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Thematische Bibliographien / Social-relational perspective of disabilities

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Auswahl der wissenschaftlichen Literatur zum Thema „Social-relational perspective of disabilities“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Social-relational perspective of disabilities"

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Schmitt, Caroline. „A relational concept of inclusion. Critical perspectives“. Papers of Social Pedagogy 11, Nr. 1 (28.07.2019): 60–76. http://dx.doi.org/10.5604/01.3001.0013.3092.

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The adoption of the Convention on the Rights of Persons with Disabilities (CRPD) underlines the status of inclusion as a human right. In this context, inclusion means being involved in society, and people being acknowledged whatever their abilities and needs. The article gives an insight into the international debate on inclusion, and the discussion and state of implementation in Germany. It advocates a relational concept of inclusion making use of an “agency-vulnerability nexus”. Just like the human rights understanding of inclusion, relational theories of agency and vulnerability examine the processes in social environments which enable or hinder agency. They focus on professional practice, the organisational structures of social services, political conditions and social discourse (for example on disability or refugeeism) and how they are relevant to subjective scopes of action. A perspective of this kind has inherent potential with regard to social criticism, and this is indispensable for a debate which understands inclusion as a task to be tackled by society as a whole.

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Coleman, J. Michael, und Ann M. Minnett. „Learning Disabilities and Social Competence: A Social Ecological Perspective“. Exceptional Children 59, Nr. 3 (Dezember 1992): 234–46. http://dx.doi.org/10.1177/001440299305900307.

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To explore the relationship between learning disabilities (LD) and social competence, various indexes of social and academic competence were collected from a sample of students with LD, as well as a matched sample of children without disabilities, in Grades 3–6. Measures included academic grades, teacher perceptions, peer perceptions, self-perceptions, social network outside of school, and direct observation of social interactions. Results suggest that children with LD differ from children without disabilities on virtually all indexes of academic competence, regardless of social status. In the social domain, children with LD had higher self-concept scores than did children without disabilities. Most social differences were linked to the child's peer status, independent of disability.

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Rutherford, Gill. „"Doing Right By": Teacher Aides, Students with Disabilities, and Relational Social Justice“. Harvard Educational Review 81, Nr. 1 (21.03.2011): 95–119. http://dx.doi.org/10.17763/haer.81.1.wu14717488wx2001.

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In this article, Gill Rutherford seeks to understand, from the perspectives of teacher aides, the influence of their work on the school experiences of New Zealand students with disabilities. Rutherford contributes to a growing body of international research regarding the role of teacher aides that documents the complex and ambiguous nature of their work. Ironically, given the injustice of assigning unqualified teacher aides to students whose learning support requirements (through no fault of their own) often challenge teachers, the findings of the study suggest that aides may contribute to the development of a more just education by virtue of their relationships with students with disabilities. Teacher aides' knowing and caring about students in terms of their humanity and competence resulted in their recognizing and addressing injustices experienced by students. In acting on students' behalf, in "doing right by" each student, these aides enabled students to enact their formal right to education. The study findings, interpreted within a framework of relational social justice, add another dimension to what has already been documented in research literature about the paradoxical nature of teacher aides' work.

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Martin, Jeffrey J. „Benefits and barriers to physical activity for individuals with disabilities: a social-relational model of disability perspective“. Disability and Rehabilitation 35, Nr. 24 (19.06.2013): 2030–37. http://dx.doi.org/10.3109/09638288.2013.802377.

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Gibbons, Frederick X. „A Social-Psychological Perspective on Developmental Disabilities“. Journal of Social and Clinical Psychology 3, Nr. 4 (Dezember 1985): 391–404. http://dx.doi.org/10.1521/jscp.1985.3.4.391.

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Pagan, Ricardo. „Gender and Age Differences in Loneliness: Evidence for People without and with Disabilities“. International Journal of Environmental Research and Public Health 17, Nr. 24 (08.12.2020): 9176. http://dx.doi.org/10.3390/ijerph17249176.

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This study examines the relationships between loneliness, gender, and age for people without and with disabilities (moderate versus severe) in Germany. Using data taken from the German Socio-Economic Panel (SOEP) for the years 2013 and 2017 and using the UCLA (University of California, Los Angeles) Loneliness Scale, in general we found that males report lower loneliness scores as compared to those for females. Furthermore, we found a strong association between loneliness and the individual’s age, but with differences according to gender and disability status. For example, for males with severe disabilities levels of loneliness decrease with age, whereas for females with severe disabilities the opposite result is found. In addition, we found that participation in leisure activities and having a higher frequency of contacts with family, friends, and social online networks (measured by the relational time index) contribute to reducing loneliness for all individuals. From a public policy perspective, it is necessary to undertake the design, promotion, and implementation of instrumental, emotional, and social support measures for people with disabilities (in particular for females that are severely limited in their daily activities), which can contribute to reducing their loneliness scores and increasing their levels of life satisfaction.

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De Klerk, Edwin Darrell, June Monica Palmer und Greg Alexander. „Covid-19 and Technology: Higher Education’s Responses to Inclusive Practices for Pre-Service Teachers with Disabilities“. Research in Social Sciences and Technology 6, Nr. 2 (08.09.2021): 1–21. http://dx.doi.org/10.46303/ressat.2021.8.

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Transforming the learning experiences of pre-service teachers with disabilities from stigma and social exclusion to experiencing a sense of belonging, is a desirable imperative for learning mediators in the South African Higher Education (SAHE) context. This paper presents a relational content analysis of the concepts, theories and policies, related to effecting transformation in the meaning schemes of pre-service teachers with disabilities and to provide HEIs with inclusive responses to addressing their learning support needs. The theory of perspective transformation, which highlights the process of effecting change in a frame of reference, is applied. The theory expands on three dimensions, including psychological (changes in understanding of the self), convictional (revision of belief systems) and behavioural (changes in lifestyle) with a sound foundation of inclusion aimed at drawing on practices for the prevention of exclusion of the pre-service teacher with disabilities in SAHE spaces. The paper further analyses discourses extracted from Section 47 of the Salamanca Statement, (1994) that build on inclusion artefacts in addressing perspective transformation. The findings in terms of belonging show that affirmations of the discourses, related to an interpersonal connection with others, have the scope to affect pre-service teachers with disabilities’ need for a positive regard as a prerequisite to foster the inclusion of individuals within any given relationship. This paper recommends that SAHE institutions embrace an ethos of inclusivity to achieve transformative equity for pre-service teachers with disabilities and offers an inclusive response framework to ensure that they are able to participate, learn and be welcomed as appreciated associates of HEIs.

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Zavirsek, D. „Social Work with Adults with Disabilities: An International Perspective“. British Journal of Social Work 39, Nr. 7 (28.07.2009): 1393–405. http://dx.doi.org/10.1093/bjsw/bcp083.

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Kronick, Doreen. „An International Perspective on Learning Disabilities“. Journal of Learning Disabilities 25, Nr. 6 (Juni 1992): 338–39. http://dx.doi.org/10.1177/002221949202500601.

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Wiener, Judith, und Linda Siegel. „A Canadian Perspective on Learning Disabilities“. Journal of Learning Disabilities 25, Nr. 6 (Juni 1992): 340–50. http://dx.doi.org/10.1177/002221949202500602.

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Dissertationen zum Thema "Social-relational perspective of disabilities"

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White, Carrie. „TEACHING PERSPECTIVE TAKING SKILLS TO CHILDREN WITH DEVELOPMENTAL DISABILITIES THROUGH DEICTIC RELATIONAL FRAMES“. OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2638.

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Veneziano, Paul Richard. „Assessing a Relational Frame Theory Perspective-Taking Protocol with Adolescents Diagnosed with Specific Learning Disabilities“. OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/792.

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Perspective-taking, the ability to understand and be aware of information states in oneself and others has recently become an important topic in examining complex behavior and cognition. Previous research has developed a behavioral protocol for assessing perspective-taking skills and has indicated that there are perspective-taking deficits in populations diagnosed with autism. This research has also indicated that the lack of perspective-taking could be the basis for social deficits observed in these populations. Populations that display similar social deficits (i.e. learning disabilities) have not been examined, nor has prior research examined perspective-taking in adolescent populations. The present paper reports the findings of examining the perspective-taking skills in adolescents diagnosed with Asperger Syndrome or a specific learning disability. Participants were tested using a perspective-taking protocol created using therapy cards designed for teaching social skills to adolescents with autism. The protocol included a number of questions testing both deictic frames (I-You, Here-There, Now-Then) and frames of relation (simple, reversed, double reversed). Results indicate that there are similarities in the perspective-taking abilities of adolescents diagnosed with Asperger Syndrome, and those diagnosed with learning disabilities.

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Magnusson, Martina. „Reading- and writing-disabilities from a second language perspective“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34477.

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AbstractDenna uppsats handlar om att undersöka hur andraspråkselever som misstänks ha läs- och skrivsvårigheter/dyslexi utreds på en skola. I en empirisk studie intervjuas sex stycken pedagoger som arbetar med att göra de inledande testerna/kartläggningarna på elever med misstänkt dyslexi/läs- och skrivsvårigheter. Lärarna i undersökningen arbetar inom samma upptagningsområde som speciallärare/pedagoger. Uppsatsens resultat visar på att tillängliga diagnosverktyg på undersökt skola inte är anpassade för att kunna säkerställa en eventuell diagnos hos elever med ett annat modersmål än svenska.

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Garcia-Zambrano, Sebastian. „EFFECTS OF DEFUSION AND DEICTIC FRAMES INTERACTIONS ON THE DEVELOPMENT OF SELF-AS-CONTEXT IN INDIVIDUALS WITH DISABILITIES“. OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2281.

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MAJOR PROFESSOR: Dr. Ruth Anne Rehfeldt The aim of this study was to evaluate the effects of a defusion exercise in combination with perspective- taking interactions as a brief protocol based on the Relational Frame Theory (RFT). The protocol was designed to alter verbal statements about the self through the implementation of training on deictic frames (I-YOU, HERE-THERE, AND NOW-THEN) in conjunction with an exercise of defusion. A pre-post design with a control group was implemented to evaluate the effects of the protocol on the frequency rate of self-as-context and self-as-content statements. Adolescents with disabilities were selected and assigned to each group based on the frequency rate of self-as-content statements. After the assignment of the participants to each group, each participant was interviewed individually through a structured interview aimed at identifying deictic frames and negative statements. Then, participants in the treatment group received the protocol of defusion and deictic frames individually, and participants in the control group received a social skills session on an individual basis. Finally, participants were interviewed individually through an interview based on the identification of deictic relationships and negative statements about the self. Results showed a significant effect in reducing the number of self-as-content statements and increasing the number of self-as-context statements for participants in the treatment group; however, changes did not reach the statistical significance when comparing the post-tests scores between the treatment and control group. Limitations of this study are discussed and future research is recommended.

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Meyer, Tania. „A social work perspective on the socio-emotional experience of older persons with visual impairments“. Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1112.

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Martín, Andrea, und Maja Haglöf. „"Jag blev trött på att säga att vi inte hittar personal, det är bara för att vi är blinda.” : En kvalitativ studie om arbetsgivares upplevelser av att anställa personer med funktionsvariationer“. Thesis, Högskolan Dalarna, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37504.

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Syftet med examensarbetet är att undersöka arbetsgivares upplevelser av att anställa personermed funktionsvariationer samt vilka framgångsfaktorer som kan identifieras. Fokus ligger vidatt identifiera arbetsgivares drivkrafter till att anställa personer med funktionsvariationer samtvilka styrkor och utmaningar de upplevt i sitt arbete. Resultatet identifierar mångfald,samhällsansvar och bidrag till arbetsklimatet som drivkrafter till att anställa personer medfunktionsvariationer, samt styrkor och utmaningar de upplever. För att förklara resultatettillämpas till stor del tidigare forskning inom området. Stigmatiseringsteori och socialtrelationelltperspektiv på funktionsvariationer utgör studiens teoretiska ramverk. Studien har enkvalitativ forskningsansats där sex semistrukturerade intervjuer genomfördes med respondenterfrån organisationer som aktivt arbetar med att anställa personer med funktionsvariationer. I enresultat- och analysdel jämförs resultatet från intervjuerna med den tidigare forskningen. Ettflertal identifierade faktorer diskuteras i uppsatsens avslutande del. Resultatet belyser vikten avatt se individers möjligheter och utvecklingspotential i stället för att fokusera på debegränsningar en funktionsvariation medför, samt visar positiva effekter dessa medarbetare gerorganisationen. Genom detta kan resultatet av examensarbetet verka som underlag ochinspiration för arbetsgivare vid anställning av personer med funktionsvariationer. Vidare kanexamensarbetet bidra med forskning- och uppsatsförslag för både personalvetarstudenter samtforskare då framgångsfaktorer vid anställning av personer med funktionsvariationer är ettområde som till stor del saknar forskning inom en svensk kontext.
The aim of this study was to examine employers' experiences of employing people withdisabilities and which factors could be identified as successful. Focusing on identifying what ismotivating employers to employ people with disabilities, and the strengths and challenges theyhave experienced in their work. The results identify diversity, social responsibility andcontributions to the work climate as motivating to employ people with disabilities, as well asthe strengths and challenges they experience. To explain the results, an extensive applicationof previous research was applied. Stigmatization and a social-relational perspective ofdisabilities constitute the theoretical framework of the study. The study was conducted by usingqualitative research where six semi-structured interviews were held with respondents fromorganizations who actively employ people with disabilities. The results from the interviewswere compared with the previous research and after analysis, several identified factors werepresented in the discussion and conclusion. Results highlight the importance of paying attentionto individuals' abilities and progress potential instead of focusing on the limitations of adisability. And furthermore, show what positive effects the organization can experience byemployment. Through this, the result of this study can act as inspiration and a foundation foremployers when employing people with disabilities. Furthermore, the study can contribute withinspiration for both students and researchers as success factors in hiring people with disabilitiesare an area that largely lacks research within a Swedish context.

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Chikusie, Chirwa Leah Ndija. „The experiences of mothers caring for their school-going children with physical or mental disabilities in low-income communities : an ecological perspective“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20264.

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Thesis (M Social work)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: The aim of this study was to develop an understanding of the experiences of mothers caring for their school-going children with mental or physical disabilities in low-income communities using the ecological perspective. The rationale for this research was a gap in the existing literature re-garding the experiences of mothers caring for their school-going children with mental or physical disabilities in low-income communities in South Africa, which was identified in the preliminary and main literature review. The literature review further indicated that these mothers have to struggle with several challenges, particularly in low-income communities. In order to achieve the aim of this study, four research objectives were formulated for this study. To reach the objectives of the study the researcher employed both qualitative and quantitative research methods to col-lect the data for the research. The research methodology comprised two main parts: firstly, a lit-erature study of all relevant literature on the subject matter, in order to gain the necessary in-depth understanding of the field; and secondly, qualitative and quantitative data-collection, using a semi-structured questionnaire. The first part of this study, the extensive literature review, helped firstly to provide the necessary background information on the mental and physical disabilities of school-going children, sec-ondly, it helped to establish a number of challenges that mothers caring for their disabled chil-dren face and the needs that result from them, from an ecological perspective. These were cate-gorized into four groups of needs: (1) access needs; (2) economic needs; (3) social and cultural needs; and (4) mental/psychological needs. Consequently, ways of meeting these needs were discussed, from formal support, such as government grants, to informal support, for example, the support of family and friends. Assessing the South African environment it was found that while the country has provided a very positive policy environment, through its constitution, policies and grant system, the practical implementation of this is, in many instances, inadequate. Using the findings of the first part of this thesis to create a questionnaire, its second part, the em-pirical study, presented and analysed the answers of nineteen mothers caring for their disabled children who attend the special school selected for the research study in Cloetesville, Stellenbosch; a low-income community. The questionnaire explored, among other aspects, the physical, social, emotional, psychological and economic needs of the mothers; the role of the school, fami-ly, friends, non-governmental organisations and other coping options in meeting them, as well as the mothers´ awareness of available resources. The findings in the South African low-income community corresponded to a large extent with what was indicated in the literature study. The mothers were found to live under precarious economic and employment situations, having to rely on child support and disability dependence grants. Furthermore, the mothers reported that they experienced stress, emotional and physical, as a result of having to care for disabled children. It was shown that while receiving grants and sending their children to the special school did alle-viate some of the challenges, this aid was not perceived as sufficient. On the other hand, the study confirmed and emphasized the importance of understanding and support by family and friends in helping mothers meet their needs. Moreover, it was found that most of the mothers interviewed for this thesis had a positive perception of their role as caregiver for their disabled child: for example, seeing themselves as good mothers, being proud to be self-sufficient, as well as a positive influence on the mothers‟ relationship with their family. As a consequence of the results this study, several recommendations were made for government (social development) and service providers (social workers, teachers, doctors): firstly, govern-ment should aim to achieve a better congruence between the positive policy environment in South Africa and the implementation of these policies; secondly, among other recommendations for service providers, awareness needs to be raised in communities to decrease the stigma of dis-ability and increase understanding and support. Finally, while this study was a success, it was only a first step in filling the gap in the literature on the experiences of mothers caring for their mentally and physically disabled children in South African low-income communities, and therefore needs to be complemented and tested by further research on the subject.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om „n begrip te ontwikkel van die ervarings van moeders wat sorg vir hul skoolgaande kinders met verstandelike- of fisiese gestremdhede, in lae-inkomste gemeenskappe, deur gebruik te maak van die ekologiese perspektief. Die rasionaal vir die navorsing was, die gaping in bestaande literatuur ten opsigte van die ervarings van moeders wat sorg vir hul skoolgaande kinders met verstandelike- of fisiese gestremdhede in lae-inkomste gemeenskappe in Suid-Afrika, soos geïdentifiseer is in die voorlopige- en hoof literatuur oorsig. Die literatuur oorsig het verder aangedui dat hierdie moeders, veral in lae-inkomste gemeenskappe, verskeie uitdagings in die gesig staar. Ten einde die doel van hierdie studie te bereik, is vier navorsingsdoelwitte vir die studie geformuleer. Die navorser het beide kwalitatiewe- en kwantitatiewe navorsingsmetodes vir data-insameling gebruik, ten einde die doelwitte van die studie te bereik. Die navorsingsmetodologie het uit twee primêre dele bestaan: eerstens, „n literatuurstudie van al die relevante literatuur oor die spesifieke onderwerp, ten einde die nodige in-diepte begrip in verband met die onderwerp te ontwikkel; en tweedens, kwalitatiewe- en kwantitatiewe data-insameling, deur gebruik te maak van „n semi-gestruktureerde vraelys. Die eerste deel van die studie, naamlik die uitgebreide literatuuroorsig, het eerstens gehelp om die nodige agtergrondinligting oor verstandelike- en fisiese gestremdhede van skoolgaande kinders te voorsien en tweedens, het dit gehelp om „n aantal uitdagings te identifiseer wat moeders ervaar wat vir hul kinders met gestremdhede sorg, asook om te identifiseer watter behoeftes hierdie uitdagings tot gevolg het, vanuit „n ekologiese perspektief. Die behoeftes is gekategoriseer in vier kategorieë van behoeftes: (1) behoeftes van toeganklikheid; (2) ekonomiese behoeftes; (3) sosiale- en kulturele behoeftes; en (4) verstandelike/sielkundige behoeftes. Vervolgens, is maniere bespreek waarop hierdie behoeftes bevredig kan word, van formele ondersteuning, soos staatstoelae, tot informele ondersteuning, byvoorbeeld ondersteuning deur familie en vriende. Deur middel van die assessering van die Suid-Afrikaanse konteks, is daar bevind dat, terwyl die land „n baie positiewe beleidsomgewing voorsien, deur sy konstitusie, beleide en toelae-sisteem, is daar in baie gevalle agterstande met betrekking tot die praktiese implementering daarvan. Nadat die bevindinge van die eerste deel van hierdie tesis gebruik is om „n vraelys saam te stel, het die tweede deel van die studie, naamlik die empiriese studie, bestaan uit die voorstelling en die analisering van die antwoorde van 19 moeders wat sorg vir hul kinders met gestremdhede wat ŉ laerskool in Cloetesville, „n lae-inkomste gemeenskap in Stellenbosch, bywoon. Die vraelys het, onder andere, die fisiese-, sosiale-, emosionele-, sielkundige- en ekonomiese behoeftes van die moeders, die rol van die skool, familie, vriende, nie-regeringsorganisasies en ander hanteringsopsies om die voorafgenoemde behoeftes te bereik, asook die moeders se bewustheid van beskikbare hulpbronne, ondersoek. Die bevindinge in die Suid-Afrikaanse lae-inkomste gemeenskap het grootliks ooreengestem met die bevindinge aangedui in die literatuurstudie. Daar is bevind dat die moeders hulself in baie moeilike ekonomiese- en werksituasies bevind het, wat beteken het dat hul moes staatmaak op kinderondersteunings- en ongeskiktheidstoelae. Verder, het die moeders gerapporteer dat hul emosionele- en fisiese stres ervaar het, as „n gevolg van hul verantwoordelikheid om vir hul kinders met gestremdhede te sorg. Daar is ook bevind dat, alhoewel die ontvangs van toelae en die feit dat hul kinders spesiale skole bygewoon het, sommige van hul uitdagings verlig het, was dit nie as voldoende beskou nie. Aan die ander kant, het die studie die belangrikheid van die begrip en ondersteuning van familie en vriende om moeders te help om hul behoeftes te bevredig, bevestig en beklemtoon. Daar is ook bevind dat die meeste van die moeders wat aan die studie deelgeneem het, positiewe persepsies van hul rol as versorgers van hul gestremde kinders gehad het: byvoorbeeld, deur hulself as goeie moeders te sien, deur trots te wees daarop om self-onderhoudend te wees, asook deurdat hul rol as versorgers, „n positiewe invloed op hul verhoudings met hul familie gehad het. As „n gevolg van die resultate van die studie, is verskeie aanbevelings aan die regering (Maatskaplike Ontwikkeling) en diensverskaffers (maatskaplike werkers, onderwysers, dokters) gemaak: eerstens, behoort die regering te poog om „n beter kongruensie tussen die positiewe beleidsomgewing in Suid-Afrika en die implementering van hierdie beleide te bereik; tweedens, onder ander aanbevelings aan diensverskaffers, moet bewustheid in gemeenskappe geskep word, ten einde die stigma gekoppel aan gestremdheid te verminder en om begrip en ondersteuning te verhoog. Laastens, alhoewel die studie „n sukses was, is dit slegs „n eerste stap met betrekking tot die vervulling van die gaping in literatuur in verband met die ervarings van moeders wat sorg vir hul verstandelike- en fisies gestremde kinders in Suid-Afrikaanse lae-inkomste gemeenskappe. Hierdie onderwerp moet egter gekomplimenteer en getoets word deur verdere navorsing.

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Lopez, Patricia A. „EXPLORING FUTURE PLANNING SUPPORT FOR PARENTS OF ADULT CHILDREN WITH INTELLECTUAL/ DEVELOPMENTAL DISABILITIES“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/381.

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For parents caring for an intellectually or developmentally disabled child (I/DD), there can be many challenges throughout various life stages. While research has been shown to emphasize an abundance of services for parents of young children and adolescents with I/DD, there has been a lack of services for later life transitions within adulthood. Within this research, a brief literature review of what preparation and services have been provided to parents of adult children with I/DD in regard to non-parental care placement is provided. The following research discusses the various perspectives of the future planning process through interviews from participants who identify themselves as a primary caregiver of their adult child with I/DD and who are 45 years of age or older. This research also discusses the results, limitations, recommendation for social work practice, and research conclusion.

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Van, Heerden Edward Thomas. „Addressing the barriers to learning in the Helenvale area of Port Elizabeth : a school management perspective“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/676.

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Educational underachievement is a big problem in all schools, but it is especially prevalent in poverty stricken areas. The main objective of this research was to investigate the possible reasons for, consequences of and strategies to address the problem of educational underachievement in poverty stricken areas. The research conducted was based on the interpretive paradigm and a qualitative approach was used to gather data. A case study approach was used as a research design. The data collection methods were questionnaires, interviews and observations. The study found that the home conditions, individual factors, family and psychological factors are the main reasons for academic underachievement. The main consequences of academic underachievement were found to be unemployment, behavioural problems, a negative self-perception, high failure rates, high drop-out rates and teenage pregnancies. The main strategies to address the problem which the study revealed are: teachers familiarising themselves with the home conditions of the child, addressing the problem of overcrowding, and poverty, involving the parents in the education of their children, enhancing the self-esteem of learners, improving teaching, implementing cooperative learning and providing study facilities for these learners at the school after hours.

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Berggren, Anna, und Aleksandra Karlsson. „”Ett bra liv förutsätter att föräldrarna är rätt så aktiva” : Föräldrars perspektiv vid LSS-handläggning för barn“. Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29073.

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The aim of this study was to describe and understand parents’ perspectives in aid assessment for children according to The Swedish Act (1993:387) concerning Support and Service for Persons with Certain Functional Impairments (Lag 1993:387 om stöd och service till vissa funktionshindrade, LSS). The study took place in the county of Kronoberg, Sweden, and was based on a total of nine qualitative interviews. Four interviews were made with parents’ of children who has interventions according to LSS (1993:387) and five interviews were made with LSS case workers. In our study we saw that parents’ perspectives often is the largest amount of information that case workers take into account when assessing aid and as a case worker you listen to the parents perspectives to capture the child’s and the family’s needs. It also came clear that the parents’ perspective is not only about the child’s needs, but also includes the parent’s own needs and their family’s needs. The parents in the study felt that they made the decision about the choice of aid and considered themselves as the one who decides the family’s requirements. It turned out that treatment and understanding from the case workers was important for gaining access to the best help and making parents feel listened to. Parental responsibility was of great importance for the assessment, and it often led to disagreement between parents and case workers. During the study, we saw that power existed in the relationship between case workers and parents, but that it could be moved and changed during the time of aid assessment.

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Bücher zum Thema "Social-relational perspective of disabilities"

1

Huakau, Gina. "Talking disabilities" from a Pacific perspective. Dunedin: Donald Beasley Institute, 2000.

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lecturer, Milner Judith senior, und Campling Jo, Hrsg. Social work with children: The educational perspective. London: Longman, 1997.

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M, Bauer Anne, Hrsg. Learners with disabilities: A social systems perspective of special education. Madison, Wis: Brown & Benchmark, 1994.

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Urban education in social perspective. Lanham: University Press of America, 1985.

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5

Rourke, Byron P. Learning disabilities and psychosocial functioning: A neuropsychological perspective. New York: Guilford Press, 1991.

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6

Schools for marginalized youth: An international perspective. New York: Hampton Press, 2012.

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McCleary, Carra Catherine. Compassion and respect for all mankind: A social worker's perspective. Olympia, Wash: Division of Developmental Disabilities Centennial Oral History Project, 1991.

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Development and social justice: A legal perspective. Delhi: Kalpaz Publications, 2012.

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Raiṭer, Shunit. Society and disability: An international perspective on social policy. Haifa, Israel: AHVA Publishers, 1999.

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Sherry, Mark. Disability & diversity: A sociological perspective. New York: Nova Science Publishers, 2008.

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Buchteile zum Thema "Social-relational perspective of disabilities"

1

Wheeler, Barbara Y., Amy D. Lyle, Catherine K. Arnold, Marian E. Williams, Karen Kay Imagawa und Min Ah Kim. „Lifespan Perspective With Developmental Disabilities“. In Transformative Social Work Practice, 201–22. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781506304533.n19.

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Vaughn, Sharon, und Annette La Greca. „Beyond Greetings and Making Friends: Social Skills from a Broader Perspective“. In Contemporary Intervention Research in Learning Disabilities, 96–114. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2786-1_6.

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Vaughn, Sharon, Ruth McIntosh und Nina Zaragoza. „Social Interventions for Students with Learning Disabilities: Towards a Broader Perspective“. In Educational Alternatives for Students with Learning Disabilities, 183–98. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9168-5_8.

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Gill, Scherto, und Kenneth Gergen. „Educational Evaluation: A Relational Perspective“. In The Sage Handbook of Social Constructionist Practice, 402–12. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781529714326.n39.

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Araujo, Luis, und Geoff Easton. „A Relational Resource Perspective on Social Capital“. In Corporate Social Capital and Liability, 68–87. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5027-3_4.

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Pellicano, Marco, Maria V. Ciasullo, Orlando Troisi und Gian Luca Casali. „A Journey Through Possible Views of Relational Logic“. In Social Dynamics in a Systems Perspective, 195–221. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61967-5_11.

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Özdemir, Nadire. „Relational Autonomy: A Feminist Perspective on the Concept of Autonomy“. In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–5. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-007-6730-0_703-1.

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He, Joy Wei, und Kwok-Kee Wei. „Knowledge Management Systems (KMS) Continuance in Organizations: A Social Relational Perspective“. In Knowledge Science, Engineering and Management, 34–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11811220_4.

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Forber-Pratt, Anjali J., und Steven R. Aragon. „A Model of Social and Psychosocial Identity Development for postsecondary students with Physical Disabilities“. In Emerging Perspectives on Disability Studies, 1–22. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137371973_1.

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Harris, Sarah Parker, Randall Owen und Robert Gould. „Equality through Difference: Policy Values, Human Rights, and Social Justice in the Employment Participation of People with Disabilities“. In Emerging Perspectives on Disability Studies, 155–67. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137371973_7.

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Konferenzberichte zum Thema "Social-relational perspective of disabilities"

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Oborenko, Zaiga, Baiba Rivza und Marga Zivitere. „POTENTIAL OF NON-GOVERNMENTAL ORGANISATIONS IN SOCIAL ENTREPRENEURSHIP FROM THE PERSPECTIVE OF A REGIONAL CITY“. In Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.29.

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Employment of people with disabilities is very important in reducing the risk of poverty, social inte-gration and participation in society. As it is difficult for people with disabilities to integrate into the la-bour market, social enterprises can be considered as a new opportunity for employment and social in-clusion. This study investigates opportunities for social entrepreneurship development based on non-governmental organisations from the perspective of a regional city in Latvia. The paper applies ana-lytical study of secondary sources and in-depth interviews with representatives of non-governmental organisations. The results indicate that non-governmental organisations offer diverse potential for so-cial entrepreneurship development, and various forms of cooperation with local authorities might be possible.

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Iswari, Mega, Armaini, Zulmiyetri, Irradhiatul Jannah, Safaruddin, Rahmahtri Silvia und Irdamurni. „Lecturers’ Perspective on Inclusion: Inclusive Education Service for Students with Disabilities in University“. In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.027.

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Cuenca, Patricia. „Social Economic and Cultural Rights and the Rights of Persons with Disabilities from the Convention on the Rights of Persons with Disabilities CRPD Perspective The Qatar Case Study“. In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/qfarc.2018.ssahpp905.

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Runcan, Remus. „TURNING FARMERS INTO SOCIAL FARMER ENTREPRENEURS FOR DISADVANTAGED PEOPLE“. In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/31.

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According to Romania’s National Rural Development Programme, the socio-economic situation of the rural environment has a large number of weaknesses – among which low access to financial resources for small entrepreneurs and new business initiatives in rural areas and poorly developed entrepreneurial culture, characterized by a lack of basic managerial knowledge – but also a large number of opportunities – among which access of the rural population to lifelong learning and entrepreneurial skills development programmes and entrepreneurs’ access to financial instruments. The population in rural areas depends mainly on agricultural activities which give them subsistence living conditions. The gap between rural and urban areas is due to low income levels and employment rates, hence the need to obtain additional income for the population employed in subsistence and semi-subsistence farming, especially in the context of the depopulation trend. At the same time, the need to stimulate entrepreneurship in rural areas is high and is at a resonance with the need to increase the potential of rural communities from the perspective of landscape, culture, traditional activities and local resources. A solution could be to turn vegetal and / or animal farms into social farms – farms on which people with disabilities (but also adolescents and young people with anxiety, depression, self-harm, suicide, and alexithymia issues) might find a “foster” family, bed and meals in a natural, healthy environment, and share the farm’s activities with the farmer and the farmer’s family: “committing to a regular day / days and times for a mutually agreed period involves complying with any required health and safety practices (including use of protective clothing and equipment), engaging socially with the farm family members and other people working on and around the farm, and taking on tasks which would include working on the land, taking care of animals, or helping out with maintenance and other physical work”

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Martínez-Molina, Sandra, Rosa Almeida, Raquel Losada Durán, Teresa Cid Bartolomé, Andrea Giaretta, Alice Segalina, Anna Bessegato et al. „Accesible co-creation tools for people with intellectual disabilities: working for and with end-users“. In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10086.

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In a world defined by rapid change, the search for solutions to societal challenges has become more complex calling for new paradigms of innovation focused on collaborations with the community and users. Co-creation approaches in the design and production of a service or product can bring low-cost innovation and unique and personalized customer experiences leading to user acceptance of a product or service. Under a co-creation perspective, the participatory approach developed in the MINDInclusion project aims to improve the inclusion of people with intellectual disabilities into public places and society by using a co-created online tool based on people with disabilities’ personal experiences. Paying special attention to the Design thinking method, the main goal of this experience was to co-create cognitive accessible design tools that guide the collection of users and other stakeholders experiences in the process of defining problems and solutions. To this end, 14 researchers and educators worked defining together a set of guiding exercises and design thinking methods for the 4 co-design cycles. To add an interactive and playful approach two tools were created to gather information to recreate as a final output “personas scenarios”, an “empathy map” and expected “use scenarios” that will guide the development of the web-tool based on user-centred specifications. The results have shown two tools. The former was an adapted game board about public places based on the traditional monopoly game and the latter a diary with a set of activities that will facilitate the collection of contextual information. Previous experiences have shown that co-design process can promote greater social cohesion, acceptance and empowerment. However, working with people with intellectual disability presents several challenges since the co-creation process needs to be cognitive accessible. This experience resulted in the creation of two cognitive accessible tools that can be extrapolated to other contexts.

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Salman, Ozlem, Karolina Bezerra, José Machado, Vitor Carvalho, Filomena Soares und Celina P. Leão. „Design of a Conceptual Bed Mattress for Reducing Pressure on Bony Prominences“. In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52201.

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Elderly care emphasizes the social and personal requirements of older people who need assistance with daily activities and health care, where almost always the main caregiver is the other element of the couple (husband or wife). In the context of Wellbeing, and from its perspective, it is important to have information regarding the type of care needed by bedridden elderly people. Regardless of the needs, they desire independence and autonomy in their life so they need better, more efficient and integrated systems for health and social care. Nowadays, there is an increase on the availability of assisted devices that can be used at home, decreasing the constant requirement for health professional assistance. The main objective of this study is to propose a conceptual solution consisting on the development of a bed mattress in order to reduce pressure points and protect fragile elders. Also, it intends to show a solution that may reduce the number of caregivers to only one. Besides it allows a safety design structure, to be able to take care of older people with disabilities in order to live independently and be active in their home.

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Belozerova, G. M. „Cultural practices in enkulturation and socialization for persons with disabilities“. In IX International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». Viena: East West Association GmbH, 2016. http://dx.doi.org/10.20534/ix-symposium-9-7-14.

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Bakunova, O. M., I. L. Kalitsenia, A. M. Bakunov, V. M. Abraztsova und A. L. Khmialeuskaya. „THE USE OF NEURAL NETWORKS FOR EDUCATION OF PEOPLE WITH DISABILITIES“. In I International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». Prague: Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/i-symposium-pp-1-39-42.

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Luo, Yin, Ming-li Zhang und Wei Wang. „The impact of corporation social responsibility on relational benefit: The perspective of brand image“. In 2009 International Conference on Management Science and Engineering (ICMSE). IEEE, 2009. http://dx.doi.org/10.1109/icmse.2009.5318228.

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Laklija, Maja. „PROBLEMS AND PERSPECTIVES OF SOCIAL WORKERS ACTIVITIES IN THE FIELD OF WORK WITH CHILDREN WITH DEVELOPMENTAL DISABILITIES AND THEIR FAMILIES“. In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s13.089.

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