Persons with disabilities face several barriers in their everyday lives and are often unable to participate fully in society or to reach their full potential. They often have little or no exposure to formal schooling or education, which means that they can only be employed at entry-level positions in organisations. When employed, they are often not nominated to attend any training interventions because of the logistical arrangements that need to be made to accommodate them. The central problem investigated in this research study was whether persons with disabilities were equally exposed to training interventions and opportunities in the Department of Trade and Industry (dti) and the Companies and Intellectual Property Registration Office (CIPRO) as persons without disabilities. In other words, were they equally advanced in terms of skills development as envisaged by the JobAccess Strategy (the Strategic framework on the recruitment, employment and retention of persons with disabilities in the public service) and does this empowerment help redress past discriminatory practices? If not, what can the dti and CIPRO do to change this situation (2008:2) The JobAccess Strategy was approved by the South African Cabinet in November 2008. This strategy wanted to create a public service that can not only accommodate persons with disabilities as employees, but also advance them in terms of skills development. This study therefore aimed to determine whether persons with disabilities were equally exposed to training interventions in the dti and CIPRO as persons without disabilities; and whether persons with disabilities were equally advanced in terms of skills development as envisaged by the JobAccess Strategic Framework. Furthermore, the researcher aimed to determine to what extent the dti and CIPRO develop employed persons with disabilities in order to address their disadvantaged position by virtue of the discrimination they suffered in the past and, finally, the researcher made some recommendations to the management of the dti and CIPRO regarding the empowerment of persons with disabilities through training and development opportunities. In an effort to study this topic and accomplish the aims of the research project, a comprehensive literature review of recent and relevant literature sources available on the researched topic was conducted. The literature review included reference sources and the relevant legislation, as well as relevant information identified by means of electronic search engines. Special attention was given to defining important terms, such as disability, education, training and development, as well as to understanding the concept of disability by looking at different types and causes of disability. The researcher then gathered specific data on the dti and CIPRO from the following source documents: annual reports, work place skills plans, and annual training reports; and from individual interviews with the identified participants. Qualitative data were collected through individual interviews with staff members with disabilities and observations recorded by the researcher during the interviews. This was done in an attempt to gather first-hand data in a confidential, safe environment where interviewees could be honest and at ease. Broadly considered, the findings of the study were that the participants with disabilities employed in the two entities studied, were mainly exposed to repetitive, low-level training that would lead to little or no career advancement. A comparison of the percentage of trained employees with disabilities with their trained colleagues without disabilities also showed an unequal distribution. Based on the research findings, various recommendations were made with a view to improve the training opportunities of employees with disabilities in the dti and CIPRO. These recommendations included changes to the relevant policies and practices to ensure equal employment practices and developmental opportunities for all employees. / MEd (Training and Development), North-West University, Potchefstroom Campus, 2012

Persons with disabilities face several barriers in their everyday lives and are often unable to participate fully in society or to reach their full potential. They often have little or no exposure to formal schooling or education, which means that they can only be employed at entry-level positions in organisations. When employed, they are often not nominated to attend any training interventions because of the logistical arrangements that need to be made to accommodate them. The central problem investigated in this research study was whether persons with disabilities were equally exposed to training interventions and opportunities in the Department of Trade and Industry (dti) and the Companies and Intellectual Property Registration Office (CIPRO) as persons without disabilities. In other words, were they equally advanced in terms of skills development as envisaged by the JobAccess Strategy (the Strategic framework on the recruitment, employment and retention of persons with disabilities in the public service) and does this empowerment help redress past discriminatory practices? If not, what can the dti and CIPRO do to change this situation (2008:2) The JobAccess Strategy was approved by the South African Cabinet in November 2008. This strategy wanted to create a public service that can not only accommodate persons with disabilities as employees, but also advance them in terms of skills development. This study therefore aimed to determine whether persons with disabilities were equally exposed to training interventions in the dti and CIPRO as persons without disabilities; and whether persons with disabilities were equally advanced in terms of skills development as envisaged by the JobAccess Strategic Framework. Furthermore, the researcher aimed to determine to what extent the dti and CIPRO develop employed persons with disabilities in order to address their disadvantaged position by virtue of the discrimination they suffered in the past and, finally, the researcher made some recommendations to the management of the dti and CIPRO regarding the empowerment of persons with disabilities through training and development opportunities. In an effort to study this topic and accomplish the aims of the research project, a comprehensive literature review of recent and relevant literature sources available on the researched topic was conducted. The literature review included reference sources and the relevant legislation, as well as relevant information identified by means of electronic search engines. Special attention was given to defining important terms, such as disability, education, training and development, as well as to understanding the concept of disability by looking at different types and causes of disability. The researcher then gathered specific data on the dti and CIPRO from the following source documents: annual reports, work place skills plans, and annual training reports; and from individual interviews with the identified participants. Qualitative data were collected through individual interviews with staff members with disabilities and observations recorded by the researcher during the interviews. This was done in an attempt to gather first-hand data in a confidential, safe environment where interviewees could be honest and at ease. Broadly considered, the findings of the study were that the participants with disabilities employed in the two entities studied, were mainly exposed to repetitive, low-level training that would lead to little or no career advancement. A comparison of the percentage of trained employees with disabilities with their trained colleagues without disabilities also showed an unequal distribution. Based on the research findings, various recommendations were made with a view to improve the training opportunities of employees with disabilities in the dti and CIPRO. These recommendations included changes to the relevant policies and practices to ensure equal employment practices and developmental opportunities for all employees. / MEd (Training and Development), North-West University, Potchefstroom Campus, 2012

O direito à educação de pessoas com deficiência tem provocado e instigado inúmeras discussões, de caráter político e acadêmico, de forma intensa desde os anos 90. Tais discussões transitam pela defesa do acesso à educação, pela busca de novas formas de se compreender e analisar as situações de deficiências, pela constituição de políticas sociais não assistencialistas, pela discussão da relação público e privado na promoção de serviços de atenção às especificidades das deficiências, e, ainda, pelo financiamento necessário para uma atenção de qualidade. Esses campos se desdobram em seus interiores em tantos outros, mas todos terão como diretriz de suas proposições a garantia de um tratamento igualitário, sob as premissas dos direitos humanos. A proposição da pesquisa, desenvolvida nessa dissertação, centrou-se especificamente no campo da educação e na análise da Política Nacional de Educação Especial na Perspectiva Inclusiva (PNEE), considerando-se que tal documento buscou interpretar e direcionar as transformações necessárias no direito à educação das pessoas com deficiência, como uma resposta, ao conjunto de discussões. O papel da educação especial e a correlação com a educação inclusiva também serão abordados buscando compreender as relações e as consequências destas aproximações na política educacional. Dessa forma, a partir do fundamento, talvez principal na escrita desse documento, de que a reconfiguração dessa área primava pela atenção aos direitos humanos, definiu-se como objetivo primeiro e basal, inclusive como procedimento metodológico, retomar o estabelecimento da educação como um direito humano, no conjunto dos direitos sociais, e a implicação dessa diretriz na formulação das políticas públicas. Apresentou-se, complementar à análise, a necessária discussão sobre o universal e o focalizado na elaboração das políticas públicas, além da necessidade de se diferenciar, no interior das ações específicas direcionadas a grupos também específicos, as ações direcionadas de atenção e aquelas formuladas sob a égide da focalização no interior de uma política de Estado mínimo. Outro objetivo estabelecido, temática também muito cara no interior do objeto de estudo proposto para análise, foi compreender como perpassa ao debate a discussão sobre a experiência humana da deficiência, proposta por diferentes modelos e abordagens, e que tem consequências diretas na formulação das políticas sociais, seja na forma de atenção direcionada ou focalizada. Tomou-se como pressuposto para a análise as discussões do modelo social de compreensão da deficiência, pois esse é o modelo de maior aderência, até o presente momento, nos debates das políticas públicas de atenção à pessoa com deficiência no cenário nacional. Por fim, retomo o documento da PNEE buscando realizar análise do conteúdo, aí presente, das interpretações do direito à educação, a partir das perspectivas construídas nas discussões propostas anteriormente nessa dissertação. Não se colocou como objetivo nesse ponto analisar os contextos de influência que resultaram na elaboração, no entanto, ainda que se apresente como expressão discursiva de uma hegemonia do pensamento nacional, as brechas e contradições se apresentam. / The right to education of persons with disabilities has provoked and instigated numerous discussions of political and academic character, intensely since the 1990s. Such discussions transit through the defense of access to education, seeking new ways to understand and analyse situations of disability, by the constitution of nonassistentialist social policies, the discussion of public and private relations in the promotion of attention services to the specificities of disabilities, and also by the financing needed for quality attention. These fields unfold in their interiors and in so many others, but all of them will have as guideline of their propositions the guarantee of an equal treatment, under the premises of human rights. The research proposition, developed in this dissertation, focused specifically on the field of education and analysis of the National Policy on Special Education in the Inclusive Perspective (PNEE), considering that such document sought to interpret and direct the necessary transformations in the right to education of persons with disabilities, as an answer to the set of discussions. The role of special education and the correlation with inclusive education will also be addressed aiming to understand the relationships and consequences of these approaches in educational policy. Thus, from the foundation, perhaps main in the writing of this document, that the reconfiguration of this area highlighted by the attention to human rights, it was defined as a first and basal objective, including as a methodological procedure, to retake the establishment of education as a human right, in the social rights as a whole, and the implication of this guideline in the formulation of public policies. The necessary discussion about the universal and the focused on the elaboration of public policies was presented, complementary to the analysis. It was also considered necessary to differentiate the specific actions also directed to specific groups, the targeted actions of attention and those formulated under the support of focusing inside a minimal state policy. Another established objective, which is also thematically important within the study object proposed for analysis, is to understand the discussion about the human experience of disability, proposed by different models and approaches and which have direct consequences on the formulation of social policies, either in the targeted or focused attention way. The discussion of the social model of understanding disability was taken as the presupposition for this analysis, since this is the greater adherence model, up to the present moment, in the debates of the public policies of attention to the persons with disability, in the national scenario. Finally, I return to the PNEE (National Policy on Special Education in the Inclusive Perspective) document aiming to content analysis of the present discourse of the interpretations of the right to education, from the built up perspectives earlier proposed in this dissertation. It was not aimed at this point to analyse the contexts of influence that resulted in the elaboration, however, even if it presents itself as a discursive expression of a hegemony of national thought, the breaches and contradictions are present.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-04-25T13:30:56Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação.pdf: 1582721 bytes, checksum: 2635d8a9b455832471e828f8df9dab13 (MD5) / Made available in DSpace on 2017-04-25T13:30:56Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação.pdf: 1582721 bytes, checksum: 2635d8a9b455832471e828f8df9dab13 (MD5) Previous issue date: 2016-02-19 / CAPES / O principal objetivo deste trabalho é analisar de forma dogmática o novo regramento que conferiu plena capacidade às pessoas com deficiência, que perpassa o estudo das regras e dos princípios que o compõem. Utilizou-se do método analítico- -dedutivo, analisando de forma sistemática os dispositivos da CRFB/1988, da Convenção da ONU sobre os Direitos da Pessoa com Deficiência, do Código Civil/02, Estatuto da Pessoa com Deficiência (Lei Brasileira da Inclusão) e demais diplomas legislativos atinentes ao tema proposto. A pesquisa, apesar de não pretender adentrar profundamente na questão pragmática dos processos de interdição, tem um conteúdo quantitativo e qualitativo. Foi exploratória, descritiva e explicativa, com aproximação do objeto de estudo através de análise tanto das normas positivas e de casos na jurisprudência pátria, como de pesquisas empíricas realizadas em países que adotaram a CDPD, sobre a aplicação pragmática de modelos de apoio na tomada de decisão vigentes naqueles. A fonte de coleta de dados foi bibliográfica documental em diversas obras jurídicas, não só de direito privado e não só da área jurídica, como também da área médica, da sociologia, da psicologia, entre outras ciências, para levantamento de dados. Como resultado, foram identificados dois tipos de apoio na tomada de decisão no direito brasileiro, a curatela da pessoa com deficiência (diferente da curatela tradicional), e a tomada de decisão apoiada (medida de apoio propriamente dita), sendo que em ambos os casos não há qualquer alteração na capacidade civil. Concluiu-se pela existência de um novo regramento diametralmente oposto ao anterior, como também pelas mudanças na estrutura dos atos jurídicos praticados por pessoas com deficiência nos três planos do mundo jurídico. / The aim of this study is to analyze dogmatically the new legal and constitutional standard which gave full capacity to persons with disabilities that permeates the study of rules and principles that compose it. The analytical deductive method was used to analyzing systematically the provisions of CRFB/1988 of the Convention on the Rights of Persons with Disabilitys, the CC/ 02, Estatuto da Pessoa com Deficiência and other pieces of legislation relating to the proposed theme. Though not intending to enter deeply into the pragmatic question of banning processes, the survey has a quantitative and qualitative content. It was exploratory, descriptive and explanatory, with approach to the object of study by analyzing both the positive norms and cases in the country jurisprudence, as empirical research carried out in countries that have adopted the CRPD on the pragmatic application of support models in decision-making in force in those countries. The data collection was bibliographic source documents in several legal works, not only private law and not only legal, but also the medical field, sociology, psychology and other sciences. As a result we identified two types of support in decision-making in Brazilian law, the guardianship of the person with disabilities (different from the traditional guardianship) and supported decision-making (support measure itself) and in both cases there is no change in civilian capacity. A new standard diametrically opposed to the previous one, but also by changes in the structure of legal acts performed by people with disabilities in the three planes of the legal world, has been concluded.

Magister Educationis - MEd / Internationally, the rights of persons with disabilities to participate as full members of society through inclusive education has become a high priority with the adoption of the first legally binding treaty, the Convention on the Rights of Persons with Disabilities (2006). In keeping with our culture of acknowledging the rights of all, South Africa has already made great strides towards fulfilling these rights and is in the implementation phase of Education White Paper 6: Building an Inclusive Education and Training System (Department of Education, 2001). In spite of this, the practicability of implementing inclusive education is questioned by many. The inclusion of learners who are blind in neighbourhood schools, as opposed to ‘special schools’, is a particularly daunting task. However, the more local cases we have from which to draw insights, the better our chances of making inclusive education both practicable and widely accessible across a range of local contexts. A public, mainstream neighbourhood school that included two learners who are blind was therefore investigated to learn more about how the learners who are blind were physically, socially and academically included in the local school community. Qualitative data collection methods including semi-structured interviews and observations were used to uncover useful strategies, challenges and enabling factors that contributed to their successful inclusion. The findings revealed that the participants in this study had very little knowledge or experience in building an inclusive educational setting at the outset, but engaged in the process with open minds, creativity and trust. By adopting a collaborative approach and an attitude of ‘failing forward’, the objective of social and academic inclusion was to a great extent achieved in the school. / South Africa

"This paper addresses the right to dignity of a group of people with two vulnerabilities i.e. being a disabled person and a prisoner. The concept of dignity applies to prisoners and detainees irrespective of their offences at any given time. This is a right that is ascribed to a person by virtue of one's humanity and not one's circumstances. In Ghana and Nigeria, the rights of able and disabled prisoners are not given serious consideration. This is probably due to the fact that these two countries are still involved in violations of human rights and they are yet to implement most of the provisions in international human rights instruments. The protection of the rights of disabled prisoners is a mirage in the two countries probably because they constitute a minority and their vulnerability relegates them to the lower rungs of the society. However, international human rights instruments recognise that disabled persons have rights that should be respected. ... Despite these international standards, the treatment of disabled prisoners is still below the recommendation. This necessitates a study of the role which human rights law ought to play in the mitigation of the hardship of disabled prisoners, as their dignity is a central element to their existence." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004. / Prepared under the supervision of Professor E.V.O. Dankwa at the Faculty of Law, University of Ghana, Legon / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

The study is a programme evaluation of the sustainability of the social sector of the Expanded Public Works Programme (EPWP) to empower women, youth and persons with disabilities as vulnerable groups. The study gives a background to the EPWP program and the problem of poverty in South Africa. The Strengths Perspective and the Social Development Approach are used as theoretical frameworks to underpin the study. These two approaches are appropriate as they focus on the well-being of people and communities. The social development approach emphasises the social and economic well-being of people, and the strengths perspective focuses on the strengths that people possess, and not on their weaknesses. The study describes poverty, providing a basis for its understanding and also contextualising the EPWP as a poverty alleviation strategy. The study continues to discuss the empowerment of women, youth and persons with disabilities on a national and international level, and also as the official targets of the social sector of the EPWP. In the context of applied research, the study utilised programme evaluation to evaluate the sustainability of the social sector of the EPWP to empower women, youth and persons with disabilities. The research question for the study was “how sustainable is the Social Sector of the Expanded Public Works Programme to empower women, youth and persons with disabilities?” In the context of a mixed methods research approach the researcher utilised the triangulation mixed methods research design to collect both qualitative and quantitative data. Quantitative data was collected by means of mailed and hand-delivered questionnaires from officials involved in the implementation of the social sector of the EPWP. Qualitative data was collected through focus group discussions conducted with groups of women and youth as beneficiaries of the social sector of the EPWP. The evaluation revealed that the target to include persons with disabilities as 2% of the participants in the programme was not reached, as no persons with disabilities were registered as beneficiaries of the Home Community Based Care and Early Childhood Development programmes within the EPWP. The findings confirmed that the strengths perspective and the social development approaches are applicable as theoretical frameworks which underpin the social sector of the EPWP. The study also revealed that poverty can be defined and measured using different dimensions, and not only the monetary approach. The study has also shown that Public Works programmes are used in South Africa and globally by policy makers as a strategy to alleviate poverty, and that in some instances they target specific vulnerable groups. In South Africa the official targets are women, youth and persons with disabilities. Women and youth participated in the social sector of the EPWP in Gauteng Province, but the target of including persons with disabilities was not reached. The social sector of the EPWP in Gauteng has made a positive contribution to poverty alleviation, job creation, skills development and empowerment of women and youth. The study also brought to light the fact that although the social sector of the EPWP is under good management, it may not be sustainable in the long term. / Thesis (DPhil)--University of Pretoria, 2013. / gm2013 / Social Work and Criminology / unrestricted

Children with disabilities (CWD) in East Africa experience occupational injustice in its most severe forms. A number of complex and dynamic factors contribute to this injustice including cultural beliefs about disability, a significant gap between policy adaptation and policy implementation, and physical barriers as a result of poverty. Uwezo is the Swahili word for ability, a name suitable for a program created to empower CWD in low-income countries (LIC) and lower-middle income countries (LMIC) to achieve their maximum potential. Uwezo is a community-owned and community-run vocational education program for CWD that will originate in East Africa with the intent to expand globally to serve additional communities in need. Children with disabilities ages 3-16 will learn three categories of classroom and experiential instruction including: education for everyday living, life skills and vocational study. Designed with sustainability as a priority, the program will be presented to community members as a template, intended to be carefully tailored according to the community’s unique priorities and needs. Ultimately, Uwezo has the potential to rapidly shift cultural perception about disability, enhance the local economy, inspire grassroot advocacy efforts, and improve the and quality of life for children and persons with disabilities.

Die Sächsische Staatsregierung hat zur Umsetzung der UN- Behindertenrechtskonvention einen Aktionsplan beschlossen – ein Meilenstein, um die Chancengleichheit von Menschen mit Behinderungen zu verbessern und ihre Diskriminierung zu verhindern. Der Aktionsplan enthält mehr als 200 konkrete Maßnahmen der Staatsregierung, die die gleichberechtigte Teilhabe von Menschen mit Behinderungen in Sachsen sicherstellen sollen. Er trat zum 1. Januar 2017 in Kraft. Die Publikation des Aktionsplans greift die Gestaltung der Kampagne »Behindern verhindern – Zeit für barrierefreies Handeln!« auf. Eine Ausgabe in Leichter Sprache ist in Vorbereitung. Redaktionsschluss: 10.04.2017

Thesis (MScPhysio (Interdisciplinary Health Sciences))--Stellenbosch University, 2008. / Introduction In clinical physiotherapy, there is a growing importance for the accuracy and reliability of assessment and outcome measures. The purpose of this study is to develop a valid outcome measure for orthopaedic trauma inpatients. Item generation was done by conducting a systematic review of published functional outcome measures and patients' interview. Item reduction was conducted by using a panel of physiotherapists and patients. Objectives The overall study objectives were: 1) To determine if a functional outcome measurement scale for trauma inpatients exists and has been published; 2) To generate functional items for the construction of a new outcome measurement tool for trauma inpatients; 3) To construct a new outcome measurement tool for trauma inpatients and assess elements of validity and reliability (face and content validity, response to change, internal consistency and floor and ceiling effects) of the new developed outcome measure. Methodology Convenience sampling was applied to collect data from 35 trauma inpatients in trauma wards at Rashid Hospital in Dubai, UAE. 88% of the trauma inpatients were male (total sample n= 100), mean age =34.75, and the standard deviation = 14.46. 21 functional activity items were generated from the collated results of the patient interviews. Internal consistency reliability, responsiveness and floor and ceiling effect were assessed. Data analysis was conducted using Statistica Version 7. Results The final number of functional activity items included in the newly developed Functional Scale outcome measure was 29 activity items relevant for trauma inpatients. A Cronbach's alpha ranged between 0.76 and 0.97. The lowest alpha result was for the 'ADL' activities at follow-up (0.76). The highest alpha result was for 'out of bed' activity at admission and discharge (0.97). The response to change of the Functional Scale for trauma inpatients over time results illustrates that there was a significant difference in the mean scores over three administrations of 'Bed', 'Out of bed' and 'ADL' activity items of Functional Scale for trauma inpatients (p=O.OOOO). In general, there was no significant floor and ceiling effects at admission or discharge for 'bed', 'out of bed' and 'ADL' activities, except there was a floor effect noted at discharge for 'bed' activities and 'ADL' activities, and a ceiling effect noted at admission for 'out of bed activities' only. Discussion and Conclusion The newly developed Functional Scale outcome measurement for trauma inpatients has been shown to be internally consistent and appears to be valid with respect to response to change in this sample of trauma inpatients. The results of this study thus suggest that the Functional Scale for trauma inpatients may be an appropriate tool when the goal is the assessment of change in disability functions in trauma inpatients, although further psychometric testing may be required.