Hard of hearing and deaf students' self-concepts were found to be inversely related to the peer acceptance rating they received from their hard of hearing and deaf peers. The best predictor of academic success for hard of hearing and deaf students was the peer acceptance rating they received from hearing students. Consequently, hard of hearing and deaf students' success in a mainstream program may be influenced by their social acceptance among hearing peers. Recommendations for increasing social acceptance in the mainstream setting were presented.

No description available.

La presente investigación realiza un análisis sobre las barreras del crecimiento profesional en las mujeres trabajadoras de entre 20 y 45 años en la ciudad de Lima Metropolitana, que ocupan puestos gerenciales y de mandos medios, basados en un caso de estudio en tres empresas del Grupo Romero: Corporación de Servicios GR S.A., Corporación Primax S.A. y Ransa Comercial S.A. Asimismo, se cuenta con la posición de expertos en temas sobre la igualdad de género y la participación del Estado. Los tres factores mencionados, las tres empresas de estudio, la posición de los expertos y el Estado, fueron analizados y comparados para evaluar si existen similitudes o diferencias para identificar las barreras que la mujer tiene que afrontar para desarrollarse profesionalmente. En el primer capítulo se define el tema, el problema, la hipótesis, el objetivo general y los objetivos específicos y se describe la situación problemática inicial de la investigación. El segundo capítulo desarrolla el marco teórico y la relevancia del estudio sobre el impacto económico y social que se obtendría en una sociedad donde la brecha de género no existiera. En el tercer capítulo se define la metodología que se utilizó para el desarrollo de la tesis. En el cuarto capítulo se menciona los hallazgos encontrados en el proceso de la investigación. Por último, se presentan las conclusiones que responde al objetivo general y los objetivos específicos realizados, así como las recomendaciones que se hacen para reducir la brecha de género. / This research analyzes the barriers to professional growth in working women between 20 and 45 years of age, in the city of Lima - Peru, which performs is managerial and middle management positions, this Study cases is based on three enterprise of Romero Group: Corporación de Servicios GR S.A., Corporación Primax S.A. y Ransa Comercial S.A Likewise, this is a perception of experts on issues of gender equality and participation of competent government authorities. The three mentioned factors, the three study companies, the position of the experts and the government, were analyzed and compared to assess if there are similarities or differences to identify the barriers that the woman has to face in order to develop professionally. In the first chapter the subject, the problem, the hypothesis, the general objective and the specific objectives are defined and the initial problematic situation of the investigation is described. The second chapter develops the theoretical framework and the relevance of the study on the economic and social impact that would be obtained in a society where the gender gap did not exist. In the third chapter the methodology that was used for the development of the thesis is defined. In the fourth chapter, the findings found in the research process are mentioned. Finally, conclusions are presented that respond to the general objective and the specific objectives, as well as the recommendations made to reduce the gender gap. / Tesis

Made available in DSpace on 2016-04-28T18:22:31Z (GMT). No. of bitstreams: 1 Karla Luiz Kamilos.pdf: 613826 bytes, checksum: 49de74d030fc732167bc3a15da455fef (MD5) Previous issue date: 2012-06-11 / This study is inserted on Applied Linguistics and Language Studies in the research field of Language and Education. This research focuses on questions of educational inclusion of the Deaf student, mainly in the importance of the professional who works at school. We tried to understand how is the educational inclusion of the Deaf in a school of the Prefecture of São Paulo, from the point of view of educators. The analysis of the data was organized into three main categories: Category 31. Lack of training from the professional and need of advice; Category 3.2 Communication and prejudice; Category 3.3 Inclusion versus exclusion. The data were analyzed from the content analysis theory proposed by Bardin (1997) under the light of the Socio-Cultural-Historical theory (Vigotsky, 1994); studies on language and thinking (Vigotsky, 2008) concurrently with the studies of Lacerda (2000) and Moura (2008). The survey was conducted in a regular school of the city of São Paulo who works with the mainstreaming of Deaf students that has the participation of a Support Classroom and an Inclusion Monitoring (SAAI). The interview was a semistructured one and it was done with five professionals. The interviews were recorded and transcribed. They allowed comments about what the professionals who work with educational inclusion of the Deaf think. It was realized in data analysis that the professionals have doubts about to the work they do but that they do whatever they can with the Deaf students to accommodate them at school / Esse estudo insere-se na Linguística Aplicada e Estudos da Linguagem na linha de pesquisa de Linguagem e Educação. Essa pesquisa centra-se nas questões de inclusão educacional do aluno Surdo, tendo em vista a importância do profissional que atua na escola. Buscou-se entender como se dá a inclusão educacional do Surdo numa escola da rede da Prefeitura de São Paulo, sob o ponto de vista dos educadores. As análises dos dados foi organizada em três principais categorias. São elas: Categoria 3.1 Despreparo do profissional e necessidade de assessoria; Categoria 3.2. Comunicação e preconceito; Categoria 3.3 Inclusão x Exclusão. Os dados foram analisados a partir da teoria de análise de conteúdo proposta por Bardin (1997) sob a luz da teoria Sócio- Histórica-Cultural (Vigotsky, 1994), dos estudos sobre pensamento e linguagem (Vigotsky, 2008), concomitantemente aos estudos de Lacerda (2000) e Moura (2008). A pesquisa foi realizada em uma escola regular da Prefeitura que trabalha com a inclusão educacional de alunos Surdos e tem a participação de uma Sala de Apoio e Acompanhamento da Inclusão (SAAI). Foram cinco os profissionais que participaram da entrevista semi estruturada, as quais foram gravadas e transcritas. As entrevistas permitiram observações acerca do que pensam os profissionais que atuam com a inclusão educacional do Surdo. Percebeu-se na análise dos dados que os profissionais têm dúvidas com relação ao trabalho que realizam, entretanto fazem o que podem para melhor acolher os alunos Surdos

<p>U poslednjih tridesetak godina do&scaron;lo je do<br />značajnog napretka u ostvarivanju rodne<br />ravnopravnosti i prava žena na svetskom<br />nivou. Međutim, rodni jaz u oblasti<br />ekonomske i političke ravnopravnosti jo&scaron;<br />predstavlja poseban izazov za globalni<br />razvoj, ravnopravnu raspodelu resursa, kao i<br />sprečavanje rodno zasnovanog nasilja i<br />diskriminacije. Položaj žena u Srbiji prati<br />pokazatelje na svetskom nivou i bez obzira<br />na socijalističko nasleđe, uče&scaron;će žena u javnoj<br />sferi rada i politike jo&scaron; uvek je veliki izazov<br />za razvoj i modernizaciju dru&scaron;tva, kao i za<br />feminističku teoriju i praksu.<br />U teorijskom smislu teza se oslanja na<br />feminističku kritiku koncepta liberalnog<br />građanstva i rodne podele rada na javnu<br />sferu koja pripada mu&scaron;karcima, i privatnu<br />koja pripada ženama. Praktične posledice<br />ove podele utiču na položaj žena u javnoj, ali i<br />privatnoj sferi, uživanje prava na<br />ravnopravnost, život bez nasilja i<br />diskriminacije. Upravo zato je tranformacija<br />rodnog režima u sferi privatnosti i porodice<br />poseban izazov za sve aktere koji učestvuju u<br />kreiranju javnih politika, jer mogu da utiču<br />na menjanje patrijahalnih rodnih uloga i<br />obrazaca, ali i na njihovo jačanje. Stoga<br />politike podr&scaron;ke porodici predstavljaju važan<br />predmet proučavanja rodnih teorija i<br />feminističke prakse, posebno u kontekstu<br />slabljenja države blagostanja i redefinisanja<br />koncepta nege u globalnoj ekonomiji.<br />U radu ispitujem načine na koji javne politike<br />i zakonodavstvo u Srbiji od 2000. do 2014.<br />reguli&scaron;u rodne odnose u domenu porodičnog<br />života i na koji način te intervencije</p><p>doprinose rodnoj ravnopravnosti, odnosno<br />smanjenju rodne diskriminacije. Promene u<br />diskursu i praksi politika podr&scaron;ke porodici<br />posmatram u periodu od četrnaest godina<br />(2000‒2014), koji predstavlja početni period<br />dru&scaron;tvene, političke i ekonomske tranzicije u<br />Srbiji koja je diskurzivno neodvojiva od<br />evropskih integracija.<br />Politike podr&scaron;ke porodici predstavljaju<br />strate&scaron;ke i zakonske mere kojima se reguli&scaron;e<br />i olak&scaron;ava roditeljstvo i briga o zavisnim<br />članovima porodice (finansijske olak&scaron;ice za<br />porodice sa decom, ostvarivanje prava i<br />pristup različitim servisima brige i nege), kao<br />i mere koje reguli&scaron;u trži&scaron;te rada kako bi se<br />povećala zaposlenost i za&scaron;titile porodice sa<br />decom od nezaposlenosti i siroma&scaron;tva<br />(posebna za&scaron;tita trudnica, porodilja i majki<br />sa decom, usklađivanje porodičnog i<br />poslovnog života, roditeljsko odsustvo zbog<br />brige o detetu, fleksibilni oblici rada, ali i<br />mere zapo&scaron;ljavanja te&scaron;ko zapo&scaron;ljivih<br />kategorija stanovni&scaron;tva u oblasti nege).<br />U radu zastupam tezu da se proces<br />formulisanja pravnog i strate&scaron;kog okvira<br />politika podr&scaron;ke porodici nalazi pod uticajem<br />nekoliko faktora. Ti faktori su, pre svega,<br />globalna neoliberalna ekonomska, dru&scaron;tvena<br />i politička tranzicija od države blagostanja ka<br />državi rada, kao i odgovora regionalnih<br />(Evropska unija), odnosno<br />lokalnih/poluperiferijskih (Srbija) rodnih<br />režima na ove procese. Stoga je fokus rodne<br />analize politika podr&scaron;ke porodici na<br />potencijalnom &bdquo;iskrivljavanju i pro&scaron;irivanju&rdquo;<br />značenja rodne ravnopravnosti (Lombardo<br />et al., 2009), kao i u mehanizmima<br />uključenosti i isključenosti &bdquo;glasa&ldquo; pojedinih<br />aktera u proces odlučivanja o specifičnim<br />okvirima ovih politika.<br />Takođe, kreiranje javnih politika u privatnoj<br />sferi posmatram i u okviru primene koncepta<br />interesekcionalnosti (Crenshaw 1989) i<br />kritičkih studija maskuliniteta (Hearn 2004).<br />U istraživanju posebnu pažnju posvećujem<br />preduslovima i kriterijumima primene<br />strategije urodnjavanja u kreiranju javnih<br />politika (Verloo 2001). Kritički se osvrćem na<br />recepciju i primenu strategije urodnjavanja u</p><p>Srbiji, imajući u vidu njen transformativni<br />potencijal s jedne strane, a sa druge<br />tehnokratsko-birokratski pristup kreatora<br />politika i donosilaca odluka.<br />U disertaciji posebno analiziram ko-optiranje<br />urodnjavanja sa drugim ciljevima javnih<br />politika koje često ne moraju imati za cilj<br />rodnu ravnopravnost, već na primer,<br />konkurentnost na trži&scaron;tu rada ili povećanje<br />stope nataliteta. Primenu urodnjavanja<br />analizirala sam u okviru koncepta državnog<br />feminizma (MacBride and Mazur 2010) i<br />procesa evropeizacije, a u kontekstu postkonfliktnog,<br />post-socijalističkog dru&scaron;tva<br />poluperiferije u Srbiji (Blagojević 2009).<br />Disertacija nudi uvid u procese, institucije i<br />kriterijume koje je potrebno ispuniti kako bi<br />se tranformisali rodni režimi i otklonila<br />rodna diskriminacija i u privatnoj i javnoj<br />sferi. Rezultati istraživanja mogu biti od<br />koristi donosiocima odluka i kreatorima<br />politika u primeni informisanih odluka<br />prilikom uobličavanja politika podr&scaron;ke<br />porodici u Srbiji.</p> / <p>Over the past thirty years there has been<br />significant progress in achieving gender<br />equality and women&#39;s rights world-wide.<br />However, the gender gap in the area of<br />economic and political equality still poses a<br />special challenge to global development, the<br />equal distribution of resources, and the<br />prevention of gender-based violence and<br />discrimination. The position of women in<br />Serbia is part of this global trend and<br />regardless of socialist history, women&#39;s<br />participation in the public sphere of work and<br />politics is still a major challenge for the<br />development and modernization of society, as<br />well as for feminist theory and practice.<br />Theoretically, the thesis relies on a feminist<br />critique of the concept of liberal citizenship<br />and the gender division of labor, where the<br />public sphere is belonging to men, and private<br />to women. The practical consequences of this<br />division affect the position of women in the<br />public as well as the private sphere, the<br />enjoyment of the right to equality, life without<br />violence and discrimination. That is precisely<br />why the transformation of the gender regime<br />in the sphere of privacy and family is a<br />particular challenge for all actors involved in<br />the creation of public policies, as they can<br />influence the changing or strengthening of<br />patriarchal gender roles and patterns.<br />Therefore, family support policies are an<br />important subject of the study of gender<br />theories and feminist practice, especially in<br />the context of the weakening of the welfare<br />state and the redefinition of the concept of<br />care in the global economy.<br />In the thesis, I am examining the ways in</p><p>which public policies and legislation in Serbia<br />regulate gender relations in the domain of<br />family life from 2000 to 2014 and how these<br />interventions contribute to gender equality<br />and to the reduction of gender discrimination.<br />I study changes in discourse and practice of<br />family policies for a period of fourteen years<br />(2000-2014), which represents the beginning<br />of social, political and economic transition in<br />Serbia that is discursively inseparable from<br />European integration.<br />Family policies are strategic and legal<br />measures that regulate and facilitate<br />parenting and care for dependent family<br />members (financial relief for families with<br />children, exercising rights and access to<br />various care and care services), as well as<br />measures regulating the labor market to<br />increase employment and protection of<br />families with children from unemployment<br />and poverty (special protection of pregnant<br />women, maternity and mothers with children,<br />reconciliation of family and work life, parental<br />leave due to child care, flexible working<br />practices, as well as employment measures of<br />hard-to-employ categories of population in<br />the field of care).<br />In the dissertation, I argue that the process of<br />formulating the legal and strategic framework<br />of family policies in Serbia is under the<br />influence of several factors. These factors are,<br />above all, a global neoliberal economic, social<br />and political transition from the welfare state<br />to the workfare state, as well as the responses<br />of regional (European Union) and local /<br />semi-peripherial (Serbia) gender regimes to<br />these processes. Therefore, the focus of<br />gender analysis in the dissertation is the<br />family policy of supporting the family in the<br />potential &quot;stretching and bending&quot; of the<br />meaning of gender equality (Lombardo et al.,<br />2009), as well as in the mechanisms of<br />inclusion and exclusion of the &quot;voice&quot; of<br />individual actors in the decision-making<br />process on the specific frameworks of these<br />policies. Also, the creation of public policies in<br />the private sphere is also seen within the<br />theoretical framework and practical<br />application of the concept of intersectionality</p><p>(Crenshaw, 1989) and critical studies of men<br />and masculinity (Hearn, 2004).<br />In the dissertation, special attention is paid to<br />the preconditions and criteria of successful<br />implementation of the gender mainstreaming<br />in the creation of public policies (Verloo,<br />2001). It reflects critically on the reception<br />and implementation of the gender<br />mainstreaming in Serbia, bearing in mind its<br />transformative potential on the one hand, and<br />on the other, the technocratic-bureaucratic<br />approach of policymakers and decisionmakers.<br />In particular, the dissertation analyzes the cooption<br />of gender mainstreaming with other<br />policy outcomes that often do not have to<br />have as a goal gender equality, but for<br />example, labor market competitiveness or an<br />increase in the birth rate. Successful<br />application of the gender mainstraming was<br />specifically analyzed within the concept of<br />state feminism (MacBride and Mazur, 2010),<br />the process of EU accession, and in the context<br />of the post-conflict, post-socialist semiperiphery<br />society in Serbia (Blagojević, 2009).<br />The ultimate goal of the research is to support<br />decision-makers and policy makers in<br />implementing informed decisions when<br />shaping family policies in Serbia. At the same<br />time, the disertation offers a useful insight<br />into the processes, institutions and criteria<br />that need to be met in order to transform the<br />gender regimes and eliminate gender<br />discrimination in the private and public<br />sphere.</p>

This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations.

This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations.