Dissertations / Theses on the topic 'Inclusion en collège'
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1
Ployé, Alexandre. "Les enseignants aux prises avec l'étrangeté : approche clinique de l'inclusion des élèves handicapés au collège." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080087/document.
Abstract:
La thèse porte sur la question de l’inclusion des élèves handicapés au collège dans le cadre d’une ULIS (unité localisée pour l’inclusion scolaire) et plus particulièrement sur ce qu’éprouvent psychiquement les acteurs de cette inclusion : enseignants et autres adultes de la communauté éducative mais aussi les élèves eux-mêmes. Elle analyse ces éprouvés et leurs conséquences pédagogiques selon une approche clinique d’orientation psychanalytique. En effet, si la question de l’inclusion, devenue centrale depuis la loi de février 2005 sur le handicap, est souvent entrevue sous le jour d’une réflexion sociologique ou pédagogique, il apparaît qu’une telle approche clinique permet d’éclairer les phénomènes subjectifs et intersubjectifs dans lesquels les sujets enseignants principalement sont engagés dans une rencontre avec « l’inquiétante étrangeté » (« Unheimliche », Freud, 1919) des élèves handicapés. Une clinique du handicap autorise à comprendre comment les différents acteurs investissent les liens à l’autre, fantasment le handicap et comment ils mettent en œuvre des défenses inconscientes pour réduire l’altérité du sujet handicapé. Ces défenses ont pour effet d’invisibiliser ces élèves dans le collège et de les maintenir sur le seuil de la classe ordinaire, dans une position de liminalité qui correspond aux difficultés que peuvent éprouver psychiquement les enseignants à intégrer leur étrangeté. L’euphémisation ou le rejet des dispositifs inclusifs est le corollaire de ces difficultésThe thesis focuses on the issue of inclusion of disabled students in middle school within a ULIS (Local Inclusive Education Unit) and more specifically on what the actors of such inclusion, teachers and other educational community adults, but also students themselves, experience mentally. It analyzes these experiences and their pedagogical consequences, following a clinical psychoanalytic approach. Indeed, while the issue of inclusion, made central since the February 2005 law on disability, is often looked at under the light of a sociological or pedagogical reflection, it appears such clinical approach sheds a light on both subjective and intersubjective phenomena in which teaching subjects are engaged in meeting « the uncanny » (« Unheimliche », Freud, 1919) of disabled students. A clinical approach of disability allows understanding of how the different actors invest in the relationship with others, how they fantasize the disability and how they implement unconscious defense mechanisms to reduce the disabled person's otherness. These defense mechanisms aim to invisibilize these students within the school and to keep them on the ordinary classroom doorstep, in a position of liminality, which matches the difficulties teachers can experiment mentally in integrating their strangeness. The euphemizing or rejecting of inclusive processes is corollary to these difficulties
2
Gaulot, Céline. "Inclusion et handicap à dominante visible ou invisible au collège : représentations du handicap, pratiques d'inclusion en contexte scolaire et construction individuelle et interactionnelle d’adolescents en situation de handicap." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0242/document.
Abstract:
Le traitement du handicap et la place des personnes handicapées a varié selon les époques. Actuellement, dans la lignée des droits de l’homme, les politiques nationales et internationales tendent à promouvoir l’égalité pour tous les hommes et la lutte contre les discriminations se concrétise par des politiques publiques actives, dans la plupart des pays. Au niveau de l’Éducation, le concept d’inclusion a été avalisé à la Conférence de Salamanque (UNESCO 1994), et sa mise en oeuvre est décrite comme « une réforme qui appuie et accueille favorablement la diversité de tous les apprenants » (UNESCO 2001). En France, la loi du 11 février 2005 a introduit une évolution majeure dans le traitement social des personnes handicapées. L’éducation inclusive dans son paradigme appelle à une prise en compte de la complexité de l’humain et des institutions auxquelles il appartient. La présente recherche tend à rendre compte de certains aspects de cette complexité en mettant au jour les représentations et les pratiques d’inclusion en collège auprès d’élèves en situation de handicap à dominante visible ou invisible et en les mettant en lien avec la construction individuelle et interactionnelle de ces adolescents. Quatre dimensions ont été étudiées à partir de la situation de cinq élèves en situation de handicap à dominante visible ou invisible. Le contexte scolaire est le premier niveau : il apporte une structuration objective au processus d’inclusion par la présence d’un dispositif, d’une organisation et de personnes investies dans ce projet. Les représentations du handicap et les pratiques pédagogiques des enseignants sont interrogées dans le deuxième niveau. Le troisième niveau est celui des pairs des élèves en situation de handicap, où ont été questionnés les réseaux socio-affectifs des classes. Enfin, le quatrième niveau concerne la dimension individuelle des cinq élèves. Les résultats de cette recherche de type ethnographique indiquent que la structuration du contexte inclusif a une influence sur la représentation du handicap activée : plus elle est visible car portée par un dispositif et des personnels qui lui sont dédiés, plus la représentation du handicap est riche. Le noyau de la représentation du handicap chez les enseignants (constitué des éléments « monstre », « mort », « handicap physique », « fauteuil roulant » et « autisme ») est identique à celui rencontré dans la population générale, avec une variation spécifique professionnelle (« dyslexie ») entrant dans le champ de la réparation possible du handicap. Lorsque la structuration de l’inclusion est humainement investie, une représentation dite « de reliance » intègre les différents niveaux antérieurs de la représentation et y intègre la situation de handicap. En ce sens, elle est évoluée car elle prend en considération les dernières avancées sociétales en la matière ; on peut la penser aussi transitoire, au même titre que la forme actuelle de l’Éducation inclusive. Des archétypes sont sous-jacents à ces représentations et diffèrent selon la visibilité (où l’archétype activé est celui du monstre et de l’altérité fondamentale) ou l’invisibilité du handicap (où l’archétype activé est celui de l’étranger et de l’inconnaissable), cette notion faisant le lien entre la perception et la représentation dans la dimension intrapsychique de l’individu. Les représentations peuvent évoluer par mise au jour, acceptation et intégration de ses différentes composantes d’une part, par l’expérience concrète discutée et réfléchie du processus inclusif par ses acteurs d’autre part. Ceci induit alors une co-construction entre les différents partenaires et la nécessité de formation pour accéder à une compréhension des singularités des élèves porteurs d’altérité dans l’objectif d’identifier et de répondre à leurs besoins éducatifs particuliersThe treatment of the handicap and the of persons with disabilities has varied over time. Currently, in line with human rights, national and international policies tend to promote équality for all men and the fight against discrimination becomes a reality by active public policies in most countries. At the education level, the concept of inclusion was endorsed at the Salamanca conference (UNESCO, 1994) and its implementation is described as « a reform that supports and welcomes the diversity of all the learners » (UNESCO, 2001). In France, the law of 11 February 2005 introduced a major change into the social treatment of disabled people. Inclusive Education calls to a consideration of the complexity of the human person and the institutions to which he belongs. This research aims to account for some aspects of this complexity by bringing to light the representations and practices of inclusion in middle school among pupils with dominant visible or invisible disabilities and by linking them to the individual and interactionnal construction of these adolescents. Four dimensions were studied based on the situation of five students with visible or invisible disabilities. The school context is the first level : it provides an objective structure to the inclusion process by the presence of a device, an organization and people involved in this project. We then questioned the representations of disability and the pedagogical practices of the teachers in the second level. The third level is the one of the peers of the disabled pupils, where the socio-affective networks were questioned. Finally, the fourth level concerns the individual dimension of the five selected pupils. The results of this ethnograhic research indicate that the structuring of the inclusive context has an influence on the activated representation of the handicap : the more it is visibly carried by a system and a dedicated staff, the richer is the representation. The core-representation of disability among teachers (consisting in « monster », « death », « physical disability »,« wheelchair » and « autism » elements) is identical to the one found in the general population, with a professional specific variation (« dyslexia ») within th scope of possible disability repair. When the structuring of inclusion is carried by a lot of invested people, a representation called « linking » integrates the different previous levels of the representation and joins the situation of disability. In this sense, it is evolved because it considers the latest sociatal advances in this field ; it can be thought as transitional, in the same way as the current form of inclusive education. Archetypes are underlying these representations and differ according to the visibility (where the activated archetype is the one of the monster and fondamental alterity) or the invisibility (which activate the archetype of the stranger and the unknowable), this motion making the link between perception and representation in the psychic dimension of the individual. Representations may evolve by uncovering, accepting and integrating its diffrents components by the individual on the one hand, and by the concrete experience discussed and reflected by the actors on the other. This then leads to a co-construction between partners and the need for training to access an understanding of the singularities of students with alterities in order to identify and respond to their special educationnal needs
3
Beaugrand, Céline. "Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
Abstract:
Depuis le début des années 1990, le français langue de scolarisation (FLSco) s’est peu à peu constitué en objet d’étude dans différents contextes où le français est langue d’enseignement pour des élèves allophones. La situation des enfants migrants scolarisés en France a ainsi été progressivement prise en compte dans les recherches en didactique comme dans les directives institutionnelles. Celles-ci soulignent notamment que la réussite de leur inclusion scolaire nécessite de s’intéresser à la dimension langagière dans les différentes disciplines où le français est « langue instrumentale » ; mais les solutions didactiques et pédagogiques peinent à émerger pour répondre à cette injonction. Un rapprochement méthodologique entre le français sur objectifs spécifiques (FOS) et le FLSco permet d’ouvrir des perspectives dans la définition des besoins prioritaires de ces élèves en partant d’une analyse effective des situations scolaires auxquelles ils sont confrontés dès leur arrivée à l’école. Cette recherche vise ainsi à transposer les démarches d'ingénierie du français professionnel en contexte scolaire afin de contribuer à la définition de ces besoins d’apprentissage et de permettre l’élaboration d’une formation adaptée en FLSco. Plus largement, elle ambitionne d’apporter des solutions méthodologiques et didactiques aux acteurs concernés par la scolarisation de ce public à besoins éducatifs particuliers.Nous avons établi un cadre méthodologique qui s’articule autour des grandes étapes mobilisées en FOS : l’analyse des besoins, la collecte et l’analyse de données orales et écrites dans les situations scolaires et la phase d’élaboration didactique à partir des besoins identifiés. Nous avons expérimenté cette démarche dans trois disciplines du collège : l’histoire-géographie, les Sciences de la Vie et de la Terre et les mathématiques dans des classes de sixième. Cette étude a nécessité la constitution d’un corpus multimodal composé de séances de classe filmées et de données écrites issues des manuels, des cahiers d’élèves et du tableau blanc de l’enseignant. Les besoins identifiés sont à la fois de nature langagière, culturelle, cognitive et méthodologique. Cette analyse des situations scolaires révèle également l’omniprésence de différentes représentations sémiotiques dans toutes les disciplines observées ainsi que la part grandissante de la dimension praxéologique en raison, notamment du développement des outils numériques en classeThe teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
4
Carregosa, Rita de Cássia. "Desafios para uma prática inclusiva na educação superior: um estudo de caso na Universidade de Brasília." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/18672.
Abstract:
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
A denominada educação inclusiva é um tema atual, que tem despertado o interesse social, político e acadêmico. Nos últimos anos há uma propagação de políticas e mesmo trabalhos tendo como base o discurso inclusivo, mas, ainda que se fale sobre esse tema, pouco ainda se entende sobre a questão da ‘inclusão’ de pessoas com deficiência na educação superior, mais efetivamente sobre pessoas com deficiência sensorial. Nesta linha, esta dissertação teve como objetivo compreender desafios que se apresentam na educação superior, na perspectiva docente, para a ocorrência de uma prática denominada inclusiva. De maneira específica, procurou discorrer historicamente sobre o processo de exclusão social e educacional da pessoa com deficiência; analisar compreensivamente as políticas direcionadas à inclusão da pessoa com deficiência na educação, e sua reverberação na educação superior; investigar como tem se efetivado e que desafios se apresentam para uma prática considerada inclusiva na educação superior. Para isso, esse trabalho teve como base uma pesquisa empírica, ocorrida na Universidade de Brasília – UnB, de cunho qualitativo, descritiva e explicativa, utilizando a abordagem de estudo de caso. A amostra foi composta por nove docentes da UnB, mas para melhor entendimento da temática, também participaram da pesquisa seis servidores desta universidade, totalizando quinze sujeitos de pesquisa, além de ter sido feita a observação in loco. O estudo oportunizou chegar a inferências e questionamentos a respeito de aspectos essenciais para a prática de uma educação chamada inclusiva: o conceito de inclusão e a conscientização institucional acadêmica sobre esse processo; as políticas nacionais e internacionais, que despertaram para a necessidade de mudanças, mas que ainda não são efetivamente executadas; as dificuldades e desafios para o docente com respeito à formação, a falta de suporte institucional e as barreiras atitudinais; a questão estrutural; a necessidade do aparato tecnológico; bem como, as ações que têm sido concretizadas, para uma prática considerada inclusiva, e que possa favorecer a garantia de direitos incontestes da pessoa com deficiência sensorial na sua formação acadêmica. A essência discursiva teve como viés a cultura inclusiva e a universalização dos acessos, numa perspectiva de direitos iguais que favoreça a ação docente e a plena formação da pessoa com deficiência.
ABSTRACT The inclusive education is a current theme, that has aroused a social, political and academic interest. In the last years there’s a prorogation of politics and even works having as a base the inclusive discourse, despite of this subject is mentioned, very little is understood about the inclusion of disabled people in the college education, more specifically on sensory disability. In this line, this dissertation has as main goal to comprehend challenges that are presented in college education, in the perspective professors, for the occurrence of a practice called inclusive. In a specific manner, it aimed to talk historically about the process of educational and social exclusion of a person with special needs; to analyze comprehensively the politics that focus on inclusion of a person with special needs in the education, and its reverberation in the university education; to investigate how it has become efficient and the challenges have been presented for a practice that is considered inclusive in the university education. For this, this work has as a base an empiric research that took place in the University of Brasília – UnB. The research was qualitative, explanatory and descriptive nature, using a study of case approach. The sample was composed by nine professors from UnB, and for a better comprehension six public workers from this institution took part as well, totaling fifteen research individuals, beyond “in loco” observation has been made. The study provided to reach inferences and questions about the essential aspects for a practice of an education called inclusive: the concept of inclusion and the academic institutional consciousness about this process; national and international politics that have aroused for a necessity of change, however they are not effectively applied yet; the teaching difficulties and the challenges related to the formation; the lack of institutional support and attitudinal barriers; the structural issue; the need of technology resources; the actions that have been done; to favor an inclusive practice; the incontestable guarantees of disabled people to university degree. The discursive essence had as a bias the inclusive culture and the universalization of the accesses, in a perspective of equal rights that favors the teaching actions and the total formation of a disabled person.
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Markakis, Konstantinos. "Écrire-rêver l’expérience des coordonnateurs d’Ulis au collège : monographies de rencontres singulières dans le cadre d’entretiens cliniques de recherche en sciences de l’éducation." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100141.
Abstract:
Dans une approche clinique d’orientation psychanalytique en sciences de l’éducation, cette thèse vise à produire des connaissances sur le rapport des coordonnateurs d’Ulis-collège à leur propre activité professionnelle. À partir des entretiens cliniques de recherche avec des coordonnateurs, l’auteur met en place un dispositif d’analyse du matériel et de rédaction de « monographies des rencontres singulières ». Dans la première partie, le processus de la construction de l’objet de recherche est abordé en lien avec le positionnement épistémologique. Dans la deuxième partie, quatre monographies de rencontres singulières sont développées à la lumière des théorisations inspirées de la psychanalyse. Enfin, certaines hypothèses sont reprises et mises en perspective dans la dernière partie.L’auteur interroge, d’une part, l’écriture de monographies et les effets d’une certaine rêverie dans le processus de théorisation. C’est pourquoi il propose le terme « écrire-rêver », inspiré des travaux de T. Ogden. D’autre part, il met en discussion certaines interprétations susceptibles d’éclairer l’expérience professionnelle : le polyglottisme psychique du professionnel et la représentation spatiale de son métier, le holding des sujets accompagnés et la dialectique entre répétition et réparationIn a psychoanalytically oriented clinical approach in educational sciences, the author tackles the emotional experience of coordinators of Ulis-college (Localized Unit for Inclusive Education). The author conducts clinical research interviews with coordinators and sets up a device for analyzing material and writing "monographs of single encounters". In the first part, the process of the research object construction is tackled in relation to the epistemological and methodological positioning. In the second part, four monographs of single encounters are developed in the light of concepts inspired from psychoanalysis. Assumptions resulting from this type of analysis are taken up and put in perspective in the last part.On the one hand, the author questions the monographs writing and the effects of a kind of reverie in the theorizing process. Therefore, he proposes the term "writing-as-dreaming", largely inspired by the work of T. Ogden. On the other hand, the author discusses some interpretations which are likely to shed light on the coordinators’ psychic experience: the psychic polyglotism of the professional and the spatial representation of his profession, the holding of the subjects, the dialectic between the repetition and repair movements
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Bettendorff, Franck. "L’école inclusive et les dispositifs pour élèves à « besoins éducatifs particuliers » : scolarisation ou scolarité ? : l’exemple des EFIV ou la déconstruction d’une catégorie scolaire essentialiste." Electronic Thesis or Diss., Paris 8, 2022. http://www.theses.fr/2022PA080010.
Abstract:
Le phénomène des difficultés de scolarisation d’élèves nommés depuis 2012 “enfants issus de familles itinérantes et de voyageurs” (EFIV) par le Ministère de l’Éducation nationale conduit à interroger une catégorie publique, les politiques et les dispositifs les concernants. La recherche présentée est une analyse à l’échelle d'un département où a été menée une politique de scolarisation de ce public pendant plus de dix ans. En interrogeant des catégories des recherches qui ont servi par le passé à analyser la non-scolarisation des enfants “du voyage” ou de “Tsiganes”, l’analyse déconstruit les explications anthropologiques de résistance à l’écrit, à l’objectivation et aux savoirs scolaires. S’appuyant sur une enquête qualitative principalement par entretiens auprès de collégiens et de parents, l’analyse met également en évidence que les situations des élèves ne se réduisent aux seules pratiques familiales ; mais intègrent également les rôles différenciés des élèves, en relation avec la diversité de leurs rapports à l’école, aux savoirs et à l’avenir ; et le rôle des institutions scolaires elles-mêmes. Puisque des élèves demeurent peu scolarisés et d’autres, bien que scolarisés n’apprennent pas les savoirs du collège, il a été nécessaire de distinguer la scolarité (la fréquentation des savoirs par les élèves) de la notion de scolarisation (la présence en classe). Enfin, à partir de l’analyse d’un corpus documentaire et d’entretiens avec des agents, la thèse étudie l’action institutionnelle comme un dispositif et interroge la politique de l’école inclusiveThe phenomenon of inconstant school attendance by pupils who have been termed “EFIV” (“children of itinerant and transient families”) since 2012 by the French Ministry of Education has led us to question not only a public classification but also policies and apparatuses pertaining to them. The research presented herein is a department-wide analysis of an area where a school attendance policy for this group has been applied for over ten years. By questioning the categories of research which in the past served to assess sporadic school attendance by “traveler” or “Gypsy” children, this analysis deconstructs the anthropological explanations concerning resistance to writing, to objectivating processes and to scholastic skills. Based on a qualitative survey mainly established via interviews with middle school children and their parents, the analysis likewise indicates how pupils’ situations cannot be reduced to mere family practices alone but also integrates the pupils’ differentiated roles, as per the diversity of their relationships to school, to scholastic knowledge and to the future. This same analysis also covers the roles played by the scholastic institutions themselves. Since some pupils remain insufficiently schooled, while others, even though attending school, never acquire middle school knowledge sets, it was necessary to create a distinction between schooling (the pupils’ use of scholastic knowledge) and school attendance (their presence in class). Last of all, through the analysis of a collection of documents and interviews with personnel, this thesis explores institutional action as an apparatus and challenges the policy of “the inclusive school”
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Canedo, Francis. "Queer Students’ Perceptions of Inclusion at ABC Community College: A Phenomenology." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3667.
Abstract:
This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed in order to seek the phenomenon of the experience. Examination of the literature suggested that Queer students’ experiences of discrimination could have a negative impact on academic achievement and that inclusive and affirming spaces have the opposite effect.
Further, Queer students search for affirming spaces from their faculty and peers, and the engagement these spaces provide may be good prognosticator academic achievement. When students are provided with inclusive spaces, they may be more likely to come out, live openly, and represent themselves authentically (Kosciw J. G., Greytak, Palmer, & Boesen, 2014).
Other researchers are encouraged to replicate the study with a larger number of participants, using a combination of qualitative and quantitative research methods.
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Shier, Emily. "Preparing future educators to support inclusion college students' attitudes following pre-professional preparations /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002shiere.pdf.
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Lloyd-Jones, Brenda. "From inclusion to assimilation? African-American students' persistence at a predominantly white university /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9222151.
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Oliveira, Gracy Kelly Andrade Pignata. "A trajetória de afiliação de estudantes com deficiência na educação superior." Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/22233.
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Esta pesquisa traz como objeto de investigação as trajetórias de afiliação de estudantes com deficiência na Educação Superior. Nesta perspectiva, desenvolvemos um estudo empírico, cuja abordagem teórico-metodológica se apoia no Interacionismo Simbólico, corrente sociológica que privilegia a compreensão da sociedade a partir da concretude das relações interindividuais. Mais especificamente, é interesse desta pesquisa lançar luz sobre os elementos que constituem a rotina institucional e a experiência estudantil na Educação Superior, para pessoas que vivenciam a condição de deficiência. Diante de um tema ainda recente e carregado de complexidade, o percurso metodológico traçado para esta investigação é de natureza qualitativa, do tipo estudo de caso e visa compreender o processo de afiliação de estudantes com deficiência na Educação Superior. Para tanto, elegemos como procedimentos de coleta de dados, a pesquisa documental e a entrevista semiestruturada, focalizada e individual, com perguntas abertas, de modo a possibilitar aos estudantes entrevistados maior liberdade nas respostas. Os resultados da investigação revelam que o estudante com deficiência passa pelas mesmas etapas de afiliação que os demais estudantes, porém a condição de deficiência o coloca diante da necessidade de superar resistências, enfrentar barreiras e estigmas, sem perder de vista os sonhos, as aspirações e os projetos de vida. Assim, compreendemos a afiliação do estudante com deficiência como um processo complexo, que envolve o direito de combinar as demandas pessoais às exigências acadêmicas. A pesquisa mostrou ainda que a dimensão simbólica, manifestada pela preocupação em atender as expectativas socialmente impostas, interfere no processo de construção da afiliação, refletindo inclusive na formação da identidade pessoal e social do estudante com deficiência.
ABSTRACT This research brings as object of investigation the trajectories of students’ affiliation with disabilities in college education. In this perspective, we developed an empirical study of which theoretical-methodological approach is based on Symbolic Interactionism. Sociological current that privileges the understanding of society from the concreteness of interindividual relations. More specifically, it is the interest of this research to launch lights out about on the elements that constitute the institutional routine and the student experience in Higher Education for people who experience the condition of disability. Faced with a still recent and so complex subject, the methodological way traced for this investigation is qualitative nature of, of the case study type and aims to understand the process of affiliation of students with disability in College Education. To do so, we chose as data collection procedures, documental research and semi-structured, focused and individual interview with open questions, in order to possibility to the students interviewed more freedom in the answers. The results of the investigation revealed that the student with the disability goes through the same stages of affiliation that the other students, but the condition of disability places it in the face of the need to overcome resistance, face barriers and stigmas, without losing sight of dreams, aspirations and projects of life. Thus, we understand the affiliation of the disabled students as a complex process, which involves the right to combine personal demands with academic demands. The research also showed that the symbolic dimension, manifested by the concern to meet socially imposed expectations, interferes in the building the affiliation process of, also reflecting the formation of the personal and social identity of the student with disability.
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Corral-Chandler, Norma I. "Students' Perceptions and Experiences of a Diversity and Inclusion Training Program at a Community College." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/30.
Abstract:
A community college developed a diversity and inclusion training program, Maximizing Our Strengths as an Inclusive Community (MOSAIC), to address the lack of diversity training for students and staff. However, the program had not been evaluated. The purpose of this study was to learn about students' perceptions and experiences of the MOSAIC program. Guided by theories of constructivism and components of critical race theory related to critical studies in Whiteness, social identity theory, and best practices for diversity and inclusion training, this study explored how students described the effectiveness of the program. Interview data for this responsive program evaluation using a case study design, were collected from 9 students and analyzed using a systematic inductive method of data analysis. Data deconstruction revealed codes and themes across the codes, that resulted in the identification of 3 major domains, fostering diversity and inclusion consciousness, fostering intergroup relationships, and fostering positive social change. These findings were the basis of a program evaluation report for stakeholders that emphasized how students improved their communication skills and gained a greater sense of belonging and intergroup friendships through participation in the MOSAIC program. This report further revealed how social change was supported through student involvement in the program because of increased awareness of self and others and the development of diversity and inclusion skills to combat discriminatory behavior.
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Edwards, Christina M. "Family-Centered Events and Bereaved College Students: An Exploration of How Colleges Can Create an Inclusive Environment for Bereaved Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418823969.
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Veck, Wayne. "Between public and private space : inclusion and exclusion within sixth form colleges and further education colleges." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432902.
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Peters, Alaina R. "Constant Recalibrations: A Study of How College Marching Band Members Develop Understandings of Inclusion." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586380577149599.
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Buwalda, Herbert J. "Growing as an inclusive congregation." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.
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Hall, Aubrey Lynne. "Incredi-bull-ly Inclusive?: Assessing the Climate on a College Campus." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5233.
Abstract:
Lesbian, gay, bisexual, and transgender (LGBT) students have unique experiences on campus such as discrimination, exclusivity, and homo/transphobia. Stated simply, this research project intends to address these issues by 1) identify students' perceptions of gender identity and sexual orientation diversity on campus, 2) identify the experiences of LGBT students during their time at the institution, and 3) acknowledge suggestions from the student body for ways the University being studied is, or may continue to be, inclusive of sexual orientation and gender identity.
Through the application of the campus climate framework and modification of existing climate surveys, a student-centered campus climate survey was distributed to various classes and student organizations. After a distribution period of seven weeks, the analysis of the data brought about many findings. This study determined that, while students acknowledge that the University attempts to be inclusive, LGBT students continue to experience harassment and discrimination. Individual and systematic interventions as well as suggestions for resource expansion were also provided by students as a means to cultivate a more welcoming environment.
With a concluding recommendation that research should continue to be conducted thoroughly and regularly, the University should consider this study the tip of an iceberg when attempting to understand students' perceptions of campus climate. More systematic and intersectional research needs be conducted on campus to determine the how varying student populations interpret everyday life on their college campus.
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Lawton, Orville Timothy. "The operas of Peter Cornelius a rationale for inclusion in the higher level music curriculum /." Gainesville, FL, 1988. http://www.archive.org/details/operasofpetercor00lawt.
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Ocampo, Atheneus C. "Towards a Community College Pin y Praxis| Creating an Inclusive Cultural Space." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139326.
Abstract:
Darder (2012), in Culture and Power in the Classroom, argued that a system of educational inequality is promoted through the consistent production and reproduction of contradictions between the dominant culture and subordinate culture. More significantly, she noted that these dominant and subordinate culture contradictions create a necessity for bicultural individuals to navigate the dialectical tensions between dominant and subordinate cultures and the processes by which education perpetuates dynamics of unequal power and reproduces the dominant worldview. Hence, she urged educators to challenge prevalent power structures and re-imagine the process of schooling as a more inclusive form of pedagogy, geared towards establishing and sustaining cultural democracy in the classroom.
This study responded to the call to work with a Pilipino/a student organization in creating an inclusive space in the schooling experience. The learning process for many Pilipino/a students has historically been steeped in a colonialist mentality and directed toward assimilating these students into the practices of mainstream culture in order to survive. This qualitative research intended to address the unjust issues rooted in the dominant structure of schooling and the persistence of a form of colonizing education that fails to incorporate Pilipino/a sociohistorical knowledge and practices of knowing. More specifically, it addresses issues and tensions related to the process of biculturalism, which Pilipino/a students are required to manage in order to utilize their voice and lived experiences as a basis for action. The methodology of this study was influenced by Pagtatanung-tanong—a Pilipino/a equivalent to participatory action research. In utilizing this approach, the study was formulated through the voices of Pilipino/a students at a community college engaged in community building actions toward cultural affirmation.
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Maconi, Melinda Leigh. ""I'm Not Broken": Perspectives of Students with Disabilities on Identity-making and Social Inclusion on a College Campus." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6113.
Abstract:
Narratives help individuals to make sense of their lives and their everyday worlds. Within these narratives, individuals make sense of identities. Historically, people with disabilities have been depicted as helpless victims of their own bodies. However, during the twentieth century, disability rights social movements constructed a counter-narrative, stating that society’s reactions to different bodies was the real source of disability. While this was a positive status change for people with disabilities, it did not do enough to shed the status as victim. Yet many students with disabilities do not see themselves as victims. Therefore, I used narrative analysis to answer the question: “How do university students with disabilities make sense of their identities as adults with agency through narratives?” Furthermore, these narratives are not created in a vacuum. Many stories of identity-making surrounded narratives of being included or excluded from various social situations, leading to my second research question: To what extent have students with disabilities felt included/excluded in aspects of university life including clubs, organizations, sporting events, and other social aspects of the university in which other students participate? I am focusing on people with disabilities who seek accommodations, as they are acknowledging that they need help, which goes against the narrative of rugged individualism found in the United States of America. However, my research found that university students who seek accommodations do not construct themselves as victims. On the contrary, many students receiving accommodations construct narratives in which they are more hard working and more moral than other students.
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Alamri, Abdulrahman Saleh. "University Faculty and Diverse Students' Self-Reported Attitudes toward Inclusive Teaching Strategies." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984244/.
Abstract:
This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability (n = 21), and international students (n = 28) regarding their attitudes toward and actions associated with inclusive instruction based on the universal design for learning (UDL) principles and practices. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a large, public Southwest university (N = 134). The ITSI and ITSI-S contain seven subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, (e) inclusive classroom, (f) inclusive assessment, and (g) disability laws and concepts. A series of multivariate analyses of variances (MANOVAs) measured the overall of attitude subscales and overall action subscales, and an independent-samples test (t-test) compared mean scores on the seven Attitude subscales and seven Action subscales to identify predictors of these attitudes and actions among faculty and students. The main findings were (a) significant differences among diverse students, where students with disability responded negatively on the Action subscales and (b) significant differences between faculty and diverse students where international students had a positive attitude on the Attitude subscales, whereas students with disability had a negative attitude on the Action subscales toward the actual practices of their faculty. Results of the current study respond to the gap in the literature by examining the inclusive instruction environment based on UDL in a university environment. The implications of these findings and recommendations for future research are discussed.
21
Todd, Dwayne. "The Relationship Between Gender-Inclusive College Housing Environments and Students’ Sense of Belonging." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460510145.
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Sherwood, Daniel A. "Civic Struggles| Jews, Blacks, and the Question of Inclusion at The City College of New York, 1930-1975." Thesis, The New School, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707753.
Abstract:
This dissertation seeks to explain why large segments of the Jewish community, after working with blacks for decades, often quite radically towards expanding the boundaries of citizenship at City College, rejected the legitimacy of the 1970 Open Admissions policy? While succeeding in radically transforming the structure of City College and CUNY more broadly, the Black and Puerto Rican Student Community's late 1960’s political mobilization failed as an act of citizenship because its claims went broadly unrecognized. Rather than being remembered as political action that expanded the structure and content of citizenship, the Open Admissions crisis and policy are remembered as having destroyed a once great college. The black and Puerto Rican students who claimed an equal right to higher education were seen as unworthy of the forms of inclusion they demanded, and the radical democracy of Open Admissions was short lived, being decisively reformed in the mid 70’s in spite of what subsequent research has shown to be remarkable success in educating thousands who previously had no hope of pursuing a college degree. This dissertation places this question in historical context in three ways.
First, it historicizes the political culture at City College showing it to be an important incubator and index of the changing political imaginaries of the long civil rights movement by analyzing the shifting and evolving publics on the college’s campus, tracing the rise and fall of different political imaginaries. Significantly, the shifting political imaginaries across time at City College sustained different kinds of ethical claims. For instance, in the period from the 1930 to 1950, Jewish and black City College students tended to recognize each other as suffering from parallel forms of systemic racism within U.S. society. Understanding each other to be similarly excluded from a social system that benefitted a largely white-Anglo-Saxon-Protestant elite, enabled Jewish and black City College students to position themselves and each other as the normative subjects of American democracy. However, in the 1960’s, political imaginaries at City College had come to be anchored in more individualistic idioms, and ethical claims tended to be made within individualistic terms. Within such a context, when the BPRSC revived radically democratic idioms of political claims making, they tended to be understood by many whites as pathologically illiberal.
Second, it historicizes the ways in which City College constructed “the meritorious student” by analyzing the social, political and institutional forces that drove the college to continuously reformulate its admissions practices across its entire history. It shows that while many actors during the Open Admissions crisis invested City College’s definitions of merit with sacred academic legitimacy, they were in fact rarely crafted for academic reasons or according to a purely academic logic. Regardless, many ignored the fact the admissions standards were arbitrarily based, instead believing such standards were the legitimate marker of academic ability and worthiness. By examining the institutional construction of the “meritorious” student the dissertation shows the production of educational citizenship from above while also revealing how different actors and their standpoints were simultaneously constructed by how they were positioned by this institutional process.
Finally, the dissertation examines two significant historical events of student protest, the Knickerbocker-Davis Affair of the late 1940's and the Open Admissions Crisis of the late 1960's. In these events, City College students challenged the content of “educational citizenship.” These events were embedded in the shifting political culture at City College and were affected by the historically changing ways different groups, especially Jews and blacks, were positioned by the structure of educational citizenship.
While Jews had passed into whiteness by the late 1960’s in the U.S, there was no objective reason for many to claim the privileges of whiteness by rejecting a universal policy such as Open Admissions. Yet, many Jews interpreted Open Admissions as against their personal and group interests, and rejected the ethical claim to equality made by the BPRSC. By placing the Open Admissions crisis in deep historical and institutional context, and comparing the 1969 student mobilization to earlier student actions, the dissertation shows how actors sorted different political, institutional and symbolic currents to interpret their interests and construct their identities and lines of action.
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Spann, Sammy J. "Examining the Impact of Service-Learning on College Students in an Inclusive Camp Setting." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1261408617.
Abstract:
Dissertation (Ph.D.)--University of Toledo, 2009.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for The Doctor of Philosophy in Curriculum and Instruction." Bibliography: leaves 69-75.
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Renders, Elizabete Cristina Costa 1969. "Invisibilidade e emergência da Universidade inclusiva na tessitura de uma rede de memórias." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250710.
Abstract:
Orientador: Maria Teresa Eglér MantoanTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta tese resulta de uma pesquisa que se pautou no movimento das diferenças promovido pela presença/reivindicação das pessoas com deficiência na educação superior, tendo como objeto de estudos as práticas inclusivas desenvolvidas, cotidianamente, na Universidade Metodista de São Paulo nos anos de 2005 a 2010. Duas foram as perguntas que originaram tal investigação: o que emerge e o que tem sido esvaziado (ou desperdiçado) com o advento da presença/reivindicação das pessoas com deficiência na educação superior? Qual seria a contribuição do movimento das diferenças advindo da presença/ reivindicação das pessoas com deficiência na Universidade para uma epistemologia emergente? A partir destas perguntas, foram apresentadas as seguintes hipóteses. Primeiro, trabalhar com os eixos de acessibilidade física e comunicacional não garante que todos possam chegar aos estudos superiores, pois a educação superior brasileira é inerentemente meritocrática em seus processos classificatórios e seletivos e tal realidade se impõe também aos estudantes com deficiência pelo esvaziamento ou desperdício de suas experiências no espaço educacional. Segundo, o paradigma educacional da inclusão vem ao encontro de um paradigma emergente e, por conseguinte, a presença/ reivindicação das pessoas com deficiência na universidade pode contribuir para uma revisão epistemológica importante na transição paradigmática desta contemporaneidade. Tais hipóteses confirmaram-se no decorrer da pesquisa, portanto, esta tese defende que a presença das pessoas com deficiência, por si só, é reivindicação e contribui para a revisão epistemológica advogada pelo paradigma epistemológico emergente nos termos das ecologias dos saberes diferentemente sábios, das temporalidades e dos reconhecimentos recíprocos.
Abstract: This thesis results from a survey inspired by the movement of differences promoted by the presence / demand of people with disability in higher education, defining as its study object the realization of inclusive practices in everyday life at the Methodist University of Sao Paulo in the years 2005 to 2010. Two questions stand at the beginning of such research: what emerges and what has been emptied (or wasted) with the advent of the presence / demand of people with disability in higher education? What would be the contribution of the movement of differences arising from the presence / demand of people with disability at the university to an emerging epistemology? Based on these questions, the following hypotheses were developed: First, working with the axes of physical and communication accessibility does not guarantee that everyone can enter into higher education, because the Brazilian higher education is inherently meritocratic in its classification and selective processes, a reality also required for students with disability, neglecting or wasting their experiences in the educational environment. Second, the educational paradigm of inclusion is in line with an emerging paradigm, and therefore, the presence / demand of people with disability at the university can contribute to an important epistemological review of the paradigm shift in contemporary times. These hypotheses were confirmed during the research, therefore, this thesis argues that the presence of people with disability, by itself, it demands and contributes to the epistemological review advocated by the epistemological emerging paradigm in terms of differently wise knowledge ecology, of temporalities and reciprocal recognition.
Doutorado
Ensino e Práticas Culturais
Doutor em Educação
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Moore, Carl Stanley. "Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216599.
Abstract:
Urban EducationPh.D.
Using universal design instruction (UDI) as a framework, this study explores the inclusive teaching practices of four award-winning humanities and social sciences faculty at a large urban Research I university located in the northeastern region of the United States. UDI, a framework used to assist teachers in creating proactively inclusive instructional design, was used as a measure of inclusivity. Using a qualitative case-study approach, the study cross-examined the pedagogy of these faculty and unpacked specific techniques and practices embedded in their pedagogy that aligned with UDI. With each faculty member considered an individual case, structured classroom observations and interviews with target faculty, their colleagues, and student focus groups were conducted. Guided by the UDI framework, a cross-case analysis was then undertaken to determine the extent to which each faculty member met UDI principles. The study yielded descriptive accounts of multidimensional teaching strategies that incorporated universal design instruction.
Temple University--Theses
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Yancey, Benjamin. "An investigation of the perceived impact of the inclusion of steel pan ensembles in collegiate curricula in the Midwest." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/17633.
Abstract:
Master of MusicDepartment of Music, Theatre and Dance
Kurt R. Gartner
The current study is an in depth look of the impact of steel pan ensemble within the college curriculum of the Midwest. The goal of the study is to further understand what perceived impacts steel pan ensemble might have on student learning through the perceptions of both instructors and students. The ensemble's impact on the students’ senses of rhythm, ability to listen and balance in an ensemble, their understanding of voicing and harmony, and appreciation of world music were all investigated through both the perceptions of the students as well as the instructors. Other areas investigated were the role of the instructor to determine how their teaching methods and topics covered impacted the students' opinion of the ensemble. This includes, but is not limited to, time spent teaching improvisation, rote teaching versus Western notation, and adding historical context by teaching the students the history of the ensemble. The Midwest region was chosen both for its high density of collegiate steel pan ensembles as well as its encompassing of some of the oldest pan ensembles in the U.S. The study used an explanatory mixed methodology employing two surveys, a student version and an instructor version, distributed to the collegiate steel pan ensembles of the Midwest via the internet. The researcher intends for the current data to serve the music community in several ways: first, by determining exactly what the students and instructors value about the ensemble, we will better understand how an instrument created less than a century ago was able to infiltrate music programs all over the world. Second, giving instructors insight on the students' perspectives will also enable them to create a more effective and enjoyable curriculum. And lastly, with this information, instructors and program supervisors will be better suited to determine just how large of a role the ensemble should play in their students' education.
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Kitchener, David Alan. "An investigation of inclusive strategies and the extent of implementation within further education colleges." Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.595832.
Abstract:
The 1996 Tomlinson Report of the Committee on Students with Learning Difficulties and/or Disabilities (SLDD) recommended a series of inclusive learning strategies to enhance provision for said group. The umbrella organisation of the post compulsory education sector, The Further Education Funding Council (FEFC), agreed to the majority of its recommendations, its own inspectorate previously noting concerns in SLDD provision. The purpose of this study is to examine the extent within English further education colleges the recommendations of The Tomlinson Report have been implemented. The study examines FEFC inspectorate grades, the views of college managers and lecturers and the students themselves from 1999 to 2000 to gauge if there have been improvements by inclusive implementation. Topics specifically addressed are staff development, measuring benefits by college self analysis, collaboration, quality assurance, the individual learning process, systems leading to inclusive developments and the college culture. The study's findings suggest enormous disparities occur between colleges in the quality of SLDD provision, only one measured as fully inclusive, the majority meeting an inclusive measure of 'no policy: implementation in some faculties/departments/schools'. Higher levels of inclusive implementation were found in colleges who had conducted a detailed self appraisal of their present position and subsequently instigated new quality assurance systems lined to measurable performance indicators. The approach was particularly effective when student views were noted and the inclusive strategies supported by comprehensive staff development activities. The study found only a small minority of colleges appeared to be effectively organised in such procedures. A series of recommendations for improvement are suggested, the most significant one being a Code of Practice within further education akin to that of the school sector. The study bridges the legislation of the 1992 Further and Higher Education Act to The Learning and Skills Act 2000. The legislative change does not impact on the study, the same funding methodologies and vocational criteria applying during transition. Recurrent themes are the exclusion of students with severe learning difficulties and profound and multiple learning difficulties due to the strict vocational emphasis at the core of both Acts though hope is expressed the recent legislative change might reintroduce more widely non-vocational options and redress this imbalance. Concern too is expressed at the competitive, market-led approaches colleges embrace and the negative effect this has on SLDD groups, particularly in terms of transition into college and collaborative arrangements. The positive aspects of the Special Needs and Disability Act 2001 are welcomed though concern is expressed at its limited definition of disability. The study's findings are not always complimentary to colleges approaches to inclusive implementation and the conclusion is rather critical, the data suggesting the position to be unsatisfactory, students with learning difficulties and/or disabilities unnecessarily remaining a disadvantaged 'group.
28
Carter, Melanie. "From Jim Crow to inclusion : an historical analysis of the association of colleges and secondary schools for Negroes, 1934-1965 /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399562624.
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Shearer, Caroline. "Student voices : a study of the transfer, early experiences and inclusion of students in a further education college involving students as co-researchers." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532594.
Abstract:
This study is concerned with the transfer and early experiences of a group of students at a Further Education College. They are a specific group of post sixteen students in their first year at college, who are studying on a bridging course and have left school with insufficient formal qualifications to transfer directly to a mainstream course, or need to develop life and social skills. The study seeks to identify sources of help which the students drew on in making the choice to come to college, and what they hope to gain from attendance. Initial perceptions about the teaching and support they are receiving at college are explored. In addition, investigation into differences between school and college is undertaken. A further area of enquiry was to find out if the label of special educational needs was meaningful to this group of students. The study also investigates whether the students felt positive about their early experiences of college life. Most of these areas of enquiry feed into the picture of inclusion in the college which was an important theme of the study. It seemed fundamental to try to find out if the operation of the course promoted inclusion within the college. The interviews took place at two points in time; in the autumn term and again in the summer so that changes over time could also be explored. In both interviews students expressed very positive views of life in college, particularly in relation to experiences in school. In college, the students felt respected, valued and secure. Their main source of help in choosing college proved to be their parents. Responses to discussion of the special needs label were varied with more negative than expected views emerging. In terms of the main theory of concerns about inclusion, the material is fascinating. It became apparent that the students felt included and safe within the parameters of their bridging course, and even at times over-protected. Clearly, however, there are issues about their inclusion in college in the widest sense. The epistemological position taken is a social constructivist and phenomenological one as the study explores life at college as these students comprehend it to be, taking into account their different experiences, perceptions and beliefs. The methodology is largely based on a grounded theory approach both in terms of the design and analysis, and adopts a case study approach. A distinctive and unusual feature of this study is the use of student co-researchers who were in their second year at college. Details of their role and involvement will be discussed in some detail.
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Carvalho, Basilon Azevedo de. "A interação da terceira idade com as inovações tecnológicas." Instituto de Ciência da Informação da Universidade Federal da Bahia, 2014. http://repositorio.ufba.br/ri/handle/ri/18668.
Abstract:
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Esta pesquisa se caracteriza como um estudo sobre a interação de indivíduos idosos, considerados inclusos na terceira idade, para com os aparatos tecnológicos. A problemática se volta para a compreensão de duas questões fundamentais: como as pessoas idosas têm se relacionado com a tecnologia na contemporaneidade do mundo? E como essa tecnologia tem influenciado o cotidiano destes indivíduos idosos? O objetivo norteador foi o de compreender, através da análise dos dados, qual o impacto causado pelo uso das Tecnologias de Informação e Comunicação (TIC) na vida das pessoas idosas que freqüentam a Faculdade da Felicidade na cidade de Salvador. Como os idosos percebem, descrevem e atribuem significado à experiência de freqüentar a aula de informática, o contato com os aparatos tecnológicos e seus efeitos na vida diária, perpassando pelo campo da sociabilidade e do comportamento com esta interação com as redes sociais. A escolha de se realizar a pesquisa com usuários da terceira idade se justifica pelo fato de verificar como se dá, e se realmente ocorre a interação dos indivíduos na terceira idade com o fenômeno das inovações tecnológicas. Tentou-se mostrar ao longo da elaboração do trabalho, através do referencial teórico, da justificativa, da fase metodológica e através da análise de dados, a historicidade dos sujeitos, algumas características individuais, como o uso dos aparatos tecnológicos pode influenciar a vida cotidiana, bem como as motivações que se relacionam em responder aos objetivos do trabalho proposto, e se há uma interação para com as tecnologias ao longo das vidas destes idosos. Deste modo, este é um momento singular para aferir estas questões relativas a este fenômeno tecnológico da era digital. Este estudo quali-quanti se configura como uma investigação descritiva de dados que versam o histórico do cenário da terceira idade no Brasil e no mundo. A amostra foi composta de 30 idosos, selecionados pelo critério de estarem inclusos na categoria da terceira idade, com idade igual e ou superior a 60 anos. Os resultados da pesquisa evidenciam que os idosos, ainda que estejam inseridos na sociedade que perpassa pelo boom das inovações tecnológicas, não estão literalmente imergidos nesta vibe das redes sociais, bem como na dependência das tecnologias para sobreviver no contexto da inclusão digital. Para alguns, o processo de interação com a internet é importante, para outros, fazer uso da mesma pode ser considerado uma ação positiva, tanto para ativação da memória, quanto para o desenvolvimento da capacidade de raciocínio, ou seja, alguns idosos incorporam as tecnologias naturalmente, outros não consideram a mesma uma grande atenuante nas suas relações sociais, bem como necessidades diárias. Conclui-se que a percepção dos idosos, quanto à interação para com as tecnologias, depende muito de como este acesso chega aos mesmos, e qual a sua importância para sua vida cotidiana, como elemento norteador que dê sentido a sua vida.
This research is characterized as a study on the interaction of elderly individuals considered included in the third Age with technological devices. Whose problematic turns to the understanding of two fundamental questions: How do older people have associated with the technology in the contemporary world? How has the technology influenced the daily life of the elderly? The leading objective is to understand through analysis of data the impact caused by the use of Information and Communication Technologies (ICT) in the lives of older people from students of Felicidade College in Salvador. It is important to understand how the elderly perceive, describe and give meaning to the experience of attending a computer class, and the contact with technological devices and their effects on daily life, passing by the field of sociability and the results of the interaction in social networks. It is really important to understand the interaction process of these individuals with the phenomenon of technological innovation. This research aims to understand the impact of technological innovations in the lives of seniors. This study theoretical background and methodology tried to describe the historical context and individual characteristics, such as the effects of the use of technological devices in their lives. This is a unique time to assess these issues about this technological phenomenon of the digital age. This qualitative and quantitative study is configured as a descriptive research in which data address the historical context of the elderly in Brazil and worldwide. For the sample were selected 30 seniors aged 60 years old or over. The survey results show that elderly use the technological innovations; they are included in social networks and depend on technology to survive in the digital inclusion. For some, the process of interaction through the internet is important. Others individuals consider that the use of this technology can be a positive action for activation of memory and the development of reasoning ability. Thus, some seniors assimilate technologies naturally, while others do not consider it a big mitigating factor in their social relations, or for daily needs. We conclude that the perception of the elderly on the interaction with technology resources depends largely on how these technologies come to them, and how important it as a guiding element that makes sense to everyday life.
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Pasquesi, Kira. "Representations of diversity and inclusion: unpacking the language of community engagement in higher education using critical discourse analysis." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6831.
Abstract:
Colleges and universities use language (i.e., talk and text) to represent diversity and inclusion in community engagement. Diversity refers to individual and social or group differences (e.g., race, ethnicity, national origin, social class, gender identity and expression, sexual orientation, ability), while inclusion is the intentional and ongoing engagement with difference. Community engagement involves collaborations between institutions of higher education and their local, regional, national, and global communities. The language used to describe diversity and inclusion in community engagement is socially constructed and situated in complex power relations.
The purpose of the study was to describe how three universities use language to represent diversity and inclusion in community engagement. The primary research question asked: In what ways do colleges and universities use language to represent diversity and inclusion in community engagement? The study employed critical discourse analysis (CDA) using a multiple case study approach to examine language-in-use (i.e., discourse) about the connections between diversity, inclusion, and community engagement. As a theory and method, CDA offered a means to investigate how language constitutes reality, or in other words, is shaped by power relations and social struggles. Data analysis occurred in a three stage recursive process: description of text and its linguistic features, interpretation of messages underpinning patterns in language, and explanation of the relationship between texts and society.
Language for the study stemmed from applications for the Carnegie Foundation for the Advancement of Teaching’s elective Community Engagement Classification; individual interviews with two engagement actors per campus, or faculty and staff with dedicated responsibilities in community engagement efforts; and text from community engagement office web pages. The three participating universities received the 2105 first-time Community Engagement Classification, thus providing relevant text to examine language about diversity and inclusion in community engagement. Collected data included 312 pages of text across three cases and data collection methods.
Study findings emerged from the three stages of analysis (descriptive, interpretative, and explanatory). At the descriptive stage, patterns in language use pointed to linguistic features of text relevant to the connections between diversity, inclusion, and community engagement (e.g., euphemisms to conceal negative action, “diverse” as a descriptor of groups or places, and “the” community as a singular entity). Findings at the interpretative stage focused on representations of diversity and inclusion revealed in patterns of language use. Representations depicted diversity as: a seamless “other,” a commodity, and a proxy. Representations also suggested inclusion as: correction, honoring, and a skillset. Moreover, explanatory level findings indicated four emergent discourse types underpinning the language of diversity and inclusion in community engagement, including managerial, promotional, oppositional, and specialist discourses. The four discourses also reflected ideologies, or taken for granted assumptions, of neoliberalism and White supremacy in higher education.
The study offered implications for community engagement practice and opportunities for more transformational educational environments. The study also suggested future studies and applications of CDA as a reflective and action-oriented tool to interrogate language-in-use towards more just outcomes. Advancing research on the language of diversity and inclusion in community engagement is integral to creating institutions of higher education that better enable all people to thrive and engage meaningfully in public life.
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McNicholas, Ann-Marie. "A critical examination of the construct of the inclusive college with specific reference to learners labelled as dyslexic." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582805.
Abstract:
This research is concerned with the policy and practice of the inclusion of students experiencing difficulties in learning labelled as dyslexic, in a further education (FE) college. Employing qualitative methodology, the focus is upon a case study of one college and the perspectives of stakeholders - students, tutors, support staff and managers. It investigates what their voices can tell us about factors likely to enhance equality and inclusion for these students. A review of the literature identifies key issues, but also reveals a relative lack of research in the area of dyslexia in FE and the student voice. In-depth interviews are utilised to gain information on the issues and tensions involved in constructing inclusive processes in FE. Grounded theory is employed to identify themes in the data. Analysis utilises concepts drawn from critical theory to provide an explanation of . the findings within the wider political and ideological contexts in which these processes operate. This research found that the workings of the further education system within a bureaucratic, market driven system are adversely impacting upon the experiences of students labelled as dyslexic. The systems and policies in place serve to deflect attention away from issues of pedagogy, politics and power relations by locating barriers to learning within the individual learner, promoting exclusion and inequality. This is in direct contrast to an overtly stated college policy and mission statement of promoting equality. The research also highlights how this system with competing ideologies and policies serves to silence student voices when they attempt to assert their rights and desires. Evident too, is the silencing of tutor voices by a pressurised, target driven system. I argue that a social model approach is required, where barriers to learning are located within attitudes, environment and organisational structures, to promote a response more aligned to consideration of rights, equity and inclusion of learners.
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Buard, Karine. "L’évaluation et la qualité au service de l’école inclusive." Thesis, Paris 10, 2020. http://faraway.parisnanterre.fr/login?url=http://bdr.parisnanterre.fr/theses/intranet/2020/2020PA100012/2020PA100012.pdf.
Abstract:
Le système éducatif français est désormais tenu de répondre à une triple exigence : 1) un paradigme de l’inclusion qui se substitue à celui de l’intégration, 2) une école de qualité pour tous qui constitue un surcroît d’exigence par rapport à l’objectif de réussite pour tous, 3) une redéfinition des responsabilités à chaque niveau du système. Dans ces conditions, les dispositifs pour élèves à besoins éducatifs particuliers (BEP) constituent un instrument privilégié au service d’une école inclusive et de qualité. Cette thèse se situe à l’échelle des établissements secondaires, à qui les responsables nationaux ont délégué de relever ce défi. Leurs acteurs doivent encore pour cela adapter leurs pratiques. Il s’agit d’interroger les leviers dont ils disposent pour répondre aux impératifs de qualité, d’inclusion et d’empowerment et d’envisager, face à ce faisceau d’exigences, l’inscription des établissements dans un processus d’amélioration continue de la qualité. La thèse, organisée en quatre articles, est construite autour d’une enquête sur les dispositifs proposés par des collèges publics aux élèves à haut potentiel intellectuel (HPI). Les trois premiers articles analysent différentes composantes de ces dispositifs pour élèves à BEP : l’appréciation des besoins des élèves à HPI par les principaux de collège pour le premier, l’accompagnement individuel de ces collégiens par un adulte dans le second, les facteurs à l’origine de leur satisfaction scolaire pour le troisième. Cette analyse conduit à produire un outil d’autoévaluation des établissements, i.e. un modèle d’évaluation de la qualité des dispositifs pour élèves à BEP qui est présenté dans le dernier articleThe French education system currently faces a triple requirement: 1) a paradigm of inclusion that replaces that of integration, 2) a school of quality for all that constitutes an additional requirement in relation to the objective of success for all, 3) a redefinition of responsibilities at each level of the system. Under these conditions, educational programs for students with special educational needs (SEN) are a key instrument for an inclusive and quality school. This PhD thesis deals with the secondary school level, which national responsibles have entrusted with taking up this challenge. To do this, their stakeholders still have to adapt their practices. The aim was to question the levers they can pull in order to meet the requirements of quality, inclusion and empowerment and to consider, in the light of this set of requirements, the involvement of institutions in a process of continuous quality improvement. The PhD thesis, organized into four articles, is based on a study of the educational programs offered by French public middle schools to gifted students. The first three articles analyze different components of these educational programs for students with SEN: first the assessment of the needs of gifted students by middle school headmasters, secondly the individual support of these middle school students by an adult in the second, and thirdly the factors behind their academic satisfaction. This analysis leads to the development of a self-assessment tool for schools, i.e. a model for evaluating the quality of educational programs for students with SEN, which is presented in the last article
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Nicolau, Marta Regina. "OS IMPACTOS DAS POLÍTICAS DE INCLUSÃO ESCOLAR NA FORMAÇÃO E NA PRÁTICA DE PROFESSORES." Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/1193.
Abstract:
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Previous issue date: 2011-04-01This research analyzed the teachers instruction s trends under the inclusive education perspective in the face of scholarship daily demands which since 1990 decade has been presenting a rising demand of students with special education necessities in the same regular school s classes. The school inclusion is a process which depends on the combination of several factors and not just a teacher s responsibility. However, we ask ourselves: are teachers being prepared to think under this perspective, of planning lessons to a diversified classroom, especially on the angle of students with intellectual education disability, to achieve a team work with experts teachers? The reflection about the teachers instruction and practice in the inclusive classroom is part of the inclusive process, which is still under construction. That s the point which led this research, towards revealing impacts of school inclusion politics on teachers instructions courses and its teaching practice, disclosing conflicts, resistances, contradictions, progress and exclusion mechanisms implicit in the inclusion proposal, contributing also to the discussion about the role of College Education as a privilege locus of teaching instruction. The results of the research showed to superficial on the teachers` instructions on the inclusive education perspective. The investigative action articulated the public policy of teachers instructions, the National Curriculum Policy to teaching degrees, the legal devices, the theoretical support and the investigation tools to coordinators, majoring in Teaching and Languages degrees students and active Ensino Fundamental s teachers.
A pesquisa analisou as tendências de formação de professores na perspectiva da educação inclusiva ante as exigências do cotidiano escolar que desde a década de 1990 vem apresentando uma demanda crescente de estudantes com necessidades educacionais especiais nas salas comuns do ensino regular. A inclusão escolar é um processo que depende da combinação de vários fatores, não é responsabilidade apenas do professor. Entretanto, questionamos: Será que os professores estão sendo preparados para pensar nesta perspectiva, de planejar para a diversidade da sala de aula, especialmente na vertente de alunos com deficiência intelectual, de realizar um trabalho em equipe com professores especialistas? A reflexão sobre a formação e a prática de professores na sala de aula inclusiva faz parte do processo de inclusão, ainda em construção. Eis a questão que norteou esta pesquisa, no sentido de revelar impactos das políticas de inclusão escolar nos cursos de formação de professores e na prática docente, revelando conflitos, resistências, contradições, avanços e mecanismos de exclusão implícitos na proposta da inclusão, contribuindo ainda, para a discussão sobre o papel da universidade como locus privilegiado de formação docente. Os resultados da pesquisa apontaram para uma superficialidade na formação de professores na perspectiva da educação inclusiva. A ação investigativa articulou as políticas públicas de formação de professores, as Diretrizes Curriculares Nacionais para as licenciaturas, os dispositivos legais, a sustentação teórica e os instrumentos de investigação para coordenadores, estudantes de Pedagogia e de Letras e professores do Ensino Fundamental em exercício.
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Macpherson, Alice. "The impact of Gender and Diversity, Creating Inclusion in the College Environment facilitator training and implementation on faculty in BC south coast post secondary institutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0009/MQ61462.pdf.
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Medeiros, Iraci Aguiar 1961. "Inclusão social na universidade : experiencias na UNEMAT." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/286862.
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Orientador: Leda Maria Caira GitahyDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociencias
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Resumo: Baseada no conceito de governança, o objetivo desta dissertação é analisar experiências de inclusão social na universidade. O estudo empírico foi realizado nos cursos de Licenciaturas para os professores indígenas e de Agronomia para os movimentos sociais do campo na Universidade do Estado de Mato Grosso. Os resultados mostram que os mecanismos de governança desenvolvidos na relação entre a universidade e os movimentos sociais nos casos analisados estão promovendo não só a democratização do acesso, como também a inclusão de saberes
Abstract: The main purpose of this dissertation is to analyse experiences of social inclusion at the university, using governance as a key concept. Empirical studies were conducted in the undergraduate courses for indigenous teachers and agronomy for rural workers at the State University of Mato Grosso. The results show that the forms of governance established in the relations between the university and the social movements in the cases studied are promoting accessibility and knowledge inclusion
Mestrado
Mestre em Política Científica e Tecnológica
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Ayaz, Razmjooei. "Investigation of SomeCognitive Difficulties inSet Theory." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91976.
Abstract:
A previous study on students approach to problems of Set Theory in Iran brought me somehypotheses. These encouraged me to test the hypotheses in this supplementary study. Mypurpose of this study was to consider some students' cognitive difficulties in Set Theory. Iinvestigated students’ conceptual understanding of two major concepts of Set Theory – theconcepts of inclusion and belonging. I also studied the ways students use Venn diagram tofigure out problems in Set Theory. I wanted to examine how students figure out the differentmeanings of words in the natural and formal language. To do so, I analyzed six experiments. Icompared three experiments with the experiments of my previous study in Iran. My researchquestions suggested using a qualitative research method. My theoretical framework built aroundtheories of semiotic activities, which were used in the analysis.The results indicated that students can make unfortunate use of Euler–Venn diagrams. A set ofsets was a difficult concept for students. Some words in natural language, even the word "set" inboth natural and formal language, caused confusion for students when introduced in Settheoretic contexts. Students failed sometimes to distinguish between sets and elements. Theexperiments showed that students’ cultural context had affect on students' cognition regardingmathematical objects.
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Hamel, Annette N. "Speaking of Difference: Ohio University Administrators and Faculty MembersConceptualize Faculty Diversity." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1528295119497784.
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Behari-Leak, Kasturi. "Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020295.
Abstract:
This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.
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Silva, Lidiane Ramos da. "Políticas de Inclusão na Educação Superior: acesso e permanência de pessoas com deficiência na UFPB." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9366.
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This paper deals with the theme Inclusion Policies in Higher Education aimed at the inclusion of students with disabilities in the Federal University of Paraíba (UFPB) and intends to analyze the contributions of policies for access and stay in higher courses of the Center for Communication and Tourism and Arts (CCTA). In order to reach the specific objectives, we have discussed about the paradigm of inclusion and its relation in the educational context, about the demands for policies included in the world context and we have described the phases that influenced the process of recognition and schooling of people with disabilities, until the entry into higher education. Besides, we have presented a debate about the inclusion of people with disabilities in higher education, in the context of the publications of the Brazilian Journal of Special Education (RBEE) and studies of the Postgraduate Program in Education (PPGE / UFPB), from 2012 to 2016. We have related the national policies of inclusion of higher education with the policies developed by the UFPB, especially those directed to people with disabilities. Finally, we have identified who are and what the students have said about the students with disabilities enrolled in CCTA higher education courses on the inclusion process. Regarding the methodology, it was used the qualitative approach, a descriptive, documental and bibliographical research, with semi-structured interviews. We have applied four research tools, using data analysis guidelines (BARDIN, 2006) for the analysis of data, in order to identify subjects' comprehension about inclusion and accessibility, as well as inclusive policies and strategies used in the institution that can promote the access and the permanence of the students with disabilities in the superior courses of the CCTA. The subjects of the research were students with disabilities enrolled in higher courses of the CCTA - main protagonists -, the coordinator of the Committee for Inclusion of Accessibility (CIA) - special counsel responsible for the Institutional Policy for Inclusion and Accessibility - supporting students linked to the Support Program The Student with Disabilities (PAED / CIA), the CCTA's servers and the coordinator of the institutional policy of inclusion and accessibility. Based on the analysis of the data, especially the information from the interviews with the subjects, we have infered that the inclusive policies of higher education have contributed to the access and permanence of people with disabilities in the CCTA / UFPB, notably through the access / by the Include Program and the PNAES, under the responsibility of the CIA. However, also according to data collection, we have seen that the process of inclusion of students with disabilities in the institution needs to overcome many challenges, especially regarding the lack of server training to enable attitudinal and pedagogical strategies; the limitations in the communication and information systems, especially in the deficiency of the physical / architectural structure, which is eminently institutional. Thus, it is the responsibility of the institution – made up of different managers, sectors, people and professionals – to consider the demands and propositions highlighted by the research subjects and to assume the ethical and political commitment to respond to the demands of diversity presented in this scope, restructuring and revising their inclusive policies.
O presente trabalho aborda a temática Políticas de Inclusão na Educação Superior voltadas para a inclusão dos discentes com deficiência na Universidade Federal da Paraíba (UFPB) e objetiva analisar as contribuições das políticas para o acesso e a permanência em cursos superiores do Centro de Comunicação, Turismo e Artes (CCTA). Para atingir os objetivos específicos, discorremos sobre paradigma da inclusão e sua relação no contexto educacional, sobre as demandas por políticas de inclusão no contexto mundial e descrevemos as fases que influenciaram no processo de reconhecimento e escolarização das pessoas com deficiência, até o ingresso na educação superior. Também, apresentamos um debate acerca da inclusão das pessoas com deficiência na educação superior, no contexto das publicações da Revista Brasileira de Educação Especial (RBEE) e de estudos do Programa de Pós-Graduação em Educação (PPGE/UFPB), período 2012 a 2016. Relacionamos as políticas nacionais de inclusão da educação superior com as políticas desenvolvidas pela UFPB, especialmente as direcionadas às pessoas com deficiência. Por fim, identificamos quem são e o que dizem os discentes com deficiência matriculados em cursos superiores do CCTA sobre o processo de inclusão. No que diz respeito à metodologia, utilizamos a abordagem qualitativa, uma pesquisa descritiva, documental e bibliográfica, com a realização de entrevistas semiestruturadas. Aplicamos quatro instrumentos de pesquisa, utilizando-se, para a análise de dados, orientações da análise de conteúdo (BARDIN, 2006), a fim de identificar a compreensão dos sujeitos sobre inclusão e acessibilidade, bem como políticas inclusivas e estratégias utilizadas na instituição que podem favorecer o acesso e a permanência dos discentes com deficiência nos cursos superiores do CCTA. Os sujeitos da pesquisa foram os discentes com deficiência matriculados em cursos superiores do CCTA – principais protagonistas –, o coordenador do Comitê de Inclusão de Acessibilidade (CIA) – assessoria especial responsável pela Política Institucional de Inclusão e Acessibilidade –, discentes apoiadores vinculados ao Programa de Apoio ao Estudante com Deficiência (PAED/CIA), servidores do CCTA e o coordenador da política institucional de inclusão e acessibilidade. Com base na análise dos dados, sobretudo das informações oriundas das entrevistas junto aos sujeitos, inferimos que as políticas inclusivas de educação superior vêm contribuindo para o acesso e a permanência de pessoas com deficiência no CCTA/UFPB, notadamente por meio da política de acesso/cotas, pelo Programa Incluir e o PNAES, sob a responsabilidade do CIA. Todavia, também de acordo com a apuração dos dados, vimos que o processo de inclusão de discentes com deficiência na instituição precisa superar muitos desafios, especialmente no que diz respeito à falta de formação de servidores para viabilizar estratégias atitudinais e pedagógicas; as limitações nos sistemas de comunicação e informação, sobretudo na deficiência da estrutura física/arquitetônica, que é, eminentemente, institucional. Para tanto, compete à instituição – formada por diferentes gestores, setores, pessoas e profissionais –, considerar as demandas e as proposições destacadas pelos sujeitos da pesquisa e assumir o compromisso ético e político de responder às demandas da diversidade que se apresentam no seu âmbito, ressignificando, reestruturando e revisando suas políticas inclusivas.
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Igbinomwanhia, John Osamuyi. "The meanings of inclusion in cross-cultural contexts : exploring the experiences of adult learners and teachers in two further education colleges in the London area." Thesis, Goldsmiths College (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521805.
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Flynn, Jean-Marc. "L'adaptation d'adultes aux études universitaires : une étude des forces en présence chez des étudiants inscrits à un enseignement en histoire de l'art, à l'Université du Québec à Chicoutimi /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1993. http://theses.uqac.ca.
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Igbino, John [Verfasser]. "The meanings of Inclusion in cross-cultural contexts : Exploring the experiences of adult learners and teachers in two FE colleges in the London Area / John Igbino." München : GRIN Verlag, 2012. http://d-nb.info/1182777171/34.
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Pustelnikovaite, Toma. "The working lives of migrant professionals : exploring the case of migrant academics." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/14129.
Abstract:
This thesis examines the working lives of foreign-born academics who come to work to the UK. Its main aim is to understand the degree and conditions of migrant scholars' inclusion in professional practice abroad. The thesis fulfils this aim by developing a conceptual approach to encapsulate how migrant professionals' working lives are conditioned by the pre-existing professional structures. Grounded in the principle of social closure, this framework proposes that migrant professionals' employment abroad is influenced by the different forms and rules of closure, as well as by the sites in which closure rules are applied. The synthesis of the theoretical framework with findings from sixty-two interviews with foreign-born scholars employed in thirteen British universities shows that migrant academics' working lives are explained by ‘modes of incorporation'. ‘Modes of incorporation' designate the distinct ways in which the academic profession has reacted to the increased presence of foreign incomers, and comprise integration, exclusion, subordination and indifference. The proposed framework extends the understanding of the demographic change in professions, and offers a way to capture migrant professionals' movement across countries.
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Ebrahim, Adele Bianca. "An exploration into the synergy between the experiences and perceptions of students and inclusive education discourse within a Further Education and Training College in the Western Cape." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1951.
Abstract:
A dissertation presented in fulfilment of the requirements for the degree of Magister Educationis
in the
Faculty of Education
at the
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
2013This study explores the experiences and perceptions of students enrolled in an inclusive Further Education and Training College in South Africa. A qualitative, phenomenological design using interviews was found to be the most suitable approach to data production that would allow for the examination of feelings and perceptions around students’ inclusion. The guiding questions for the study were: 1. What are the day-to-day experiences and expectations of students enrolled at one Further Education and Training college in the Western Cape? 2. What feelings and perceptions are generated by these experiences and expectations? The data was analysed using a constant comparative method of analysis in order to accentuate the meanings that student experiences held for them. Bronfenbrenner’s Ecosystemic Theory has been used to describe the way different systems and structures influence the development of students. Through Maslow’s Hierarchy of Needs, students’ needs are examined, revealing what their perceptions of inclusion are. The findings have indicated that while institutional intentions might express details of what is deemed to be inclusive, students’ experiences and voices are often not taken into consideration, with the result that full inclusion is not achieved.
46
Chao, Si-Yi. "THE RELATIONSHIP AMONG SELF-IDENTITY, PERCEIVED CAREER BARRIERS, SOCIAL SUPPORT, CAREER DECISION SELF-EFFICACY AND OUTCOME EXPECTATIONS OF COLLEGE STUDENTS WITH DISABILITIES." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1830.
Abstract:
Career development and career planning are important for the transition of college students to the workforce. College students with disabilities encounter more challenges regardless of the education and career processes. These career development challenges include societal attitudes toward persons with disabilities, inaccessible accommodations, lack of social support, and ambivalent identities. These attributions may cause college students with disabilities to have lower career self-efficacy and outcome expectations, which in turn may lessen one’s motivation to engage in academia and career development (Gibbons, Justina, Cihak, Wright, & Mynatt, 2015). Hence, this study examined the influences of disability identity, ethnic identity, perceptions of career barriers, and social supports in career decision self-efficacy and outcome expectations of college students with disabilities. This study utilized a cross-sectional survey design and included a valid sample of 312 college students with disabilities at two universities, one Midwestern and one Southeastern. The most important predictor was social support, which uniquely explained 8.5% of the variation in career decision self-efficacy, β = .327, t(302) = 5.730, p < .001, controlling for other variables in the same regression model. The other significant predictors were ethnicity identity (β = .232, t(302) = 4.162, p < .001), disability identity (β = .158, t(302) = 2.897, p = .004), and male gender (β = -.098, t(302) = -1.994, p = .047). Accounting for 57.2% of the variance, career outcome expectation was explained by all seven predictor variables, disability identity, ethnicity identity, social support, perceived career barriers, career self-efficacy, ethnicity and gender. The most important predictor was career decision self-efficacy which uniquely explained 24.1% of the variation in career outcome expectation, β = .595, t(302) = 13.054, p < .001, controlling for other variables in the same regression model. The other significant predictors were ethnicity identity (β = .167, t(302) = 3.721, p < .001), and perceived career barriers (β = -.104, t(302) = -2.411, p = .017), controlling for other variables respectively. A significant relationship was found between career decision self-efficacy, ethnicity identity, and perceived career barriers with career outcome expectation of college students with disabilities. Moreover, Hispanic college students with disabilities reported positive ethnicity identity compared to European students. African and Asian college students with disabilities perceived more career barriers than their European counterparts. Finally, college students with acquired disabilities reported higher career outcome expectations than those with congenital disabilities. The results of this study provide faculty, administrators, disability support specialists, and career counselors in postsecondary institutions with the ability to recognize the needs and expectations of college students with disabilities. Also, constructing effective career services, fostering multicultural competencies, and promoting an inclusive campus climate would benefit college students with disabilities’ academic retention and career transitions to competitive employment.
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Miller, Linda. "Mobility as an Element of Learning Styles: The Effect its Inclusion or Exculsion has on Student Performance in the Standardized Testing Environment." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/693.
Abstract:
The purpose of this study was to investigate the relationship between mobility and the standardized testing environment. The project focused on nine students who had a pronounced need for movement while learning and/or being tested. The study was conducted to determine whether the achievement scores of these nine students would be influenced by the denial or availability of movement while they were administered a standardized reading test. Twenty-one second grade students were the subjects. Two forms of Level B of the Gates-MacGinitie Reading Test were used. All subjects were tested in a traditional environment with no movement allowed. The same subjects were then tested at a later time in a mobile environment with movement and change of location permitted. The Wilcoxon Matched-Pairs Signed-Rank Test was used as the statistical base. Results showed a .05 significance. Of the nine mobile students, six scored equally as well or better when placed in a mobile testing environment.
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Dupré, Frédéric. "Pratiques inclusives en mathématiques dans le second degré : études de cas en ULIS collège." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0369.
Abstract:
En France, les unités localisées pour l’inclusion scolaire (ULIS) au sein des collèges ont connu un fort développement depuis la loi du 11 février 2005. Ces dispositifs permettent à des élèves reconnus institutionnellement handicapés (ERIH) d’avoir une scolarité dans une classe ordinaire tout en bénéficiant d’un dispositif de soutien. Les élèves bénéficient d’un emploi du temps partagé qui les amène à fréquenter différents systèmes didactiques, que ce soit au sein de la classe ordinaire ou dans le cadre du regroupement spécialisé. Notre travail de recherche s’attache à observer des pratiques inclusives en mathématiques dans le cadre de ces dispositifs ULIS. Nous cherchons plus particulièrement à dégager quelles sont les conditions favorables pour que le regroupement spécialisé (système didactique auxiliaire - SDA) puisse jouer un rôle d’aide à l’étude vis-à-vis de la classe ordinaire (système didactique principal - SDP). Pour étudier la question des articulations entre différents systèmes didactiques nous nous plaçons dans un double cadre théorique. L’approche comparatiste en didactique, associée à des outils issus de la didactique de mathématiques, nous permet de comparer différents systèmes didactiques à partir de l’analyse des cadres temporels produits par ces systèmes. Ce travail, mené à partir de quatre études de cas réalisées dans quatre collèges différents, permet de mettre en évidence que si l’articulation entre la classe et le regroupement spécialisé est un objet pensé par une majorité des acteurs rencontrés, la fonction d’aide à l’étude du SDA vis-à-vis du SDP est possible lorsque certaines conditions sont réunies, mais elle n’est pas systématiqueIn France, localized units for inclusive education (ULIS) within the college have experienced a strong development since the law of February 11, 2005. These devices allow students recognized institutionally disabled to have a schooling in an ordinary class while benefiting from a support device. These students benefit from a shared schedule that leads them to attend various didactic systems, whether in the regular classroom or in the context of the specialized group. Our research work focuses on observing inclusive mathematical practices in these ULIS devices. In particular, we seek to find out what are the favorable conditions for the specialized grouping (auxiliary didactic system) to play a role in assisting the study with regard to the ordinary class (main didactic system). To study the question of articulations between different didactic systems we place ourselves in a double theoretical framework. The comparative approach in didactics combined with tools from mathematical didactics allows us to compare different didactic systems from the analysis of the time frames produced by these systems. This work, based on four case studies carried out in four different colleges, shows that if the articulation between the class and the specialized group is an object thought by a majority of the actors met, the assistance to the study of auxiliary didactic system vis-à-vis the main didactic system is possible when certain conditions are met, but it is not systematic
49
O'Donnell, Laurie K. "Intercultural interaction among student-athletes at an NCAA Division I University." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/255.
Abstract:
This study was developed to explore the intercultural interactions among college student-athletes at a Division IA university. The primary research question of this study was: How do individual cultural identities contribute to the experience of diversity and inclusion on a sports team? This study was designed to examine how athletes feel included in their teams and whether they can express--or feel the need to suppress--their other social identities in order to fit into the collegiate athletic realm. The following academic areas were relevant to the study: identity development and negotiation, intercultural interaction and contact, athletics, and multicultural education. The data and discussion suggested that the strong sense of team identity may downplay other identities on a team, and student-athletes may negotiate their other identities to fit into the team. Although teams are perceived to be welcoming, there is an underlying need for further multicultural training for the population. This study helped to bridge the gap in research about college sports and intercultural interaction.
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SOUZA, Adelzita Val?ria Pacheco de. "Coletivo de pessoas com necessidades educacionais espec?ficas na / da ufrrj: narrativas emancipat?rias." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2411.
Abstract:
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Inclusion in Higher Education still faces challenges to become a reality in Brazil, especially people with specific educational needs. A group of university students with disabilities formed the Collective of People with Specific Educational Needs to fight for their rights in the Federal Rural University of Rio de Janeiro. This work aims to investigate what these university students with disabilities, represented by the Collective, think about inclusion in Higher Education, and how they organize collectively in the university. In addition to the official documents on Inclusion in Education and the theoretical revision of this theme, we use as theoretical basis the Psychology of Active Minorities and Cultural Psychology to understand the student movement in formation. As a research methodology, we used the narrative analysis method, based on data collected through an interview with 3 members of the executive of the Collective, documents referring to the Institution of Federal Higher Education - IFHE and the Collective, photos, digital messages and reports on the theme. The analysis of the data indicated as a result: i) Inclusion in Higher Education is a right; Ii) Criticism of the IFES for not meeting the demands of attending the Specific Educational Needs - SEN of students with disabilities, according to educational legislation; Iii) The creation of the PNE Collective, establishes dialogue with the institution and makes and claims rights, demonstrates principles and characterizes itself as an active minority, accomplishes achievements that show emancipation and innovation; Iv) The PNE Collective organizes a dialogue and actions agenda that highlights the urgency of attending SEN. In intersubjectivity they constitute a new discourse, and seek new meanings for the academic trajectory. They assume a collective identity, and begin to exercise stronger social influence. The PNE Collective built social recognition and a channel of dialogue with the institution.
A Inclus?o na Educa??o Superior ainda enfrenta desafios para se tornar uma realidade no Brasil, principalmente as pessoas com necessidades educacionais espec?ficas. Um grupo de universit?rios com defici?ncia formou o Coletivo de Pessoas com Necessidades Educacionais Espec?ficas para lutar por seus direitos na/da Universidade Federal Rural do Rio de Janeiro. Este trabalho objetiva investigar o que estes universit?rios com defici?ncia, representados pelo Coletivo, pensam sobre a inclus?o na Educa??o Superior, e como se organizam coletivamente na universidade. Al?m dos documentos oficiais sobre Inclus?o na Educa??o e da revis?o te?rica desta tem?tica, utilizamos como base te?rica a Psicologia das Minorias Ativas e a Psicologia Cultural para compreender o movimento estudantil em forma??o. Como metodologia de pesquisa utilizamos o m?todo de an?lise da narrativa, a partir de dados coletados atrav?s de entrevista a 3 membros da executiva do Coletivo, documentos referente ? Institui??o de Federal de Ensino Superior - IFES e ao Coletivo, fotos, mensagens digitais e reportagens sobre o tema. A an?lise dos dados apontou como resultado: i) A inclus?o na Educa??o Superior ? um direito; ii) Cr?tica a IFES pelo n?o atendimento das demandas de atendimento as Necessidades Educacionais Espec?ficas ? NEE dos estudantes com defici?ncia, conforme legisla??o educacional; iii) A cria??o do Coletivo PNE, instaura di?logo com a institui??o e faz e reivindica direitos, evidencia princ?pios e caracteriza-se como minoria ativa, realiza conquistas que evidencia emancipa??o e inova??o; iv) O Coletivo PNE organiza pauta de di?logo e a??es que evidencia a urg?ncia do atendimento das NEE. Na intersubjetividade eles constitu?ram um novo discurso, e buscam novos significados para a trajet?ria acad?mica. Assumem uma identidade coletiva, e passam a exercer influ?ncia social mais forte. O Coletivo PNE construiu o reconhecimento social e um canal de di?logo com a institui??o.