Thesis (M.A.)--Zhongguo wen hua xue yuan san min zhu yi yan jiu suo. / Includes bibliographical references (p. 99-107).

Thesis (M.A.)--Zheng zhi zuo zhan xue xiao. / Includes bibliographical references (p. 143-148).

Thesis (M.A.)--Guo li zheng zhi da xue. / Cover title. Includes bibliographical references (p. 206-215).

Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Zheng zhi zuo zhan xue xiao. / Bibliography: p. 143-148.

Thesis (M.A.)--Zhongguo wen hua xue yuan san min zhu yi yan jiu suo. / Bibliography: p.99-107.

This case study was located in a primary mainstream school in Greece with the aim to explore how the Special Educational Needs (SEN) legislative reforms with regards to inclusion and inclusive practice have been developed and implemented in Greece. Prior to the study a critical analysis of the Greek SEN laws (Law 2817 and Law 3699) was undertaken to better understand how SEN and inclusion have been conceptualised and how practice has been guided and legislatively established in Greek mainstream schools. The analysis of the policy documents and the literature review indicated that the most dominant form of inclusive practice in mainstream schools has been the operation of ‘Inclusive Classes’ (ICs). Therefore, the case study aimed to unfold deeper understandings underpinning inclusive decisions and practices for students, their parents and school staff in the school setting, including mainly the IC and play area. Following an exploratory case study design and employing Grounded Theory (GT) processes, reciprocal relationships of inclusion were reconstructed, deconstructed and understood based on the policy documents’ analysis, the observations of actual practice and the participants’ experiences and understandings gained through interviews. The findings suggested omissions at both policy level and within educational practice. These omissions imposed restraints on students’ social development, as well as in the pedagogical approaches employed by the teachers due to confusion and lack of knowledge and training with regards to SEN inclusive practice and notions. The analysis concludes with a key finding of ‘vague inclusive realities’, where terms of inclusion were used to describe processes resulting in exclusion. The discussion and future recommendations are conceptualised on the basis of identifying barriers between policy and practice (special versus general education) as a means to achieve more effective inclusion and an effort to decrease possible practices or behaviours that may lead to ‘vague inclusive realities’.

Thesis advisor: David Hollenbach, S.J. / This dissertation represents a contribution to the field of Christian social ethics and, in particular, to recent ethical analysis concerning rising inequalities within the global political economy. It draws upon the moral thought of César Chávez, the late Catholic farmworker leader, along with philosopher-economist Amartya Sen, to encourage a further development and foregrounding of emergent egalitarian arguments within recent Catholic social teaching (CST). In short, this project contributes to the formulation of egalitarian ethics that attend to the needs of the world's most exploited and excluded populations, those who are "fenced in" by political and racial statuses that engender deprivation within both dominant and marginal states. Equality among persons receives greater priority than equality between states, though the author does not view equality among persons and equality between groups as impulses that are necessarily mutually exclusive. This project finds broad agreement with Amartya Sen's approach to development. The author argues that human capabilities (not income or some other measure of human well-being) are the proper object of social justice, and that it is equal capability that those with egalitarian concern ought to pursue. However, the author argues that equality in the distribution of capabilities ought to be prioritized over the aggregate production of capabilities within groups, a question that Sen leaves for others to debate. Additionally, the author argues that a global human society is the proper scope of ethical concern when evaluating disparities in human capability. This project represents a person-centered and transnational approach to equality whereby a global community is the proper scope of ethical concern. Thus, the author contends that a transnational equality of human capability is the proper end of advocacy for social justice. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

This thesis investigates the positioning of partnership in the process of assessing a child's special educational needs. It looks at partnership in parent-professional relationships and in relationships between different professionals. Two case studies provide the empirical basis of the research: one of the first two years of an LEA parent partnership project, the other of a child, David, whose 'special educational needs' were in the process of being assessed. The reasons for choosing case studies, the kind of knowledge this would be expected to generate, and issues of validity are discussed. This thesis looks at whether an educational psychology service can act in partnership with parents by analysing a variety of data from an LEA Parent Partnership Scheme. It also investigates the meaning of partnership for the stakeholders of a child's statutory special educational needs assessment by looking at the views of everyone involved in one child (David)'s statutory assessment. The people interviewed are the child, the mother, the named person, the head teacher, the class teacher, the special education needs coordinator, the educational psychologist, the clinical psychologist, the senior clinical medical officer, the occupational therapist, and the acting principal educational psychologist. They are asked their views of the child's situation, what they think assessment is really about, what their role is in the assessment, what kind of partnership they experience in the assessment, what kind of partnership is possible, and where power is located in the assessment. Two case studies raise many questions about conceptions of 'professional', 'need', 'objectivity' and 'partnership'. Five key areas are identified from the results of the two case studies for further discussion. The first two areas each take a different unexpected finding with the aim of an explanation: 1) David's Mother's achievement of her aim of a statement emphasising David's learning difficulties rather than behavioural difficulties, despite the school's insistence on the latter; and 2) The discovery of David as lacking agency in the assessment process. The explanation incorporates the descriptive and the theoretical. Engestrom's activity theory assists an understanding of the boundary crossing accomplished by David's Mother in the realisation of her goal. The last three areas theorise about, respectively, partnership, power and statementing. The basis of multi-disciplinary assessment is challenged. Instead of one multi-disciplinary assessment in one case there are as many assessments as there are participants. Statementing is suggested to involve the painful negotiation of different discourse within a complex power structure. Implications for professionals working with children deemed to have special educational needs are discussed and policy changes are considered. Methodological issues for the position of the researcher, as insider practitioner, outsider practitioner and outside researcher is reflected upon.

Th. univ. : Droit : Nancy : 1932.