The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is to explore the experiences of Learning Support Teachers (LSTs) in supporting Foundation Phase teachers in implementing Inclusive Education (IE) in Gauteng Province, South Africa. A lack of support for teachers and learners in IE has dominated current discussions on education. According to the Department of Education (DoE, 2000:28), the establishment of an IE system in schools would require appropriate district as well as institution level support services, and more than just accepting learners with different learning needs in mainstream classrooms. Many teachers have not had the benefit of being trained to teach learners who experience barriers to learning, hence most find it difficult. Although specialist teachers in the form of Learning Support Teachers (LSTs) have been employed in the Foundation Phase to fill that gap and assist classroom teachers, the learners are not receiving the assistance hoped for. Based on an assumption that the failings may largely be systemic, this study therefore uses Bronfenbrenner’s ecological systems theory and a qualitative research design to examine the implementation of IE in selected schools, with seven LSTs being interviewed and observed, while documents pertaining to the support rendered were analysed. Seven principals and seven classroom teachers were also interviewed. The analysis employed Creswell’s method and the findings highlighted factors affecting the implementation of IE. The factors include inadequate district support, socio-cultural issues, classroom and management factors, lack of resources and inadequate collaboration between the stakeholders. The study makes recommendations and suggests further areas of research. / Teacher Education / D. Ed. (Inclusive Education)

This study investigated the implementation of inclusive education in three schools of Mthatha district in the Eastern Cape Province, in accordance with the principles set out in Education White Paper 6: Special Needs Education—Building an inclusive education and training system. The qualitative method was used in this study, and data collection strategies were based on interviews and observations. The study established the following challenges that hampered the implementation of inclusive education in the three schools: • Lack of training or workshops for both principals and educators on inclusive education, which led to a lack of knowledge about the topic and ways to support learners experiencing barriers to learning in their schools. • Lack of access to the White Paper 6 document. These challenges can remedied by proactive assistance from the Eastern Cape Department of Education and the Mthatha District of Education authorities. / Inclusive Education / M. Ed. (Inclusive Education)

De centrala stödteamen som studerats i denna studie är ett komplement till den lagstadgade verksamheten i sina respektive kommuner i arbetet med elever som utmanar i skolan och /eller är i problematisk skolfrånvaro. De studerade teamen arbetar på uppdrag av socialförvaltningen, Barn och ungdomsförvaltningen eller en kombination av de båda. Studien är gjord med den grundade teorin som metod och med ett socialkonstruktionistiskt perspektiv då både metod och teori lyfter informanternas upplevelse av sin verklighet. Syftet med denna studie är att analysera de framgångsfaktorer men även hinder som några studerade centrala stödteam upplever i arbetet med elever i problematisk skolfrånvaro. Det som framkommer i studien är att de studerade stödteamens konstruktion och centrala styrning där genom att verka på alla skolor i en kommun gör det möjligt att använda sig av både de bemötanden och förutsättningar som presenteras i studiens resultat.De framgångsfaktorer som framkommit i studien som också är studiens main concern är uppdelade i två huvudgrupper. Den ena är Framgångsrika Bemötanden där några nyckelkategorier blivit centrala. Dessa nyckelkategorier är; Icke-dömande, Respekterande, Inlyssnande, Förstående, Icke kravsättande, Avlastande, Samarbetande, Samordnande samt Relationsskapande. De studerade teamen menar att det inte går att prioritera dessa kategorier, men att Icke-dömandet är en förutsättning för de övriga. Den andra huvudgruppen är Gynnsamma Förutsättningar. Denna huvudgrupp delas in i: Tid, Kompetens och erfarenhet, Likvärdighet, Upparbetade relationer, Intensivvarande samt organisation. I studien har också framkommit hinder i de studerade teamens verksamhet. Dessa framkommer i olika grad samt på olika sätt för de studerade teamen, men har sammanfattats i några faktorer; Sekretess, Bedömda/dömda pedagoger-ledning, Dömande personal, Komma in i “slutna hem” samt Ekonomi. Dessa hinder menar de studerade teamen kan bromsa upp effektiviteten i både tid och insats i ett ärende de verkar i. Den organisatoriska lösningen där både socialtjänst och skola samverkar är den konstellation som enligt de studerade stödteamen är den bästa och då i kombination med att det i teamet finns både lärare som kan tala skolans språk och även tala med skolan utan att upplevas okunnig eller oförstående. Detsamma gäller anledningen till att socialtjänsten är representerad med en socionom som kan möta socialtjänsten på samma sätt. / The central support team in this study are a complement to the ordinary work with students that is challenging the school or/ and are in problematic school absenteeism. The study uses the grounded theory as method and a social constructive perspective when both method and theory explain the informers experience of their own reality.  Studien är gjord med den grundade teorin som metod och med ett socialkonstruktionistiskt perspektiv då både metod och teori lyfter informanternas upplevelse av sin verklighet. The teams that been studied are initiated by the social department, the school department and some by a mix of them both. The mix are de model that all teams meant was the most successful and best suited constellation with a teacher and a social worker, working together. The reason with this opinion is that the team in the study explains it with the credibility that teacher are better suited to talk with the school and the social worker are better suited to run the communication with the social services. The purpose with this study is to reveal the factors of success in some central support teams work with students in problematic school absenteeism, and also unveil the obstacles that the studied support team could meet in their work with these students. What the study shaws is that how the studied team were constructed with their professions and the fact that they are under a central control and not are tied to one separate school or area were the main factor that allows both the factors of success and the favourable prerequisite that is the two main concerns with this study to work.The factors of success that appeared in the study are represented by two main concerns, the first one is the Personal treatment meeting with people. Some key categories that construct this factor of success are None-judging, Respecting, In-listening, Understanding, Not demanding, to unburden, Cooperating, Coworking and Relation construction. The teams in the study point out that there is impossible to prioritize these categories, but the None-judging behaviour is the prerequisite for the others.The second main concern is the favourable prerequisite for the teams to work. This main consern is divided in; Time, competence and experience, comparability, already done relations, intensity being and organization. The team in the study have an agreement in that it is these categories that divide them from the ordinary work whit students in problematic school absenteeism in their municipalities and that is their strikingness that is the key to make the factors of success to work.In this study there also appeared some obstacles in the work for the teams. These obstacles appear in different grade and different ways for the team in the study, but are concluded in the key categories, Confidentiality, judged/ condemned school personnel, Judgemental personnel, to enter closed homes and economy. These categories the team in the study are factors that can inhibit their work and make it less efficient over time and in effort and also are results presented in the study.

Magister Educationis - MEd / Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.

Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research. / AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.

Made available in DSpace on 2016-04-28T18:24:04Z (GMT). No. of bitstreams: 1 Valdite Pereira Fuga.pdf: 6007658 bytes, checksum: 19b24db4733338f801c2c159c3f0740c (MD5) Previous issue date: 2009-06-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is inserted in Applied Linguistic field and aims at investigating The movement of the meaning of Teacher Support Team in the Creative Chain of Activities in the Acting as Citizen Program, specifically, in the project entitled Reading in Different Areas (LDA), developed by the Language in Activities at School Contexts (LACE) Research Group, on Education and Language Area from Catholic University of São Paulo, SP. The theoretical framework of this study comprehends the Marxist-dialectical (Marx, 1883/1890/2007) and Spinozinan monist philosophical perspective (Spinoza, 1667/2003) to discuss the concept of totality, which is underlying the Creative Chain of Activities concept (Liberali, 2006). This framework also converges on Socio-Historical-Cultural Activity Theory (TASHC) (Vygotsky and partners, 1934), which, in this study, enhances the importance of apprenticeship through activities and interactions in the researched context. Language is seen under the Bakhtinian Circle s perspective (1975/1995) which, in here, emphasizes the events of human existence through interactions in the several LDA contexts; this was supported by Teacher Support Team (TST) (Daniels and partners, 2004) as a teacher organization in order to develop the work that was carried out in the schools belonging to Carapicuíba Regional Division. This study is guided by the Critical Collaborative Intervention Research aspects (Magalhães, 2002, 2004, 2006, 2009), understood as a process of participation in the construction of knowledge, which emphasizes the role of collaboration as an essential issue for the development of all of those involved in the process. To discuss the outcomes, it brings out Bronckart s linguistic-discoursive categories (1997/1999) (implication/autonomy aspects, modalization, prototypic sequences), as well as the interpretation grounded on this theoretical framework. The results indicate that TST praxis is based on collaborative aspects. TST acted as a protagonist in their contexts; was creative and brought their jargons to the LDA s context.. TST s development of meaning followed the dialectic movement, according to Marx s theory (1883/1890/2007); it presents a new way of organization and work in LDA s, which is different from the British proposal / Esta pesquisa está inserida na área de Lingüística Aplicada e tem como objetivo investigar O Movimento do Significado de Grupo de Apoio na Cadeia Criativa de Atividades no Programa Ação Cidadã , em específico, no Projeto Leitura em Diferentes Áreas (LDA), desenvolvido pelo Grupo de Pesquisa Linguagem em Atividades no Contexto Escolar (GP LACE), na linha Educação e Linguagem da Pontifícia Universidade Católica São Paulo. Apresenta como aporte teórico as referências filosóficas dialético-marxista (Marx, 1883/90/2007) e o enfoque monista espinosano (Spinoza, 1677/2003) para discutir a visão de totalidade, subjacente ao conceito Cadeia Criativa de Atividades (Liberali, 2006). Esse referencial também converge para a Teoria da Atividade Sócio Histórico Cultural (Vygotsky e colaboradores, 1934) que, nesta pesquisa, sublinha a importância da aprendizagem por meio da atividade e das interações no contexto pesquisado. A linguagem é vista sob a perspectiva do Círculo de Bakhtin (1975/1995) que, aqui, traduz os eventos do existir humano por meio das interações nos vários contextos do LDA; este teve os Grupos de Apoio (GA) (Daniels e colaboradores, 2004) como uma organização docente para desenvolver o trabalho que ocorreu nas escolas pertencentes à DE Carapicuíba. O estudo é norteado pelos princípios da Pesquisa Crítica de Colaboração (Magalhães, 2002, 2004, 2006, 2009), entendida como um processo de participação de produção de conhecimento, que enfatiza o papel da colaboração como essencial para o desenvolvimento de todos os envolvidos no processo. Para a discussão dos resultados, apresenta categorias lingüístico-discursivas proposta por Bronckart (1997/1999) (grau de implicação/autonomia, modalização e organização seqüencial), bem como de interpretação embasada por este referencial teórico. Os resultados indicam que a práxis dos GA esteve fundamentada nos princípios colaborativos. Os GA foram protagonistas, criativos e autoram seus falares, trazendo jargões de seu contexto de atuação para a esfera do LDA. A produção do significado do conceito GA, seguiu o movimento dialético teorizado por Marx (1883/1890/2007); apresenta uma nova forma de organização e trabalho no contexto LDA, diferente da proposta desenvolvida no contexto britânico

Submitted by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-06-26T13:38:43Z No. of bitstreams: 1 DISS MP IZABEL JOSEFA SANTOS. 2015.pdf: 2539015 bytes, checksum: 2193d730a76dc2009ca3c2fea8b16e6c (MD5) / Approved for entry into archive by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-07-07T19:59:25Z (GMT) No. of bitstreams: 1 DISS MP IZABEL JOSEFA SANTOS. 2015.pdf: 2539015 bytes, checksum: 2193d730a76dc2009ca3c2fea8b16e6c (MD5) / Made available in DSpace on 2015-07-07T19:59:25Z (GMT). No. of bitstreams: 1 DISS MP IZABEL JOSEFA SANTOS. 2015.pdf: 2539015 bytes, checksum: 2193d730a76dc2009ca3c2fea8b16e6c (MD5) / O objetivo geral da pesquisa foi analisar o processo grupal de desenvolvimento do trabalho adotado pelo NASF, no que diz respeito a sua tarefa institucional de apoio às Equipes de Saúde da Família (ESF) nas dimensões clinica, pedagógica e gerencial. Trata-se de uma pesquisa qualitativa na modalidade de pesquisa-ação, tendo como objeto de investigação uma intervenção institucional conduzida com a utilização da técnica dos grupos operativos de Pichon-Rivière, em dois grupos do NASF, no total de nove participantes. Nesse sentido é que a pergunta central foi formulada da seguinte maneira: Quais os efeitos da aplicação da metodologia dos grupos operativos na análise das práticas de saúde das equipes do Núcleo de Apoio à Saúde da Família (NASF), da Secretaria de saúde do Município de Eunápolis-Ba? O estudo parte da análise da política de recursos humanos do Sistema único de Saúde (SUS), e as subsequentes políticas de gestão do trabalho e educação, humanização e educação permanente para situar o modelo recentemente implantado do NASF, pelo Ministério da Saúde. Em seguida apresenta uma síntese da teoria e técnica dos Grupos operativos de Pichon-Rivière, justificando a escolha por essa abordagem. Os resultados da análise do processo grupal apontaram para uma discrepância entre o papel instituído e o exercido pelos integrantes do NASF, em função da dificuldade de tradução das diretrizes e procedimentos estabelecidos, pela falta de capacitação e apoio institucional; a existência de fragilização dos vínculos decorrentes de contratos precários de trabalho e uma dinâmica competitiva interna do NASF e externa em relação às ESFs. O estudo concluiu pela efetividade da técnica dos grupos operativos na medida em que possibilitou a compreensão das dificuldades existentes, a autoanálise crítica e criativa e o delineamento de ações na direção de uma transformação individual e coletiva.

Submitted by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-07-15T18:28:26Z No. of bitstreams: 1 DISS MP IZABEL JOSEFA SANTOS. 2015.pdf: 2539015 bytes, checksum: 2193d730a76dc2009ca3c2fea8b16e6c (MD5) / Approved for entry into archive by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-07-15T18:28:35Z (GMT) No. of bitstreams: 1 DISS MP IZABEL JOSEFA SANTOS. 2015.pdf: 2539015 bytes, checksum: 2193d730a76dc2009ca3c2fea8b16e6c (MD5) / Made available in DSpace on 2015-07-15T18:28:35Z (GMT). No. of bitstreams: 1 DISS MP IZABEL JOSEFA SANTOS. 2015.pdf: 2539015 bytes, checksum: 2193d730a76dc2009ca3c2fea8b16e6c (MD5) / O objetivo geral da pesquisa foi analisar o processo grupal de desenvolvimento do trabalho adotado pelo NASF, no que diz respeito a sua tarefa institucional de apoio às Equipes de Saúde da Família (ESF) nas dimensões clinica, pedagógica e gerencial. Trata-se de uma pesquisa qualitativa na modalidade de pesquisa-ação, tendo como objeto de investigação uma intervenção institucional conduzida com a utilização da técnica dos grupos operativos de Pichon-Rivière, em dois grupos do NASF, no total de nove participantes. Nesse sentido é que a pergunta central foi formulada da seguinte maneira: Quais os efeitos da aplicação da metodologia dos grupos operativos na análise das práticas de saúde das equipes do Núcleo de Apoio à Saúde da Família (NASF), da Secretaria de saúde do Município de Eunápolis-Ba? O estudo parte da análise da política de recursos humanos do Sistema único de Saúde (SUS), e as subsequentes políticas de gestão do trabalho e educação, humanização e educação permanente para situar o modelo recentemente implantado do NASF, pelo Ministério da Saúde. Em seguida apresenta uma síntese da teoria e técnica dos Grupos operativos de Pichon-Rivière, justificando a escolha por essa abordagem. Os resultados da análise do processo grupal apontaram para uma discrepância entre o papel instituído e o exercido pelos integrantes do NASF, em função da dificuldade de tradução das diretrizes e procedimentos estabelecidos, pela falta de capacitação e apoio institucional; a existência de fragilização dos vínculos decorrentes de contratos precários de trabalho e uma dinâmica competitiva interna do NASF e externa em relação às ESFs. O estudo concluiu pela efetividade da técnica dos grupos operativos na medida em que possibilitou a compreensão das dificuldades existentes, a autoanálise crítica e criativa e o delineamento de ações na direção de uma transformação individual e coletiva.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / As correntes humanísticas e as recentes pesquisas na área da Saúde Mental contribuíram de forma significativa para a reforma psiquiátrica no Brasil. Esta vinha sendo preparada desde os anos 90 e está sendo implantada desde o ano 2001. Esta reforma propõe um modelo que confere maior autonomia ao portador de transtornos mentais e insere a família e a sociedade nos cuidados. Este novo modelo prevê a desospitalização dos pacientes, criando cuidados em espaços alternativos como: hospitais dia, casas terapêuticas, centros de atenção psicossocial. Esta nova realidade da Psiquiatria é um desafio para a Evangelização, pois requer um novo paradigma dos cristãos que, muitas vezes, integram os preconceitos na própria mensagem do Evangelho. Em muitos âmbitos ainda hoje se trata a patologia mental como possessão demoníaca ou castigo divino, em detrimento do anúncio de um Deus de misericórdia, amor e ternura. O aconselhamento pastoral em Saúde Mental deve ter suas raízes bem arraigadas no Evangelho e ao mesmo tempo abrir-se mais e mais para um diálogo amplo com as Ciências Humanas e a sociedade a fim de proporcionar uma ação evangelizadora adequada para um público alvo em situaçãolimite. É neste contexto que o aconselhamento pastoral deve ajudar a viver um sentido de vida pleno, contrapondo-se a muitas experiências na sociedade para a qual muitas vezes só há sentido onde há produtividade e resultados significativos para alimentar a busca desenfreada de bens de consumo, garantindo uma falsa auto-realização construída com base no ter e poder. Evangelizar sempre deve ser uma ação diferenciada para os portadores de transtornos mentais. Embora a Pastoral dialogue com as Ciências e busque nelas orientação para uma ação adequada, ela não pode desviar-se do seu conteúdo principal: a mensagem encarnada do Evangelho. Mensagem esta que em muitos casos pode ser transmitida apenas e, sobretudo, pela presença solidária junto ao paciente. Mais importante que as teorias, que as exposições é a presença amiga capaz de garantir ao paciente uma experiência profunda de um Deus de amor, ternura e misericórdia. / The humanist chains and the updated searching in Mental Health area did contribute in a relevant basis to the psychiatry review happened in Brazil, recently. This one was been prepared since the start of 90 years and had been implemented since the start of 21stcentury, 2001 sharply. Its proposal is a new model which gives a higher autonomy to the person who presents mind disorders/diseases and acclaim family and society, together to be part of the patient care. This new pattern foresees the out of hospital process of patients through new and alternatives spaces forming, for instance: day hospitals, therapeutics homes, psychosocial care centers and so on. This new scenery of Psychiatry is a great challenge for evangelization so it requires a new paradigm by Christian that for many times integrates the preconception inside the evangelical message. In many aspects, still today, the mental pathology is considered as an evil possession or divine punishment in damage Lord announce of mercy, love and tender. The pastoral counseling in mental health ought to have its roots well founded in the Holy Bible and at the same time be inclined each more to a open minded dialogue among Human Sciences and society in order to offer an appropriate evangelical action to those are living on the edge (out of limit). Is on this context that pastoral counseling has an important role helping to live life in a wide sense opposing several experiences on the society in which many times there is sense only where exists productivity and significant results to feed the disordered search for consumism to assure the fake self achievement built on HAVE and POWER basis. Evangelize always must be a different action to those group of people/patients. Despite of Pastoral makes contact to Sciences and search on them guidelines to adapt actions it can not deviate itself away from the main content, does mean the incarnated Holy Bible message. This one can be released and communicated for many times only and above all by the solidary presence closed to the patient. More important than theories and explanations the friendship attitude / behavior is the way to offer the warranty to this patient a chance of a deep experience of a God full of love, tender and mercy

This research focuses on the challenges encountered by teachers in terms of support in teaching inclusive education in primary schools. According to the White Paper 6 of 2001, the Department of Education gives guidelines and points out the strengths of school-based support teams (SBST) and district support teams in attempting to overcome inclusivity. The SBST works with a variety of internal support structures to meet the needs of teachers who are teaching inclusive education. Schools in South Africa - especially in townships – are, generally, of the opinion that managing the process of inclusive education is the sole responsibility of the Department of Education. The research methodology employed in this study is qualitative which is explorative and descriptive by nature. The purpose of this study was to explore the role of the principals and the school-based teams in supporting teachers teaching inclusive education in primary schools. Data was collected by means of two focused interviews, which involved the principals and members of the school-based support team and by using one-on-one, semi–structured interviews. The collected data was analysed and categorized according to a constant comparative method. The data revealed a number of frustrations and challenges for teachers who need support in teaching learners in inclusive education. It is evident that there is a lack of support both from the principals and the SBSTs in supporting teachers who are teaching inclusive education. There is an insufficient knowledge and a lack of skills in supporting teachers teaching inclusive education as there has been no proper training for these teachers. However, the Department of Education has ensured that the introduction of White Paper 6 is aligned to the schools’ contextual systems. / Dissertation (MEd)--University of Pretoria, 2013. / Education Management and Policy Studies / unrestricted