This transformative mixed method case study investigated the influence of Dance/Movement Therapy (DMT) as a physical activity on the psychosocial well-being of learners with the visual impairment of low vision in a school for the visually impaired in Gauteng. A study of existing literature indicated a series of psychological and social dynamics which shape a person with low vision’s self-esteem and subsequent psychosocial well-being. A DMT intervention programme was designed accordingly. Through a filtering process, six female, adolescent participants with possible self-esteem challenges were identified. These participants completed the Rosenberg Self-Esteem Scale (RSES) prior to taking part in the eight 60 minute sessions of the DMT intervention programme. The RSES was completed again post-intervention. Results indicated an increase in the self-esteem levels of all six participants to various degrees. Qualitative measures, including observations schedules, process notes in a researcher’s diary and participant reflections in DMT Journey Journals supported quantitative findings. / Mokgwa o, o o tswakantseng was diphetogo wa dithuto o batlisitse thotloetso ya Motantsho/ Motsamao wa pholo jaaka ikatiso ya mmele mo go itekanelong/ boitekanelong jwa tlhaloganyo ya barutwana ba ba sa boneng sentle mo sekolong sa bana ba ba sa boneng mo kgaolong/ porofinsi ya Gauteng. Dipatlisiso tsa dikwalo tse di leng teng di supa tatelano ya tlhaloganyo le loago e e farologaneng e e bopang go tlhoka go itshepa ga motho yo a neng le pono e e bokowa le tlhaloganyo le botho jwa gagwe. Ka jalo lenaneo la tseregano la DMT le ile la diriwa. Ka mokgwa wa go tlhopha, makgarebe a baša a le marataro, a a nang le mathata a go tlhoka boitshepo a ile a tlhopiwa. Ba tsaya karolo ba ba ile ba tlatsa kgotsa ba konosetsa selekano sa boitshepo sa Rosenberg (RSES) pele ba tsaya karolo mo go lenaneong la dikarolo tse robedi tsa metsotso e le 60 ya tserenanyo ya DMT. Morago ga tsereganyo selekano se ile sa tladiwa gape. Dipholo di supile kgolo e e farologaneng ya boitshepo mo go batsayakarolo botlhe ba le barataro. Ditekanyetso tsa boleng, tse di akaretsang lenaneo la ditlhokomediso, dintlha tsa tiriso tsa letsatsi le letsatsi mmatlisisi le maikutlo a batsaakarolo di totobatsa dipholo tse.dintsi mo dikwalong tsa tsela ya DMT. / Die invloed van die fisiese aktiwiteit van Dans/Bewegingsterapie op die psigososiale welstand van leerders met lae visie in ‘n skool vir gesiggestremde leerders in Gauteng is deur hierdie transformatiewe gemengde metode gevallestudie ondersoek. ‘n Studie van bestaande literatuur het ‘n reeks sielkundige en sosiale faktore wat die persoon met lae visie se self-beeld en gevolglike psigososiale welstand vorm uitgelig en ‘n Dans/Bewegingsterapie intervensieprogram is daarvolgens ontwerp. Ses vroulike adolesente deelnemers met moontlike self-beeld uitdagings is deur middel van ‘n filtreringsproses geïdentifiseer. Hierdie deelnemers het die Rosenberg Self-Esteem Scale (RSES) voor en na hulle deelname aan 8 60 minute sessies van die Dans/Bewegingsterapie intervensieprogram voltooi. Resultate het onderskeidelik ‘n toename in selfbeeldvlakke van al ses deelnemers tot in verskillende mates aangedui. Kwalitatiewe maatstawwe soos die gebruik van obserwasieskedules, prosesnotas in ‘n navorserdagboek en deelnemers se refleksies in hulle persoonlike Dans/Bewegingsterapie joernale het die kwantitatiewe bevindinge ondersteun. / Psychology of Education / M. Ed. (School Guidance and Counselling)

According to Hatlen (2004), most learners with disabilities in an inclusive educational setting are socially isolated. This statement contributed to the research question of this study, how do learners with visual impairment experience the social aspects of their inclusion in a Namibian mainstream secondary school? The aim of this study was to design a case study to analyse and describe data collected from learners with visual impairment and other participants to determine how they are socially included in a mainstream setting. A qualitative research methodology was used, which included purposive sampling to select participants. The researcher functioned in an interpretive/constructivist paradigm. It was found that the learners with disabilities and the able-bodied learners do not truly mix, however, the learners with disabilities are content in the mainstream school and they prefer it. / Om aan 'n groep te behoort en sosiaal ingesluit te voel is 'n basiese menslike behoefte - dit is net so belangrik soos die basiese behoeftes van kos en veiligheid. Sosiale inklusie kan as een van die kritiese elemente beskou word wat onderskei tussen mense wat ongesteld is en mense wat gesond is. Betekenisvolle verhoudings dra by tot self-aktualisering. Lae sosiale inklusie beteken vir leerders eensaamheid en swak aanvaarding deur portuurgroepe. Sosiale inklusie is van groot belang vir kinders se ontwikkeling. Navorsing het bevind dat inklusiewe hoofstroomskole die effektiefste manier is om diskriminasie te beveg en sosiale insluiting te bevorder. Hatlen (2004) is van mening dat die groter meerderheid van leerders met gestremdhede in 'n hoofstroomskool sosiaal gei soleerd is. Die doel van hierdie kwalitatiewe studie was om leerders met gestremdhede se persepsie van hulle eie sosiale aanvaarding binne 'n inklusiewe hoofstroom sekondere skool te ondersoek. Die navorser het binne 'n interpretatiewe/konstruktivistiese paradigma gewerk. 'n Kwalitatiewe navorsingsmetodologie is gevolg en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers sou wees; onderhoude, observasie, dokumente en refleksies om data te genereer; en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui aan dat leerders met gestremdhede vir jare afgesonder was van die res van die samelewing deur hierdie leerders in spesiale skole te plaas. Dit het veroorsaak dat mense vervreemd van mekaar is en het 'n skeiding tussen 'ons' en 'hulle' veroorsaak. Die bevindinge van hierdie studie beklemtoon die belangrikheid van bewusmaking tussen leerders met gestremdhede en leerders sonder gestremdhede. Daar kom wel afknouery voor op die skoolgronde en ware vriendskappe tussen leerders met gestremdhede en leerders sonder gestremdhede vind nie in die ware sin van die woord plaas nie. Hierdie leerders is egter tevrede en verkies steeds om in 'n hoofstroomskool te wees. Inklusiewe onderwys is nog 'n nuwe konsep en in die ontwikkelingsfase in Namibie, terwyl die leerders nog onbekend is met inklusie, asook met mekaar. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Title: Social exclusion amongst students with visual impairments at UKZN Howard College and Edgewood Campuses. This research used a qualitative study exploring thick descriptions, inside voices and perspectives of “otherization”, powerlessness and voiceless-ness resulting from social exclusionary processes perpetuated by social and university structures and poverty. Convenience sampling was used. Semi structured individual interviews and focus group discussions were used to explore the key research questions focusing on social and university challenges experienced by students with visual impairments at UKZN in their social and university environments. The data was interpreted through The Anti Oppressive Approach (Dominelli, 2002) which gave support to understanding how continuing to ignore marginalized persons with visual impairments out of mainstream systems of development, perpetuated “othering”, powerlessness and voiceless-ness. This study provided evidence of the multi dimensional and multi structural nature of the social exclusionary process with key focus on abuse of power by dominant groups (sighted persons), violation of human rights and visual impairment as confinement as experienced by students with visual impairments either in their social or university environments or both. In addition, this theory looked at the manner in which dominant or superior groups arrange resources around them to benefit them and exclude persons with disabilities. This research also gave a voice to women with visual impairments being oppressed by sighted women as well as poverty as a social exclusionary process. Keywords: Anti Oppressive Theory, Visual Impairments, Social Exclusion / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

The inclusion of students with impairment in higher education needs enabling legal frameworks to lay the foundation for equal opportunities for those learners in all aspects of university life (Shepherd, 2001:17). To this effect, in the past two decades several countries have revised their legal documents in order to promote inclusive education at all levels of schooling. Accordingly, in 2006 the Ethiopian government also developed a new legislative document, namely Special Needs Education Program Strategy, in order to apply inclusive education in regular schools and in higher education institutions. Following the introduction of this policy document, all regular schools and higher education institutions in Ethiopia have been required to implement inclusive education as a mandatory approach when educating students with impairment, including those who are visually impaired. However, the actual implementation of an inclusive approach is being challenged by the social, political and physical circumstances of higher education institutions. Therefore, this study aimed at examining the existing challenges and prospects towards the inclusion of students with Visual Impairment (VI) in the particular context of Addis Ababa University (AAU). The study adopted an interpretive paradigm for better understanding and in-depth interpretation of the inclusion of students with VI at AAU. An interpretive paradigm also informs the detailed judgements made by experts of a suggested action plan for progressively providing support for students with VI at AAU. The study also applied the critical disability paradigm as a complementary philosophical base in order to examine critically the challenges that students with VI face and to suggest ways to transform the inclusive policies and practices of AAU in favour of the students. The researcher undertook a Delphi investigation to address the main aim of this research (i.e. to determine how best to implement an action plan that progressively increases support for students with VI at AAU over a period of time). The action plan that comprises various support measures and the necessary resources was developed using the empirical results of this study as well as the existing findings and best practices found in the literature study. It was scrutinized and approved by a number of experts. The researcher recommends that the plan should be implemented over the next five years at AAU in order to improve the support provided to students with VI. / Inclusive Education / D. Ed. (Inclusive Education)

The aim of this study was to investigate the inclusion of visually-impaired learners in Ethiopian secondary schools. To conduct the study a mixed methods research multiple case study research design was used. The study was conducted in two secondary schools of the capital city of Tigray Regional State of Ethiopia. In the selection of the schools and research participants, a purposive sampling method was employed. The data were collected from 2 school principals, 35 teachers and 24 learners of grade 9 and 10. To collect the data, interviews (for principals and teachers), focus group discussions (for learners), observation, and questionnaires (for teachers), were used. The primary data for this research were the data gathered from interviews, focus group discussion and observation whereas the data gathered from the questionnaire were used to compare, triangulate and supplement. Data by the instruments were analysed under different themes using a constructivist/interpretive approach. The findings of the study revealed that the nature of school inclusivity regarding visually-impaired learners in Tigray Secondary Schools of Ethiopia is poor and visually-impaired learners are excluded. As a result, the exclusive nature of the schools is affecting the implementation and actualisation of inclusive education. Based on the findings, the study calls schools, communities, governmental and non-governmental organisations to take action for the implementation and realisation of inclusive education and the inclusion of all learners, such as visually-impaired learners. / Inclusive Education / D. Ed. (Inclusive Education)

According to Hatlen (2004), most learners with disabilities in an inclusive educational setting are socially isolated. This statement contributed to the research question of this study, how do learners with visual impairment experience the social aspects of their inclusion in a Namibian mainstream secondary school? The aim of this study was to design a case study to analyse and describe data collected from learners with visual impairment and other participants to determine how they are socially included in a mainstream setting. A qualitative research methodology was used, which included purposive sampling to select participants. The researcher functioned in an interpretive/constructivist paradigm. It was found that the learners with disabilities and the able-bodied learners do not truly mix, however, the learners with disabilities are content in the mainstream school and they prefer it. / Om aan 'n groep te behoort en sosiaal ingesluit te voel is 'n basiese menslike behoefte - dit is net so belangrik soos die basiese behoeftes van kos en veiligheid. Sosiale inklusie kan as een van die kritiese elemente beskou word wat onderskei tussen mense wat ongesteld is en mense wat gesond is. Betekenisvolle verhoudings dra by tot self-aktualisering. Lae sosiale inklusie beteken vir leerders eensaamheid en swak aanvaarding deur portuurgroepe. Sosiale inklusie is van groot belang vir kinders se ontwikkeling. Navorsing het bevind dat inklusiewe hoofstroomskole die effektiefste manier is om diskriminasie te beveg en sosiale insluiting te bevorder. Hatlen (2004) is van mening dat die groter meerderheid van leerders met gestremdhede in 'n hoofstroomskool sosiaal gei soleerd is. Die doel van hierdie kwalitatiewe studie was om leerders met gestremdhede se persepsie van hulle eie sosiale aanvaarding binne 'n inklusiewe hoofstroom sekondere skool te ondersoek. Die navorser het binne 'n interpretatiewe/konstruktivistiese paradigma gewerk. 'n Kwalitatiewe navorsingsmetodologie is gevolg en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers sou wees; onderhoude, observasie, dokumente en refleksies om data te genereer; en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui aan dat leerders met gestremdhede vir jare afgesonder was van die res van die samelewing deur hierdie leerders in spesiale skole te plaas. Dit het veroorsaak dat mense vervreemd van mekaar is en het 'n skeiding tussen 'ons' en 'hulle' veroorsaak. Die bevindinge van hierdie studie beklemtoon die belangrikheid van bewusmaking tussen leerders met gestremdhede en leerders sonder gestremdhede. Daar kom wel afknouery voor op die skoolgronde en ware vriendskappe tussen leerders met gestremdhede en leerders sonder gestremdhede vind nie in die ware sin van die woord plaas nie. Hierdie leerders is egter tevrede en verkies steeds om in 'n hoofstroomskool te wees. Inklusiewe onderwys is nog 'n nuwe konsep en in die ontwikkelingsfase in Namibie, terwyl die leerders nog onbekend is met inklusie, asook met mekaar. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Acompanha: Química inclusiva: sequência de atividades: estudo das reações químicas numa perspectiva multissensorial / Há alguns anos está acontecendo no Brasil a transferência dos alunos com necessidades especiais da Educação Especial para o Ensino Regular. No entanto, a escola e os educadores não foram preparados para essa mudança, prevalecendo ainda barreiras físicas e atitudinais para a inclusão. Acredita-se nessa pesquisa que uma das formas de resolver este problema é trabalhar a inclusão de alunos cegos por meio da experimentação e recursos didáticos digitais. Na literatura científica, já existem vários recursos didáticos que foram criados ou adaptados, porém ainda há muito a se fazer, principalmente para alunos com necessidades especiais. Considerando a teoria de Vigotski, em que os alunos com necessidades especiais devem aprender os mesmos conteúdos com o mesmo grau de exigência que os demais, e utilizando uma metodologia multissensorial, desenvolveu-se um material didático constituído de uma sequência didática e materiais adaptados com a finalidade de facilitar o processo ensino aprendizagem do conteúdo reações químicas por parte de alunos com ou sem problemas de visão. A pesquisa de análise do material desenvolvido foi do tipo qualitativa, sendo realizada com alunos de segundo ano do ensino médio. A criação de um programa computacional acessível, e sua associação à experimentação, bem como a sequência de atividades, se mostraram eficientes na melhora da aprendizagem e da inclusão efetiva dos deficientes visuais. / In Brazil, it has now been a few years since students with special needs have been transferred from there specialized institutions to be absorbed in the regular educational system. However, the building infrastructure of schools and the teachers are generally not prepared for this encounter, and barriers are prevailing for proper inclusion of these students. In this research, we believe that one of the ways to solve the problem of inclusion of blind students is trough experiments and digital teaching resources. Regarding Vygotsky’s theory, students with disabilities must learn the same content with the same level of requirement as other students using a multisensory approach. We have developed teaching materials that counts with a sequence of activities and adapted materials to facilitate the teaching and learning of chemical reactions, for students with or without vision problems. The analysis of the research was qualitative, with students from the second grade of high school. The experiments associated to the computer program developed, the activities and materials showed the effective improved learning and also showed the effective inclusion of the visually impaired students.

Acompanha: Química inclusiva: sequência de atividades: estudo das reações químicas numa perspectiva multissensorial / Há alguns anos está acontecendo no Brasil a transferência dos alunos com necessidades especiais da Educação Especial para o Ensino Regular. No entanto, a escola e os educadores não foram preparados para essa mudança, prevalecendo ainda barreiras físicas e atitudinais para a inclusão. Acredita-se nessa pesquisa que uma das formas de resolver este problema é trabalhar a inclusão de alunos cegos por meio da experimentação e recursos didáticos digitais. Na literatura científica, já existem vários recursos didáticos que foram criados ou adaptados, porém ainda há muito a se fazer, principalmente para alunos com necessidades especiais. Considerando a teoria de Vigotski, em que os alunos com necessidades especiais devem aprender os mesmos conteúdos com o mesmo grau de exigência que os demais, e utilizando uma metodologia multissensorial, desenvolveu-se um material didático constituído de uma sequência didática e materiais adaptados com a finalidade de facilitar o processo ensino aprendizagem do conteúdo reações químicas por parte de alunos com ou sem problemas de visão. A pesquisa de análise do material desenvolvido foi do tipo qualitativa, sendo realizada com alunos de segundo ano do ensino médio. A criação de um programa computacional acessível, e sua associação à experimentação, bem como a sequência de atividades, se mostraram eficientes na melhora da aprendizagem e da inclusão efetiva dos deficientes visuais. / In Brazil, it has now been a few years since students with special needs have been transferred from there specialized institutions to be absorbed in the regular educational system. However, the building infrastructure of schools and the teachers are generally not prepared for this encounter, and barriers are prevailing for proper inclusion of these students. In this research, we believe that one of the ways to solve the problem of inclusion of blind students is trough experiments and digital teaching resources. Regarding Vygotsky’s theory, students with disabilities must learn the same content with the same level of requirement as other students using a multisensory approach. We have developed teaching materials that counts with a sequence of activities and adapted materials to facilitate the teaching and learning of chemical reactions, for students with or without vision problems. The analysis of the research was qualitative, with students from the second grade of high school. The experiments associated to the computer program developed, the activities and materials showed the effective improved learning and also showed the effective inclusion of the visually impaired students.

My graduation theses under the title "Past and present Elementary school of Jaroslav Jezek in the context of teaching Czech language" thesis deals with the early education and teaching of visually impaired children in the Private institution for blind children and sick eyes and further it describes the current characteristics and principles of teaching visually impaired children at the elementary school of Jaroslav Jezek. The graduation theses is divided into five chapters. The first chapter deals with the history of education and teaching visually impaired children in the Czech lands. The second chapter summarizes the principles and specifics of teaching and further highlights the importance of touch and compensatory aids during the class. The third chapter follows the influence of reading and the spoken word for children with visual impairments. The fourth chapter deals with the current concept of teaching the Czech language. The fifth chapter is dedicated to competitions and cultural events, in which children at Elementary school of Jaroslav Jezek participate. Powered by TCPDF (www.tcpdf.org)