This thesis is a qualitative interview study with the purpose of describing how women living with physical disabilities view their experiences and expectations connected to sexuality. It also aims to highlight how the surrounding society treats these women regarding their sexuality. Through semi-structured interviews; six single- and one group interview, the data was collected during a two month long Minor Field Study in Dar es Salaam, Tanzania. An interpreter, with a degree in Kiswahili/English translation at the University of Dar es Salaam was translating the interviews from Kiswahili to English. The results of this study show that the women living with physical disabilities view themselves as capable and strong sexual beings even if they at the same time face many challenges. The challenges they face are both on an individual and a structural level. These challenges are often connected to the men they have long or short relationships with and are closely linked to both how the men and the society view physical disability and the female sex. This thesis shows that when it comes to sexuality the women all hope for a radical change towards a society that can meet their needs better and the women’s stories clearly highlight the importance of seeing the society itself as the disabling mechanism instead of seeing themselves as disabled individuals.

Today, sport is a topic that interests and engages many people. However, pursuing sporting activities and being a member of a sports club is not a matter of course for children and adolescents with physical disabilities. The overall aim of this thesis is to study the possibilities offered by interventional sports programmes to children and adolescents with physical disabilities and to describe in what way they can be offered meaningful physical activities as well as active participation in sport clubs, with a view to improving their health and socialisation through sport. The thesis includes three descriptive and one evaluative study. The results of the thesis rest on a combination of methods: practical- empirical experiences based on theoretical reasoning, interviews in line with a method inspired by phenomenography, and data from questionnaires analysed by descriptive and analytical statistics. The results are also based on a variety of data sources i.e. children, young people and parents as well as theory triangulation i.e. socialisation and health. According to the findings, sports programmes offered possibilities to children and adolescents with physical disabilities for improving their health and socialisation. An important component of the sports programmes were sports clubs that offered meaningful physical activities as well as active participation. Guidelines for co-operation in and the organisation of sports programme for children and adolescents with physical disabilities were of great importance and should involve the families as well as sports organisations and local authorities. The children and adolescents regarded sport as a form of social arena to enhance their participation in society and as a means for achieving better health. They also stressed the importance of knowledge and experiencing nature as factors that promote an active and healthy lifestyle. The parents regarded sport as a form of health education and as a means for their children to achieve increased participation in society. The parents also stressed the fact that the learning process was important for empowering the children to influence their life situation. The findings also illustrate the importance of building co-operation between the habilitation centre, sports clubs and families of children with physical disabilities by means of a working team, as well as the importance of the sports movement opening up its activities to children and adolescents with functional disabilities and each sports club appointing a contact person with special responsibility for this target group. Continued external support was regarded as necessary in order to assist the sports clubs in implementing permanent and well-functioning activities in partnership with a personal sport and health counsellor, who advises and supports the children and adolescents to participate in physical activity.

<p><font face="Times New Roman"> <p align="left">The aims of the study were to: (1) explore the education support services required by three learners who were integrated into the mainstream, (2) determine the level of support required by these learners to function maximally in the mainstream, (3) specifically explore the socioemotional ability of these learners to adjust to the mainstream setting. Three cases were explored within an eco-systemic approach. Each case consisted of a learner with a physical disability, the learner&rsquo / s mother and the educator/s who first taught the learner at the mainstream school. Interviews were conducted with all of the participants and subsequently transcribed verbatim. Thematic analysis was then conducted to extract themes from the transcriptions.</p> </font></p>

Bakalauro darbe analizuojamas fizinės aplinkos pritaikymas asmenims, turintiems judėjimo negalią, Šiaulių mieste. Suformuluotos hipotezės, kad 1) fizinė aplinka prastai pritaikyta, asmenims turintiems judėjimo negalią, nors fizinės aplinkos pritaikymas neįgaliesiems yra reglamentuotas teisiniuose aktuose; 2) tai sąlygoja nevisavertį socialinį dalyvavimą visuomenės gyvenime; 3) fizinės aplinkos pritaikymas aktualus ne vien neįgaliesiems, bet ir kitai visuomenės daliai. Tyrime dalyvavo 202 atsitiktiniai respondentai, 180 - neturintys judėjimo sutrikimų ir 22 - asmenys, turintys judėjimo negalią. Bei ištirta Šiaulių miesto fizinė aplinka (172 objektai), jos prieinamumas asmenims, turintiems judėjimo negalią. Anketinės apklausos metodu tirta, kaip vertinamas fizinės aplinkos prieinamumas Šiaulių mieste. Fiziškai aktyvių asmenų bei asmenų, turinčių judėjimo negalią, anketų atsakymai lyginami su Šiaulių miesto objektų prieinamumo analize. Analizuojant tyrimo duomenis, ieškota ryšio tarp statistikos, įstatyminių bazių ir realaus fizinės aplinkos pritaikymo asmenims, turintiems judėjimo negalią. Tyrimu nustatyta, jog Šiaulių mieste fizinė aplinka prastai pritaikyta asmenims, turintiems judėjimo negalią, kas įtakoja jų socializaciją bei pastangas tapti visaverčiais visuomenės nariais. Pastebėtas ir bendras visuomenės susirūpinimas dėl neįgaliųjų diskriminacijos (akivaizdžiai netinkamai ar visai nepritaikytos fizinės aplinkos), tačiau konkrečių pasiūlymų kaip šias problemas spręsti... [toliau žr. visą tekstą] / The bachelor’s paper deals with adaptation of physical setting for the people with motion disability in Siauliai City. The following hypotheses were formulated: 1) physical setting is poorly adapted for the people with motion disability, though such adaptation is regulated in the legal acts; 2) this predetermines limited social participation in the social life; 3) adaptation of physical setting is urgent both for the disabled and for the rest part of community. 180 random respondents without motion disorders and 22 motion-disabled participated in the study. Physical settings of Siauliai City (172 units), their accessibility for motion-disabled people were explored. Questioning survey was used to analyse evaluation of physical setting accessibility in Siauliai City. In order to find adequacy of evaluation of physical setting of physically healthy and motion-disabled people, their responses were compared with accessibility analysis of the sites of Siauliai City. Research result analysis was used to find a link between statistics, legal bases and actual adaptation of physical setting doe motion-disabled people was looked for. The research showed that physical setting is poorly adapted for motion-disabled people in the city, which means their reduced socialization opportunities. General concern regarding discrimination of the disabled was noticed; however there were no specific suggestions on how to solve the problems received. The third hypothesis partially corroborated:... [to full text]

The topic of disability permeates medical literature. Yet, while disability as a medical condition is a focus of research and discussion, this research and discussion occurs often in neglectful ignorance of the total life experience of the individual person. This research is grounded in interpretive phenomenology. The philosophical grounding for the study draws on the works of Heidegger and Merleau-Ponty. The methodological structure of the research used van Manen’s (1990) hermeneutic phenomenology to guide a deeper understanding of the human experiences surrounding physical disability. Nine men and women living in different rural communities participated in a series of audiotaped, in-depth, unstructured interviews. The study suggests that living with disability encompasses a complex multidimensional phenomenon to be found within the context of a person’s life. Defined by physical and social barriers, living with disability denotes an interaction between impairment, activity limitation, and restricted participation. Four themes emerged that explicate the experience: (1) The Everyday Life of the Body; (2) Valuing a Rural Life; (3) Relationships in Life; and (4) Relating Time to Life. Disability was understood as a life-changing experience that entails complex time-consuming and energy-depleting processes and is defined by personal, family and social development. For the participants in this study, the lived experience of disability can be characterised by the expression: “life is not the same”. The understanding of the essential nature of this lived experience that emerged from this study has implications for health practice. The practice of disability intervention, based solely on impairment, may be inadequate to facilitate optimal health outcomes for rural people. Instead, physiotherapists can assist these people in discernment of priorities, maintaining existing relationships, advocation of rights, and finding the balance to encounter physical and societal adversity. Thus, the study suggests that health professionals need a broad conceptualisation of what constitutes legitimate knowledge for practice and a recognition that disability is an ongoing journey rather than a final destination.

Submitted by MIRELA MORENO ALMEIDA DE ANDRADE null (mirelamoreno@hotmail.com) on 2016-03-15T19:17:33Z No. of bitstreams: 1 dissertação final impressa.pdf: 1836443 bytes, checksum: 4b0f08e8ca805e51e1977e3ee214a0f7 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-15T20:17:11Z (GMT) No. of bitstreams: 1 andrade_mma_me_mar.pdf: 1836443 bytes, checksum: 4b0f08e8ca805e51e1977e3ee214a0f7 (MD5) / Made available in DSpace on 2016-03-15T20:17:11Z (GMT). No. of bitstreams: 1 andrade_mma_me_mar.pdf: 1836443 bytes, checksum: 4b0f08e8ca805e51e1977e3ee214a0f7 (MD5) Previous issue date: 2016-02-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Na educação inclusiva, muito se debate sobre a necessidade de um ambiente adequado, que disponibilize recursos adaptados às necessidades da pessoa com deficiência, no entanto, atenção também deve ser dada à demanda ambiental no que tange à relação indivíduo-tarefa-ambiente, uma vez que a expressão de competências individuais emerge da sua interação com o contexto. Esta pesquisa teve como objetivo geral identificar características da percepção de competência, em situação de atividades escolares na perspectiva dos professores e alunos com e sem deficiência física. Destacamos os seguintes objetivos específicos: a) Identificar se a percepção dos professores com relação à competência dos alunos com e sem deficiência se diferencia, b) Identificar se a autopercepção de competência dos alunos com e sem deficiência se diferencia, c) Identificar se a percepção do professor com relação à competência do aluno com e sem deficiência se diferencia, dependendo da atividade pesquisada, d) Identificar se a autopercepção do aluno com e sem deficiência se diferencia, dependendo da atividade pesquisada, e) Identificar se existe diferença entre a percepção do professor com relação à competência do aluno com e sem deficiência e a autopercepção de competência dos respectivos alunos f) Identificar se existe diferença entre a percepção do professor com relação à competência do aluno com e sem deficiência e a autopercepção de competência dos respectivos alunos dependendo da atividade pesquisada, g) Identificar tendências perceptivas do professor na categorização do aluno com deficiência e a relação desse parâmetro com a atribuição de competência ao aluno. Participaram deste estudo dezoito alunos do ensino fundamental e seus professores, sendo nove alunos com deficiência física, nove sem deficiência e nove professores, na seguinte distribuição: aluno com deficiência, seu colega da sala de aula sem deficiência e o professor da sala. Os dados foram coletados por meio de entrevista semiestruturada, que versou sobre caracterização do aluno pelo professor sob aspectos gerais e sob aspectos da funcionalidade, e por meio do Perceived Eficacy and Goal Setting System (PEGS), que contempla a percepção de eficácia em vinte e sete atividades. Na análise do conteúdo das entrevistas, os resultados demonstraram que houve predomínio da caracterização do aluno com deficiência sob o enfoque da participação e realização das atividades escolares, sugerindo uma tendência de percepção do professor apoiada no olhar biopsicossocial da funcionalidade. Na análise estatística dos dados obtidos pelo PEGS, os resultados demonstraram que a percepção dos professores para a competência dos alunos sem deficiência foi mais favorável do que a percepção de competência dos alunos com deficiência tanto na avaliação geral do conjunto das atividades quanto em relação a cada uma das atividades pesquisadas. A autopercepção de competência dos alunos com deficiência não apresentou diferença estatisticamente significante, quando comparada à dos alunos sem deficiência tanto na avaliação geral do conjunto das atividades quanto em relação a cada uma das atividades pesquisadas. No entanto, os valores de dispersão demonstraram que, em todas as análises, os alunos sem deficiência apresentaram uma autopercepção mais favorável do que os alunos com deficiência. Ao compararmos a percepção dos professores a respeito da competência dos alunos com e sem deficiência e a autopercepção dos respectivos alunos não foi evidenciada diferença estatisticamente significante, porém os valores de dispersão demonstraram que, tanto na avaliação geral quanto nas atividades analisadas separadamente, todos os resultados apontaram que a autopercepção de competência dos alunos com deficiência é mais favorável do que a avaliação dos seus professores a respeito das suas competências, enquanto que na análise comparativa da percepção do professor com relação à competência dos alunos sem deficiência não foi identificada diferença significativa, conforme a análise dos valores de dispersão. Podemos concluir que a deficiência física influiu desfavoravelmente na percepção de competência tanto na perspectiva dos professores quanto dos próprios alunos com essa condição. Por outro lado, este estudo, ao evidenciar a tendência de caracterização do aluno com deficiência mais sob aspectos da funcionalidade e menos sob aspectos dos atributos físicos da deficiência, aponta para um resultado favorável à inclusão, embora as condições do ambiente ainda não ocupem lugar de destaque na percepção desses profissionais. / In inclusive education, discussions on the need for a different environment to make adequate resources available to the needs of the person with disabilities are evidenced. However, attention should also be given to environment demands regarding the individual-task-environment, as the expression of individual competences emerges from his/her interaction with the environment. This research generally aimed to identify the characteristics of competence perception in situations of school activities from the perspective of teachers and students with and without disabilities. We highlight the following specific objectives: a) to identify whether the perceptions of teachers regarding the competence of students with and without disabilities differ, b) to identify whether the self-perceptions of competence of students with and without disabilities differ, c) to identify whether the perceptions of the teachers regarding the competence of students with and without disabilities differ depending on the researched activity, d) to identify whether the self-perceptions of students with and without disabilities differ depending on the researched activity, e) to identify whether there are differences between the perceptions of teachers regarding the competence of students with and without disabilities and their students' self-perceptions of competence, f) to identify whether there are differences between the perceptions of the teachers regarding the competence of students with and without disabilities and the students' self-perception of competence depending on researched activity, g) to identify the teachers' perceptive trends in categorizing the disabled students and the relationship of this parameter with the attribution of competence to the student. The study included eighteen elementary school students and their teachers: nine physically disabled, nine non-disabled students and nine teachers, distributed as follows: disabled student, his/her non-disabled colleague and the teacher. Data were collected through semi-structured interviews regarding the characterization of the student by the teacher under general aspects and functionality aspects; as well as through Perceived Eficacy and Goal Setting System (PEGS), which comprise the efficacy perception in twenty seven activities. In the content analysis of the interviews, results showed there was a predominant characterization of the disabled student focusing participation and achievement in school activities, suggesting a trend of the teacher's perception supporting the functionality biopsychosocial view. In the statistical analysis of data obtained by PEGS, results showed that the perceptions of teachers for competence of students without disabilities was more favorable than the perceived competence of students with disabilities both in the overall assessment of all the activities and in relation to each one of the researched activities. The self-perceptions of competence of students with disabilities had no statistically significant difference compared to students without disabilities, both in the overall assessment of all the activities and in relation to each of the researched activities. However, dispersion values, showed that in all analyzes, students without disabilities had a more favorable self-perception in comparison with students with disabilities. When comparing the perceptions of teachers regarding the competence of students with and without disabilities and self-perception of their students, no statistically significant differences was found, however, the dispersion of values demonstrated that both in the general assessment and the activities analyzed separately, all results pointed out that the self-perception of students with disabilities is more favorable than the assessment of teachers regarding their competence, while in the comparative analysis of the teacher's perception regarding the competence of students without disabilities, no statistically significant difference was identified, confirmed by the analysis of dispersion values. We can conclude that the physical disability influenced negatively in the perception of competence both from the teacher's perspective and from the students' perceptions. On the other hand, evidencing a trend on characterizing the student with disability over their functionality aspects rather than on the physical attributes of their disabilities, this study points to a favorable result to inclusion, although the environmental conditions still do not concern the perception of these professionals.

Made available in DSpace on 2014-06-11T19:29:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2004Bitstream added on 2014-06-13T18:39:17Z : No. of bitstreams: 1 pacheco_rd_me_botfm.pdf: 1115076 bytes, checksum: 93ce87fbe860ad9cdd822743e8e7e4b9 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A deficiência física é um fenômeno biológico e social, que atinge aproximadamente 10% da população e traz grandes dificuldades para a vida cotidiana do portador e de sua família. Dificuldades que não estão relacionadas apenas às limitações auditivas, visuais, mentais, físicas e/ou motoras, mas principalmente àquelas imposta pela sociedade e pelo capital e se manifesta muitas vezes através da segregação, do estigma e do preconceito. Nesse estudo limitamo-nos a estudar os portadores de deficiência física, buscando descrever e discutir as condições em que eles vivem. Essa pesquisa foi desenvolvida na cidade de Botucatu – São Paulo. Inicialmente foi feito um inquérito em 25% dos domicílios da área urbana de Botucatu, para localizar os portadores de deficiência física. Identificados os endereços, selecionamos apenas os que residem na área do Centro Saúde Escola. Fizemos uma caracterização biomédica e social dos portadores de deficiência física e suas famílias, utilizando um roteiro com questões abertas e fechadas. Foram entrevistadas 82 famílias e 93 pessoas portadoras de deficiência física. Observamos que no município de Botucatu há uma maior prevalência de pessoas portadoras de deficiência física em áreas de alta exclusão social. Em relação às pessoas portadoras de deficiência física temos que 51% são do sexo masculino. A idade média é de 49 anos, 36,3% tem mais de 60 anos. A escolaridade média é 4,2 anos de estudos. A maioria é aposentado, pensionista ou inativo (71%). Apenas 14,5% estão ocupados e destes, 45,5%, estão inseridos em atividades predominantemente manuais não especializadas. O rendimento médio é de 0,9 salários mínimos e 39,2% não possuem nenhuma fonte de renda. A família das pessoas portadora de deficiência física tem em média 3,7 pessoas, 57,5% das famílias são do... . / Physical disability is a social and biological phenomenon, which assails around 10% of the population and brings significant difficulties to the everyday life of the disabled person. Such difficulties are not only related to auditory, visual, mental, physical and/or motor limitations but mainly to those established by society and capital and most of the times it is demonstrated through segregation, stigma and prejudice. Physically disabled people were the aim of this study and their living conditions were discussed and described. This research was carried in Botucatu – São Paulo. At first, a survey was performed in 25% of houses in the urban area of Botucatu to identify the physically disabled people. When the addresses were identified, one selected only the ones, which lived at “Centro de Saúde Escola” vicinities. A biomedical and social characterization was performed on physically disabled people and their families, following open and closed questions round. One observed that in Botucatu there is a higher prevalence of physically disabled people among high social excluded ones. Related to physically disabled people, 51% are male. Average age is 49 years old, 36.3% is more than 60 years old. Average education is 4.2 years of study, most of them are retired, pensioner or inactive. (71%). Only 14.5% have an occupation and from these 45.5% are inserted in predominantly non-specialized manual activities. Average income is 0.9 minimum wages and 39. 2% do not have any income. The family of physically disabled people has an average of 3.7 people; 57.5% of families are cellular like, and from these, 18.8% are extended families, which are being dispersed. According to the scale used by Seade Foundation, 17% of families are considered wretched, 71% poor and 12,1% not poor. The major part of physical disability was acquired in adulthood (43%), and the main causes are chronic-degenerative... (Complete abstract, click electronic address below).

Employment of PWD (People with Disabilities) has been taken into serious cognizance by the Government, and various legislations have been passed to ensure that employers mainstream disability in the workplace. It is also known that in South Africa, employed PWD are still underrepresented in the employment sector. The Departments have not yet met the 2% target by the Government (OSDP:2000&Dube 2005). It is a fact that most PWD are able to work if given opportunities and reasonable accommodations by the employers. There is however, lack of sufficient scientifically determined information on the needs and barriers as experienced by employees with physical disability, resulting in the inability of employer to accommodate those needs in order to ensure maximum productivity amongst people with disabilities in the workplace. Hence, the study attempts to answer the research question of what are the barriers and needs as experienced by employees with physical disabilities in the workplace? The objectives of the study is to explore the working experiences of PWD in the workplace, further to identify the barriers and the needs as experienced by them and to make recommendations to the employer on how to eliminate these barriers, thus addressing the needs of PWD in the workplace. A qualitative research approach was followed in this study to give in-depth description of the experiences, perceptions, and needs of employees with physical disabilities in the workplace. The researcher utilized applied research method which aims at solving problems in order to assist decision-making at line levels, managerial levels and policy levels. A collective case study research design was followed to gather data directly from respondents in their natural environment for the purpose of studying interactions, attitudes and characteristics. The aim is to understand and interpret the meaning that they give in relation to their workplace. A non-probability sampling method was used to select 12 respondents who have a physical disability and are employed within the Government sector for the period of 1 year or more. The data was collected through the semi-structured interviews with an interview schedule. The interview was used to gain a detailed picture of the respondents’ experiences, beliefs, regarding the barriers and needs they are experiencing in the workplace. The research results revealed job dissatisfaction and emotional experiences of hopelessness, anger and frustration by the PWD within the workplace. The results of such experiences are attributed to physical and social barriers identified, as well as lack of management support and lack of implementation of existing legislations and policies on managing disability in the workplace. Physical barriers are associated with the physical infrastructure and the working environment, whilst social barriers are associated with the attitude of the employers, supervisors and co-workers towards the PWD (Chima 2002&Barlow 2003). The needs that were identified were the need for recognition, need for reasonable accommodation, the need for advocacy and empowerment. In essence PWD need to be treated like any other employee within the workplace. They need to be included especially on issues concerning them and their work. Employers need to start making efforts to address the barriers affecting PWD and try to also meet their needs in the workplace. This can be done in consultation with the PWD to create and ensure a conducive working environment. / Dissertation (MSD (Employee Assistance Programme))--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

AbstraktSyftet med denna studie var att skapa kunskaper om hur det är att vara förälder med fysisk funktionsnedsättning i samhället när det finns så normer och förväntningar på hur man ska vara som förälder. Syftet var även att lyfta vilka möjligheter och hinder som föräldrar med fysisk funktionsnedsättning upplever kring sitt föräldraskap. Denna studie bygger på en kvalitativ innehållsanalys där jag analyserat tre intervjuer publicerade i svensk media, med induktiv tematisk analys. Resultatet visade att på grund samhällets förväntningar på föräldraskap och omgivningens negativa attityder kring funktionsnedsättning, får personer med bland annat fysisk funktionsnedsättning gå igenom en lång process tills de kan bli föräldrar. När de väl blivit föräldrar så ifrågasätts de i sin roll som förälder. Ett annat resultat var att trots de negativa effekterna som funktionedsättning medför med sig för en förälder, menade föräldrarna att deras funktionsnedsättning var en möjlighet som kunde berika deras barn.Nyckelord: föräldraskap, fysisk funktionsnedsättning, normer, möjligheter och hinder. / AbstractThe aim of this study was to create knowledge about how it is to be a parent with physical disability in society when there are such norms and expectations how to be a parent. The aim was also to lift the possibilities and obstacles that parents with physical disabilities experience about their parenthood. This study is based on a qualitative content analysis where I analyzed three interviews published within Swedish media, with inductive thematic analysis.The result showed that, due to society's expectations of parenting and the negative attitude of disability around the environment, people with physical disabilities may go through a long process until they can become parents. Once they become parents, they are questioned in their role as parent. Another result was that despite the negative effects of functional impairment on a parent, the parents suggested that their disability was an opportunity that enriched their children.Keywords: parenthood, physical disability, norms, opportunities and obstacles.

This study was designed to further understand the psychosocial functioning of youth with chronic health conditions or physical disabilities, their need for and use of mental health services, and possible barriers to receiving needed services. Previous research has suggested these youth experience poorer psychosocial functioning compared to peers without special health care needs, and they also underutilize needed mental health services. A mixed-methods design was implemented consisting of a quantitative parent survey and a qualitative semistructured interview with young adults with special health care needs. Children demonstrating poorer psychosocial adjustment in this study experienced more problems related to social functioning than psychopathology (e.g., depression, anxiety). Over half of the youth had accessed mental health services with the majority utilizing community-based outpatient services. Identified barriers to accessing needed mental health services included difficulty finding professionals with experience in working with youth with special health care needs and lack of financial coverage.