Dissertations / Theses on the topic 'Social inclusion'
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Martinson, Lina. "Mutual benefit : Rethinking social inclusion." Doctoral thesis, Stockholm, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-135.
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Fitzgibbon, James Thomas. "Social inclusion and its promotion." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2456/.
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This research study is concerned with the concept of social inclusion, its significance, its origins, its definition and its history. It looks particularly at its development in the United Kingdom since the election of a Labour Government in 1997 and, in that context, the implementation of a Social Inclusion Strategy by a County Council referred to throughout as ‘Someshire’. It offers as an example of reflective inquiry an evaluation of aspects of the implementation of the Strategy led by the Council’s Education Department and some comments on the Council’s own, previous, evaluation of the whole Strategy. Through this study, it engages with a range of stakeholders including schools, County Council Officers and representatives of parents and school governors in an attempt to discover what has gone well and why. It concludes with a set of recommendations for action by a range of parties who, in their different policy contexts, might wish to promote social inclusion. Finally, this study has been written by a senior Local Education Authority Officer. This results in the emergence of two voices within it. In Chapter 1 there can be perceived the voice of the traditional researcher, attempting what Schon describes as the ‘technical rationality’ of traditional research. In Chapters 2, 4 and, to some extent, 5 the voice changes to that of the ‘reflective practitioner’ with its reliance on the ability to intuit, know-in-action, an ability derived from over thirty years working in education, principally as an educational manager.
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Bettin, Sílvia Ana Crochemore. "Política institucional de educação inclusiva de adultos com deficiência no Instituto Federal de Educação, Ciência e Tecnologia Sul-Riograndense/Campus pelotas." Universidade Catolica de Pelotas, 2009. http://tede.ucpel.edu.br:8080/jspui/handle/tede/305.
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Previous issue date: 2009-09-27The last two decades of the XX century constituted in space-time of intense discussions and initiatives on social inclusion/school, which allowed the emergence of numerous public policies and legislation concerning. How centrality of these movements, was the question of the fundamental rights guaranteed to all human beings, without any form of discrimination or prejudice. Consequently, emerged in that context of multiple claims, the focus on the right to education, and among their perspectives, the inclusion of people with disabilities. This has been a theme that swells due to its complexity, requiring the creation of a new social-scientific paradigm, able to overcome the hegemony of the medical paradigm and explain disability as a result of numerous factors, among which those of social origin. Presents itself, so the school inclusion of students with disabilities, even in the XXI century, as a major challenge for society and educational systems. Based on these considerations, we performed a case study, intending to set up the process of inclusion of students with disabilities occurs at the Federal Institute of Education, Science and Technology of Rio Grande do Sul IFSul/campus Pelotas. The research was characterized as qualitative. We used document analysis and semi-structured interviews for data collection, involving students with disabilities, teachers, course coordinators and coordinators covering courses in Technical Education Middle Level, forms Integrated Concurrent and Subsequent. The data were organized into seven categories of analysis: 1) school inclusion of students with disabilities from the perspective of specific legislation, 2) concepts of social inclusion and school enrollment; 3) educational and legal contributions Policy Educational Inclusion of students with disabilities and 4) policy of inclusion of students with disabilities in IFSul; 5) school inclusion: educational process; 6) school inclusion: tutoring; 7) the process of inclusion of students with disabilities in IFSul. With this work, it was intended to reveal the reality of an inclusive school, knowing the process of school inclusion in its possibilities and limitations, as well as indicate prospects for further research on the subject in focus. It was concluded that the movement for inclusive education shows itself as a political, cultural, social and educational, triggered in defense of the fundamental right to education. This movement is subsidized in assumptions or inclusivist social paradigm, which combines equality and difference as inseparable values, reaffirming the constitutional provision, or to promote the good of all, without any form of prejudice. It was found that the IFSul been promoting educational inclusion of students with disabilities in a systematic way, making use of available legal and educational contributions to the planning and implementation of this process, which is set for significant advances, along with numerous difficulties and challenges
As duas últimas décadas do século XX constituíram-se em tempo-espaço de intensas reflexões e iniciativas acerca da inclusão social/escolar, o que permitiu o surgimento de inúmeras políticas públicas e de legislação concernente. Como centralidade desses movimentos, encontrava-se a questão relativa à garantia dos direitos fundamentais a todos os seres humanos, sem qualquer forma de discriminação ou preconceito. Consequentemente emergiu, naquele contexto de múltiplas reivindicações, o enfoque relativo ao direito à educação e, dentre suas perspectivas, a inclusão escolar de pessoas com deficiência. Esse tem sido um tema que se avoluma por sua complexidade, exigindo a constituição de um novo paradigma sociocientífico, capaz de superar a hegemonia do paradigma médico e de explicar a deficiência como resultante de inúmeros fatores, dentre os quais aqueles de origem social. Apresenta-se, assim, a inclusão escolar de alunos com deficiência, ainda no século XXI, como um imenso desafio para a sociedade e para os sistemas educacionais. Com base nessas considerações, realizou-se um estudo de caso, intentando configurar o processo de inclusão de alunos com deficiência que ocorre no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense IFSul/campus Pelotas. A pesquisa realizada caracterizou-se como qualitativa. Utilizou-se a análise documental e a entrevista semiestruturada para a coleta de dados, envolvendo alunos com deficiência, professores, coordenadores de cursos e coordenadores pedagógicos, abrangendo os cursos de Ensino Técnico de Nível Médio, nas formas Integrado, Concomitante e Subsequente. Os dados obtidos foram organizados em sete categorias de análise: 1) inclusão escolar de alunos com deficiência na perspectiva da legislação específica; 2) conceitos de inclusão social e inclusão escolar; 3) aportes educativos e legais da Política de Inclusão Educativa de alunos com deficiência; 4) política de inclusão de alunos com deficiência no IFSul; 5) inclusão escolar: processo pedagógico; 6) inclusão escolar: orientação pedagógica; 7) processo de inclusão de alunos com deficiência no IFSul. Com a realização deste trabalho, pretendeu-se desvelar a realidade de uma escola inclusiva, conhecendo o processo de inclusão escolar em suas possibilidades e limitações, assim como indicar perspectivas de continuidade de pesquisas sobre o tema em foco. Concluiuse que o movimento pela educação inclusiva mostra-se como uma ação política, cultural, social e pedagógica, desencadeada em defesa do direito fundamental à educação. Esse movimento está subsidiado nos pressupostos do paradigma social ou inclusivista, o qual conjuga igualdade e diferença como valores indissociáveis, reafirmando o preceito constitucional, ou seja, o de promover o bem de todos, sem qualquer forma de preconceito. Constatou-se que o IFSul vem promovendo a inclusão escolar de alunos com deficiência de forma sistemática, valendo-se de aportes educacionais e legais disponíveis para o planejamento e implementação desse processo, o qual se configura por avanços significativos, a par de inúmeras dificuldades e grandes desafios
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Hall, Carmen L. "Beyond Physical Inclusion| Teaching Skills in the Community to Enhance Social Inclusion." Thesis, Saybrook University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287778.
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Along with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant disabilities. This study evaluated a 5-week intensive, behavioral, specialized training and skill-building program for transition-age youth and emerging adults with more significant intellectual disabilities in a community college setting that utilized Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS) strategies. Eighteen persons with significant IDs participated in the study in a mixed methodology research design. Through voluntary sampling, eight participants received the intervention first, in Group 1, and ten participants received the intervention second, in Group 2, through a quantitative switching replications design. Results were analyzed with a sequential explanatory approach for mixed methodology research. The results demonstrated a statistically significant increase when participants were in the intervention group, as compared to acting as the control group, on the Verbal Behavior Milestones Assessment and Program Plan (VB-MAPP), which measures social and communication skills. A similar pattern was trending towards significance on the Assessment of Functional Living Skills (AFLS). No statistically significant difference occurred on the Adaptive Behavior Assessment System (ABAS-3). Subscales on the San Martin Scale (SMS) for Quality of Life demonstrated statistically significant interaction effects for five of six subscales, when individuals were in the intervention group, but the treatment gains did not maintain after the intervention ended. The multiple-probe across-behaviors design demonstrated that participants were able to gain one to three skills while in the intervention, but, again, little carry-over effect was found on skills in baseline until the skill teaching was implemented. Further analysis demonstrated high satisfaction on the part of caregivers. Qualitative focus groups demonstrated a significant dichotomy between Theme 1, Fitting into a System, which did not meet individual needs, and Theme 3, Learning is Meaningful, which described successes and skill increases from the intervention as seen by caregivers. Results provided evidence that a short-term behavioral intervention can be effective in increasing skills, demonstrating satisfaction, and improving quality of life, combining a focus on behavior with one deriving from the disability rights movement.
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Bulger, Morgan Alexandra. "Toward a Theory of Social Inclusion: The design and practice of social inclusion in mixed-income communities." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1531151650737104.
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Santos, Francisco Domingos dos. "A formação de educadores sociais como estratégia para a promoção da inclusão social por meio da inclusão digital." Universidade do Vale do Rio dos Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3254.
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FORD - Programa Internacional de Bolsas de Pós-Graduação da Fundação Ford
A pesquisa desenvolvida se insere no contexto da linha de pesquisa: Práticas Pedagógicas e Formação do Educador, do Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos - UNISINOS e vincula-se ao Grupo de Pesquisa em Educação Digital - GP e-du UNISINOS/CNPq. Tem como objetivo compreender, a partir da análise de documentos do Programa Estação Digital da Fundação Banco do Brasil, referentes à formação dos educadores que atuam naquele programa, se a formação que é proporcionada a eles possibilita um entendimento capaz de fazer da mediação uma estratégia de inclusão social por meio da inclusão digital. Com esse intento, a investigação discute os conceitos: Educador Social, Inclusão - digital e social, Exclusão - digital e social, formação do Educador Social, mediação, dentre outros. A análise desses conceitos, assim como a sistematização de alguns deles na perspectiva da pesquisa se fez possível por meio do diálogo com teóricos como: SANTOS (2005), LÉVY (2005), SILVEIRA (2001, 2004), CASTEL (2004), SAWAIA (2004), LOPES (2006), MARTINS (1997), CASTELLS (2005), SCHWARTZ (2000), BONILLA (2004), FREIRE, (2000, 2003, 2005, 2006), BECKER (2005), PORCHER (2003), TEDESCO (2004), FERNANDES (2004), MARTINEZ (2004), RIOS (2002), LEIVAS (2001) e STRECK (2003, 2007). A pesquisa é de natureza exploratória e envolve a análise qualitativa de dados por meio de um estudo de caso. Utiliza-se análise documental, dos documentos da formação de educadores sociais do programa Estação Digital e entrevistas semi-estruturadas com diferentes sujeitos: especialistas brasileiros e portugueses que atuam na área de educação e tecnologias digitais, educadores do programa Estação Digital da unidade Giga Comunidade (unidade de análise desta investigação) e educandos da mesma unidade. Como resultados significativos podem-se destacar: a constatação de que o conceito inclusão digital vai muito além do simples acesso as Tecnologias Digitais Emergentes (TDEs), no entanto, este conceito necessita de uma melhor apropriação e reflexão teórica; a compreensão de que o conceito "Educador Social" deve ser entendido como o Educador Progressista (FREIRE, 2000) e que nesse contexto a formação deste educador não pode acontecer de forma "aligeirada", sem o devido cuidado e aprofundamento teórico pautado pela análise crítica da realidade sócio-política-cultural dos sujeitos envolvidos. E, ainda a clareza quanto a importância da mediação ser realizada de acordo com as características do Educador Progressista, de forma que propicie um entendimento da mediação enquanto estratégia de inclusão social por meio da inclusão digital.
The developed research was carried out in the context of the research line: Pedagogical Practices and Formation of the Educator of the Post-Graduation Program in Education of Universidade do Vale do Rio dos Sinos - UNISINOS which is linked to the Research Group in Digital Education − GP e-du UNISINOS/CNPq. It aims to understand, from the analysis of data of the Digital Station Program of Banco do Brasil Foundation, regarding the formation of the educators who work for such program, whether the formation given enables an understanding capable of making the mediation a strategy of social inclusion by means of digital inclusion. With this aim, the research discusses the concepts: Social Educator, Inclusion - digital and social, Exclusion - digital and social, formation of the Social Educator, mediation, among others. The analysis of these concepts, as well as the systematization of some of them in the perspective of the research was possible by means of the dialog with theoreticians such as: SANTOS (2005), LÉVY (2005), SILVEIRA (2001, 2004), CASTEL (2004), SAWAIA (2004), LOPES (2006), MARTINS (1997), CASTELLS (2005), SCHWARTZ (2000), BONILLA (2004), FREIRE, (2000, 2003, 2005, 2006), BECKER (2005), PORCHER (2003), TEDESCO (2004), FERNANDES (2004), MARTINEZ (2004), RIOS (2002), LEIVAS (2001) and STRECK (2003, 2007). The research has an exploratory nature and involves the qualitative analysis of the data by means of a case study. Documental analysis has been used of the documents of formation of social educators of the Digital Station Program and semi-structured interviews with different subjects: Brazilian and Portuguese experts who work in the area of education and digital technologies, educators of the Digital Station Program of the Giga Community unit (unit of analysis of this research) and students of such unit. It can be highlighted as expressive results: the conclusion that the concept digital inclusion goes beyond the simple access to Emerging Digital Technologies (EDTs), however, this concept needs a better appropriation and theoretical reflection; the comprehension that the concept "Social Educator" shall be understood as a Progressist Educator (FREIRE, 2000) and that in this context the formation of this educator shall not happen in a "speed up" way without due care and theoretical profound study ruled by critical analysis of cultural, political and social reality of the subjects involved. Besides the clarity regarding the importance of mediation be done according to the characteristics of the Progressist Educator, as to propitiate an understanding of the mediation while strategy of social inclusion by means of digital inclusion.
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Anderek, Åsa, and Tania Magnusson. "Inkludering/inclusion." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28933.
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Witcher, Sally A. "Diversity and social inclusion : a theoretical framework." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/25328.
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This thesis examines the meaning of social inclusion and theorises what would be required to maximize the diversity that can be included into mainstream society while preserving social cohesion. The primary aim is to develop a coherent theoretical framework, identifying where scope to expand the mainstream may be found, as well as logical limitations and probable constraints. The implications for social policy design and delivery are then explored. The focus is on welfare goods and services as they play a pivotal role, either supporting social inclusion, or reinforcing social exclusion by confirming incapacity, unnecessary segregation and failure to promote wider social connections. Inclusion into mainstream society can thus be promoted by inclusion into appropriately designed and delivered mainstream welfare provision. The starting point is to examine theoretical literatures concerned with disadvantage. Key themes from social justice, poverty, discrimination and social exclusion theory are extracted; commonalities and differences identified. Social justice themes of fair distribution and cultural recognition fit well with themes to be found in poverty and discrimination literatures respectively. The framework is built by theorising firstly the macro-level structural and cultural environment, how it is and could be shaped to maximise inclusion. The meso-level processes through which this environment is expressed and through which attachment to it occurs are then considered. The final component of the framework concerns the nature of micro-level social relationships through which those processes are enacted, the transactional needs and identities of micro-level agents. Using the theoretical framework to identify implications for social policy indicates the existence of a new ‘inclusive’ model, distinct from liberal market, traditional public sector and radical models. The key features of the inclusive model are summarised and their implications for the direction of policy strategy illustrated.
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Armstrong, Kenneth A. "Governing social inclusion : Europeanization through policy coordination." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/3109/.
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Jane, Sophie Elizabeth. "Inclusion in Organizations: Social Risk and Power." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case162099856480849.
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Carr, Jenni. "Discourses of widening participation and social inclusion." Thesis, Open University, 2006. http://oro.open.ac.uk/21326/.
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This thesis explores the relationship between policies and initiatives designed to widen participation in post-compulsory learning and notions of social inclusion. Whilst both widening participation and social inclusion can be viewed as distinct policy areas, the focus for this research are the links between the two, the impact that these links have on the development of specific education policy initiatives and what that means for those implicated in these initiatives. This thesis begins with an examination of the way in which notions of social exclusion, lifelong learning and widening participation are constructed in policy texts and practices. I argue that dominant discourses of social inclusion, which emphasise equality of opportunity brought about through participation in paid employment, lead to an under-valuing in policy terms of learning programmes that seek to promote the wider benefits of learning. I also argue, however, that the potential exists for practitioners and learners to resist and subvert these dominant discourses. Drawing on the work of Bacchi (2002) I highlight how, through theorising the ‘spaces for challenge’, analysts can examine processes of micromanipulation – the unique ways in which marginalised people or groups raise problems or attempt to influence any agenda. Adopting a Foucauldian genealogical approach I explore the ways in which a specific widening participation initiative, that of Adult Learners’ Week (ALW), has been used by practitioners to both engage potential learners and influence Government policy. The range of data drawn on includes archive material relating to the ALW initiative; policy texts and documents; interviews with practitioners and learners involved with ALW and other widening participation initiatives; and, participant and non-participant observations of interactions between practitioners involved in planning for and delivering ALW. In this thesis I use the ALW themes of ‘Community, Culture and Citizenship’, ‘Equality and Diversity’ and ‘Skills for Life’ to explore examples of micromanipulation identified in the analysis of these data. This thesis concludes with reflections on the usefulness of adopting a genealogical approach and a discussion of the lessons that can be learned from the examples of micromanipulations discussed, including the challenges to widening participation that persist.
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Rizzo, Eva Andrea. "Understanding Inclusion-Exclusion in Social Service Organizations." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/352.
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ABSTRACT
The purpose of the present study was to explore the effects inclusion-exclusion on the job-related attitudes of the organizational workforce. These attitudes included job satisfaction, organizational commitment, burnout, and turnover intention. A quantitative survey was conducted using a sample of employees of a social service organization in San Bernardino County. Participants include employees from all levels and program areas of the social service organization. Study data was collected through the use of a self-report questionnaire. Measures were used to explore commitment to the organization, diversity perception, job satisfaction, turnover intention and burnout, the dependent variables. Using SPSS software to analyze data, descriptive statistics, correlation, and Mann-Whitney U analysis were conducted. More than half of the survey participants, as presented in Table 1 (see Appendix D), identified as women (n=35, 85.4%) and five (12.2%) accounted for the participants that identified as men. Results showed that Inclusion was significantly related to all job related attitudes except burnout, gender and race. Results were consistent with the literature in that inclusion is related to positive work-related attitudes, but inconsistent in regards to its relation with gender and race.
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Andrade, Valéria Silva Freire de. "Educação inclusiva: Por um devir minoritário em uma escola para todos." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/15568.
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Previous issue date: 2007-05-11Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This essay aims at understanding the constitution of the inclusive school in its relations with the social, political and economic forces which traverse and integrate it, as well as investigate possibilities of production of new forms of subjectiveness ensued by this proposal. Herein the educational environment is taken in its paradoxal dimension, once it is a privileged medium for the production and invention of thoughts and ways of learning and living, but also for the reproduction and repression of forms of thinking and existing. Once embedded in this context, the inclusive school bears all the paradoxes and conflicts caused by and resulting in the oscillation of forces which influence the processes of subjectivenesss in contemporary society. Thus, some of the entrapments which operate in the constitution of the inclusive school with the intention of maintaining classificatory and discriminatory forms existing in education and society as well as possibilities of resisting excluding and segregating forms brought by this proposal are shown herein. In order to do that, this essay conjugates the cartographic method with the thought of authors in consonance with the Philosophy of Difference. Thus, statements of people involved in the inclusion proposal, observational extracts from my field work journal, Deleuze s claims on minor literature transferred to the educational field and the concept of vibrational body concocted by Suely Rolnik have been used, among others. Finally, the axis which directs the constitution of the inclusive school a school for all- as a powerful principle in the sense of awakening a minor becoming (devir) in schools while dissolving the dualisms and conflicts which exist in notions of normal/ abnormal, man/ woman, black/ white, included/ excluded, is affirmed
Este trabalho procura entender a constituição da escola inclusiva em suas relações com as forças sociais, políticas e econômicas que a atravessam e a compõem, bem como investigar as possibilidades de produção de novas formas de subjetivação suscitadas por essa proposta. Nesse sentido o espaço educacional é tomado em sua dimensão paradoxal, uma vez que é um espaço privilegiado tanto para a produção e invenção de pensamento, de aprendizagens e de formas de vida, quanto para a reprodução e repressão de formas de pensar e de existir. Engendrada nesse contexto, a escola inclusiva traz em si todos os paradoxos e conflitos suscitados na e pela oscilação das forças que estão em jogo nos processos de subjetivação na sociedade contemporânea. Assim sendo, no decorrer do trabalho, são apontadas algumas armadilhas que operam na constituição da escola inclusiva no sentido de manter as formas discriminadoras e classificatórias presentes na educação e na sociedade, bem como as possibilidades de resistência às formas excludentes e segregadoras trazidas por essa proposta. Para isso, o trabalho alia o método cartográfico com o pensamento de autores filiados à Filosofia da Diferença. Dessa forma são utilizados depoimentos de pessoas envolvidas com a proposta de inclusão, trechos de observação registrados em meu diário de campo, as formulações de Deleuze sobre literatura menor transpostas para o campo educacional e o conceito de corpo vibrátil construído por Suely Rolnik, dentre outros. Por fim, afirma-se o eixo que norteia a constituição da escola inclusiva uma escola para todos como um princípio potente no sentido de suscitar um devir minoritário nas escolas ao dissolver os dualismos e conflitos existentes entre as noções de normal/normal, homem/mulher, preto/branco, incluído/excluído
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Llabrés, Ferrer Joana. "Les oportunitats de la inclusió escolar: el cas de na Maria." Doctoral thesis, Universitat de les Illes Balears, 2019. http://hdl.handle.net/10803/666677.
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[cat] La investigació que es presenta sota el títol Les oportunitats de la inclusió escolar: el cas de na Maria descriu, analitza i interpreta des d’un plantejament inclusiu, la presència, la participació i l’aprenentatge d’una alumna amb discapacitat en el centre públic del seu poble. La recerca es fonamenta des d’un punt de vista teòric en el concepte de l’educació com a dret humà i en conseqüència, en l’escolarització ordinària en entorns inclusius com a dret de tot infant, promoguda extensament en les recomanacions internacionals. El procés de recerca s’emmarca dins del paradigma qualitatiu de la investigació. S’utilitza el mètode biogràfic-narratiu de la història de vida i, com a instruments per a la recollida de la informació, es fa ús de les entrevistes i els grups de discussió. El resultat és la història de vida de na Maria contada a través de la veu de les persones que de més a prop l’han viscuda. De l’anàlisi i la interpretació de les dades es conclou que la presència, la participació i l’aprenentatge de l’infant depèn més del canvi contextual que fa l’escola que de les característiques de l’infant. Emergeixen un conjunt d’iniciatives per encaminar el centre cap a una escola inclusiva, perquè es demostra que la inclusió escolar és possible i suposa oportunitats d’aprenentatge i d’inclusió social per a l’infant amb discapacitat, per a la seva família, per als companys i per a la comunitat.[spa] La investigación que se presenta bajo el título Las oportunidades de la inclusión escolar: el caso de Maria describe, analiza e interpreta desde un planteamiento inclusivo, la presencia, la participación y el aprendizaje de una alumna con discapacidad en el centro público de su localidad. El estudio se fundamenta desde un punto de vista teórico en el concepto de la educación como derecho humano y en consecuencia, en la escolarización ordinaria en entornos inclusivos como derecho de todos los niños, promovida extensamente en las recomendaciones internacionales. El proceso de investigación se sitúa dentro del paradigma cualitativo de la investigación. Se utiliza el método biográfico-narrativo de la historia de vida, y como instrumentos para la recogida de información, se hace uso de las entrevistas y los grupos de discusión. El resultado es la historia de vida de Maria descrita a través de la voz de las personas que la han vivido. Del análisis y la interpretación de los datos obtenidos emerge, entre otras cuestiones, que la presencia, la participación y el aprendizaje de la alumna con discapacidad, depende más del cambio contextual que hace la escuela que de las características de la alumna. Surgen un conjunto de iniciativas para encaminar el centro hacia una escuela inclusiva porque se demuestra que la inclusión escolar es posible y supone oportunidades de aprendizaje y de inclusión social para el alumno con discapacidad, su familia, sus compañeros y para la comunidad.
[eng] This research, under the title The opportunities of the inclusive school: the case of Maria, describes, analyses and interprets from an inclusive approach, the presence, participation and learning of a disabled female student who studied in the state school of her village. This research, from a theoretical point of view, is based on the concept of education as a human right and as a result, on ordinary schooling in inclusive environments as the right of every child, widely promoted in international recommendations. This researching process is framed within the qualitative paradigm. This researching process is framed within the qualitative paradigm. This study has made use of the biographical narrative method of history of life, and the tools used for collecting information are interviews and discussion groups. The result is Maria’s history of life explained by people closely related to her. From the analysis and interpretation of the facts we can conclude that the presence, participation and learning of a given child depends more on the contextual change that the school makes than of the characteristics of the child. A set of initiatives are designed to lead the center towards an inclusive school because it is demonstrated that school inclusion is possible and also involves learning and social inclusion opportunities for students with disabilities, their families, classmates, and the community in general.
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Albuquerque, Ana Paula Trindade de. "Vivendo e aprendendo a brincar a ludicidade e a arte no trabalho de ONGs: um caminho para a inclusão social?" reponame:Repositório Institucional da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/11882.
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A pesquisa teve como objetivo principal investigar o uso da ludicidade e da arte em ONGs, e como recurso para a inclusão social crítica e transformadora. A necessidade surgiu do contato e participação de projetos no universo das ONGs, o que propiciou a constatação do crescimento significativo de tais instituições, tendo, muitas delas, a intenção de trabalhar com a arte e a ludicidade para a efetivação da cidadania. Diante desses fatores, surgiram os questionamentos norteadores da pesquisa: Que inclusão social é essa à qual algumas ONGs se referem? Como e onde se dá a ludicidade na formação do educador que trabalha em tais organizações? Qual a contribuição do trabalho de arte e ludicidade, enquanto possibilidade de experiência plena e de sentido terapêutico (dar-se conta da auto-estima, do eu individual) e político (dar-se conta da transformação da realidade, do coletivo) para o processo de construção da cidadania? Como se pode efetivar uma inclusão crítica através da arte e da ludicidade? Para dar conta dessas interrogações, utilizei-me, para a investigação, do método etnográfico e microetnográfico. Como espaço empírico de pesquisa, foi escolhido o Projeto Buscapé, que envolve seis organizações. Como em pesquisa deste tipo, participei do dia-a-dia deste, entrevistando, gravando em áudio e vídeo e conversando com os atores do processo (educadores, educandos, coordenadores); com isso, percebi o conceito de inclusão pensado por eles e a ressonância desse trabalho na vida dos educandos, a formação do educador e como ela dá conta do processo pedagógico. Assim, pude confrontar o referencial teórico com os dados de campo, o que me levou a formular conhecimentos acerca da forma como é desenvolvido o trabalho lúdico e artístico e de como este contribui para uma inclusão social pautada na inclusão simbólica, visando o indivíduo e sua participação crítica na sociedade.
Salvador
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Ferreira, Sonia Aparecida Felipe. "Gestão e inclusão social na escola pública: uma questão de qualidade e humanização." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10135.
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Previous issue date: 2009-05-22We know that the education is of odd importance for the formation of the citizenship. However, young and adolescent children with report of difficulty of the social education adjustment and with difficulty of learning of the school contents, they need appropriate effective actions from these public's characteristics. The present work has for purpose to approach the paper of the school, of the student, of the educator and of the family, in the process of the students' school and social inclusion with special educational needs. He/she will put emphasis that those labeled students, known as Attended Freedom (LA), that had passage in the House Foundation or in prison. The traveled road was made by the study of aspects of a located public school in the periphery of the city of Mauá in which we came across a quite arduous reality, with many confronts - from subjects of School Administration the lack of family structure. Due to the found reality, we can infer that is done necessary an urgent reformation of the school curriculum, investments of the publish politics in the education of Base, improvement of the work conditions in the public schools and teachers' of the net continuous formation, seeking that these can develop pedagogic competence in your multiples aspects. That managers and educators human beings, ethical, reflexive, competent and know how to work with the human diversity, doing of this, a possibility of mutual growth. Like this, it will be possible to conquer a world for ALL, where the inclusion can be really true
Sabemos que a educação é de importância ímpar para a formação da cidadania. Contudo, crianças jovens e adolescentes, com histórico de dificuldade de ajustamento socioeducativo e com dificuldade de aprendizagem dos conteúdos escolares, necessitam ações efetivas adequadas às características desse público. O presente trabalho tem por finalidade abordar o papel da escola, do educando, do educador e da família, no processo de inclusão escolar e social dos alunos com necessidades educativas especiais. Dar-se-á ênfase àqueles alunos rotulados, conhecidos como Liberdade Assistida (LA), que tiveram passagem na Fundação Casa e/ou cadeia. O caminho percorrido fez-se pelo estudo de aspectos de uma escola pública localizada na periferia da cidade de Mauá, na qual nos deparamos com uma realidade bastante árdua, com muitos enfrentamentos desde questões de gestão escolar à falta de estrutura familiar. Diante da realidade encontrada, podemos inferir que se faz necessária uma urgente reformulação dos currículos escolares, investimentos das políticas públicas na educação de base, melhoria das condições de trabalho nas escolas públicas e formação continuada de professores da rede, de modo que estes possam desenvolver competência pedagógica em seus múltiplos aspectos. Que gestores e educadores sejam humanos, éticos, reflexivos, competentes e que saibam lidar com a diversidade humana, fazendo desta uma possibilidade de crescimento mútuo. Assim, será possível conquistar um mundo onde a inclusão de todos possa ser realmente verdadeira
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Barbosa, Rosângela Castilho. "Inclusão Digital, usabilidade e transposições didáticas em ambiente virtual de ensino e aprendizagem." Universidade Federal do Amazonas, 2008. http://tede.ufam.edu.br/handle/tede/3198.
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Previous issue date: 2008-12-29Fundação de Amparo à Pesquisa do Estado do Amazonas
This work went about the usability, learning and didactic mapping in a LMS (Learning Management System) seeking to find the possible integration between learning and usability in the virtual environment of the Project Tecnologia Trabalho e Educação em Rede de Inclusão Social e Digital. The research was carried out on Infocentro Estação Central with a group of students aged 13 to 17. The activities went on in the lab following studant s dayles routine. The project digital inclusion as a way to promote social inclusion and formation for work where it is understood that it is not enough learning how to landle a tool but the development of attitudes which will take to the development of a collective intelligence. For that matter the present dissertation tries to analyze the virtual environment as a mediator in the construction of knowledge.
O presente trabalho desenvolve um estudo sobre a Inclusão digital, usabilidade, e transposições didáticas em ambiente virtual de ensino e aprendizagem, procurando verificar a usabilidade e as transposições didáticas no ambiente virtual do Projeto Tecnologia, Trabalho e Educação em Rede de Inclusão Social e Digital. A pesquisa se desenvolve no Infocentro Estação Central com um grupo de estudantes na faixa etária de 13 a17 anos. As atividades são desenvolvidas no laboratório que é a sala de aula, seguindo a rotina do dia-a-dia dos estudantes. O projeto utiliza a inclusão digital como caminho para promover a inclusão social através do curso Inclusão Digital e Formação para o Trabalho, entendendo que não basta aprender apenas o manuseio da ferramenta e sim o desenvolvimento de atitudes que levem ao desenvolvimento uma inteligência coletiva. Para a presente dissertação procura analisar o ambiente virtual como recurso mediador na construção do conhecimento.
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Chirara, Simbarashe C. "Social inclusion : an e-government approach to access social welfare benefits." Thesis, Nottingham Trent University, 2018. http://irep.ntu.ac.uk/id/eprint/35355/.
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Today, governments worldwide are seizing the benefits of the Internet for better government administration. Governments must provide services to all citizens, but this is most challenging to achieve electronically when some citizens are offline, yet transformational to the government administration when achieved. Therefore, the thesis investigated the factors influencing egovernment adoption in Nottingham where social welfare benefits will be claimed exclusively online via the Universal Credit (UC) system. UC is an example of a government service conforming to the broader UK Digital by Default strategy for government administration, which supports the EU goal of improving social inclusion through digital inclusion. Therefore, the motivation for the thesis is social justice for those digitally excluded citizens who may be socially impacted by the unintended consequences of e-government initiatives. The study used an adapted Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to understand the factors influencing citizens' adoption of UC. The research model added Internet experience, awareness, security and trust as external factors influencing adoption, while hedonic motivation was modelled as an internal factor. UTAUT2 was also modified to reflect the broader goal of social inclusion. The study demonstrated that the behavioural intention to adopt e-government depended on whether the digital public service had a fall-back to use traditional channels or not. 61.3% of the benefits claimants were unaware of UC rollout in Nottingham, which indicates a lack of citizen readiness. Overall, the experience of using the Internet, facilitating conditions, behavioural intention and the habit of using digital public services determined usage behaviour. 40.2% of the participants thought digital inclusion improved their social lives, while 30.9% were indifferent. The 40.2% indicates a good starting point for e-government adoption. These findings led to the Modified UTAUT2 (M-UTAUT2) model, which is applicable outside the case study. The thesis also made other theoretical contributions. The findings and the conclusions from the qualitative and quantitative researches conducted as part of the build-up to the thesis were used to derive an e-government adoption process that considers the continued use of e-government, which leads to successful e-government. The model has two processes: awareness (with two stages: awareness and initial use) and habitual (with one stage: continued use). Additionally, the study recommended the global digital technology market as a new e-government actor due to the changing digital inclusion landscape.
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Dibb, Fernando. "Inclusão social a partir da televisão digital : estudo da Caixa Econômica Federal /." Bauru : [s.n.], 2010. http://hdl.handle.net/11449/89547.
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Resumo: A televisão é o meio de comunicação de maior alcance nacional. A maioria da população brasileira possui a TV como única fonte de informação e entretenimento. A implantação da TV digital no Brasil pretende promover uma revolução a partir da inclusão digital de milhares de brasileiros que não possuem acesso a internet e estão excluídos digitalmente. A Caixa Econômica Federal é o banco de relacionamento da maioria da população brasileira, com um base de 48,1 milhões de clientes. O projeto de TVD foi pensado não apenas por uma questão estratégica tendo a população de baixa renda, como a mais beneficiáda por todo esse processo. O presente estudo fará uma reflexão sobre a inclusão digital a partir da televisão digital e que consequencias isso poderá trazer ao país. O que se pretende fazer é traçar um estudo sobre televisão digital, tendo como foco principal a interatividade a partir do desenvolvimento dentro da Caixa Econômica Federal, prevendo que a televisão fará uma inclusão digital e se transformará numa televisão socialAbstract: Television is the means of communication which has be biggest reach in Brazil. Most of Brazilian population has TV as the only source of information and entertainment. Digital TV implantation in Brazil intends to promote a revolution beginning with the digital inclusion of millions of Brazilians that don't have internet access and are digitally excluded. Caixa Economica Federal is the relation bank of the majority of Brazilian population, with a database of 48,1 millions clients. The DTV project was developed not only based in a strategic question having low income population as the most beneficiary among this process. This study makes a consideration of digital inclusion since digital TV and the consequences that DTV can lead to the country. It intends to make a study about digital television, focusing at interactivity starting at Caixa Economica Federal development, which says that television will make digital inclusion in Brazil and it will become a social television
Orientador: Cosette Espíndola de Castro
Coorientador: Maria Cristina Gobbi
Banca: João Baptista de Mattos Winck Filho
Banca: Álvaro Fraga Moreira Benevenutto Junior
O "Programa de Pós-Graduação em Televisão Digital: informação e conhecimento" capacita profissionais para atuarem em televisão digital n as três áreas: comunicação, educação e tecnologia
Mestre
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Le, Chene Véronique. "Inclusion numérique en contexte d’établissements médico-sociaux." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20027/document.
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L’idéal de société inclusive se fonde sur des principes de justice et de cohésion sociale. Il se traduit par une volonté d’inclure les personnes en danger de pauvreté et d’exclusion, de réduire les inégalités sociales et de favoriser la participation à la vie de la société. Confrontées à des inégalités sociales, des politiques spécifiques sont mises en œuvre en faveur des personnes présentant un handicap. Elles se traduisent par un principe d’accessibilité généralisée à l’emploi, l’éducation, le bâti, les transports, les loisirs, la culture, les technologies numériques, etc. Dans notre société où les usages des technologies numériques apparaissent comme le remède à tous les problèmes sociaux (Proulx, 1990), quels bénéfices peuvent tirer les personnes présentant un handicap des usages de ces technologies ? Pour répondre à cette question, je suis allée enquêter des personnes accueillies dans des établissements médico-sociaux en région Bretagne. J’ai accompagné leurs usages des technologies numériques et dans une approche ethno méthodologique (Lapassade, 2000) et écologique de l’activité (Denis, 2009), j’ai analysé ces usages comme un construit social (Jouët, 2000). Dans cette recherche nous verrons en quoi l’appropriation des technologies numériques par les personnes présentant une déficience intellectuelle ou des troubles psychiques transforme les représentations négatives qu’elles ont d’elles-mêmes et fait émerger un pouvoir d’agir avec les technologies numériques qui participent à leur émancipationThe ideal of inclusive society is based on principles of justice and social cohesion. It translates into a desire to include people at risk of poverty and exclusion, to reduce social inequalities and to encourage participation in the life of society. Faced with social inequalities, specific policies are implemented for people with disabilities. They translate into a principle of widespread accessibility to employment, education, built, transport, leisure, culture, digital technologies, etc. In our society where the uses of digital technologies appear to be the cure for all social problems (Proulx, 1990), what benefits can people with disabilities derive from the uses of these technologies? To answer this question, I went to investigate people welcomed in medico-social institutions in Brittany. I accompanied their use of digital technologies and in an ethno-methodological approach (Lapassade, 2000) and ecological of activity (Denis, 2009), I analyzed these uses as a social construct (Jouët, 2000). In this research we will see how the appropriation of digital technologies by people with intellectual disabilities or mental disorders transforms the negative representations they have of themselves and brings out a power to act with digital technologies that participate in their emancipation
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Geduld, Deidre Chante. "Promoting social inclusion in school: reflecting on ourselves." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1522.
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This thesis is an account of the transformation of my personal thinking and practice, as I developed my own new living theories about my practice. As I chose an action research approach for my research, my research is practice based, as outlined by Whitehead (1989), McNiff, Lomax and Whitehead (2003), McNiff and Whitehead (2005b), and Whitehead and McNiff (2006). As McNiff et al. (2003) explain, action research focuses on learning and embodies good professional practice and praxis; it will hopefully lead to personal and social improvement; it is a response to a social situation; it demands critical thinking and political intention; and the focus is on transformation within this thesis. The thesis comprises an account of my learning at both theoretical and practical levels, as I discovered how to live my values more fully in my practice. Inclusivity and leadership establish a set of values and purposes that underpins the educational process in a school. The individual commitment of the teachers and leader drives the values and purposes into reality. Values without implementation do little for school improvement. It is in dealing with the challenge to change and improve, often by confronting unacceptable practices, that teachers and leaders show their educational values. The thesis is the story of how I learned to speak for myself and came to regard her as a person who has something to say for herself in the context of the impoverished schools of South Africa. My thesis is an articulation of my belief that teachers and learners should be counted „among those with the authority to participate both in the critique and in the reform of education‟ (Cook-Sather, 2002:3). It also articulates my commitment to a scholarship of teaching that allows teachers to learn from pedagogical experience and exchange that learning in acts of scholarship that contribute to the wisdom of practice across the profession (Shulman, 1999:17). Collaborative and reflective discussion allowed me to capitalise on the social nature of learning. I not only considered how education could be used to assist children‟s growth, learning and development, but also applied the same concepts in the development, growth and learning of their teachers. I would argue that through my own work, I have attempted to establish a community of enquiry within my school that draws on a multi-generational model of knowledge production through bringing together teachers, researchers, students and critical friends.
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Thompson, Ron. "Further education and social inclusion under New Labour." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/11305/.
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This investigation analyses the production and reproduction of class-based social inequality within the Further Education and Skills system in England, with a particular focus on the years of Labour government following the 1997 General Election. New Labour policy on further education (FE) continually emphasised the importance of reforming the sector for a dual role: contributing to UK economic competitiveness by expanding the skills base; and promoting social inclusion by integrating vulnerable people into job markets and society more broadly. The published work submitted here investigates how this 'reform agenda' unfolded in three key aspects of FE provision, and examines the ways in which inequality continued to be produced and reproduced, in spite of the proposed key role for FE in social inclusion. The aspects considered are the training and workplace development of FE teachers, the rehabilitation of creativity within discourses of knowledge economy and social cohesion, and programmes for young people at risk of becoming NEET (not in education, employment or training). In addition to the published work, a commentary outlines the context and main arguments of each paper, explains my contribution to the three co-authored publications and discusses the theoretical and methodological underpinnings of the investigation. The commentary concludes by discussing the overall contribution to knowledge of the work and its theoretical significance.
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Fowlie, Ruth. "Social inclusion, citizenship and people with intellectual disabilities." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431394.
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Laguda, W. B. "Electronic government, information communication technologies and social inclusion." Thesis, University of Salford, 2003. http://usir.salford.ac.uk/26767/.
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The UK's E-Government agenda was found on the principles of improving the quality of services offered to the public by Central and Local Government. This would be made possible through various national projects. Most notable were the use of Customer Relationship Management (CRM) and Community Informatics involving the use of public libraries and outreach workers. However there is growing fear on the emergence of inequalities between the information rich and information poor termed the 'digital divide'. This has prompted the subject of research - to explore the reality of e-government in reducing social exclusion. Both qualitative and quantitative research techniques are used to this end. Analysis is made on the use of CRM in 27 Local Authorities including a detailed case study at Newham Council and a public survey in Salford. Universal access and social inclusion is tackled through the analysis of public libraries in Salford offering ICT services. In addition the effects of free ICT courses organised by Salford City Council on a number of community groups was included in the survey. The findings confirm the widespread use of CRM and reveal a series of barriers to its success. These include a lack of skilled CRM staff, inefficiencies in channel management, high emphasis on technology, and low levels of ICT usage. Results from the public library survey also revealed some barriers. Inadequate staffing levels, inappropriate training, and lack of IT support were all identified. In addition the library failed to attract novices and new users. The evaluation of Community Informatics in Salford showed the problems faced by outreach workers. As well as providing some academic research in a field lacking representation in IS research (due largely to recent emergence), the thesis also contributes to E-Government practice by, highlighting issues often over looked in its implementation, addressing its failures, and providing some reasoning on the current situation.
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Shedden, James Anthony. "Inclusion and exclusion : relational challenges to social differences." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275597.
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MOTA, LETIZIA DE OLIVEIRA. "AGING AND SOCIAL INCLUSION: THE AGENTE EXPERIENTE PROJECT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11420@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O envelhecimento populacional é um fato cada vez mais perceptível no mundo e no Brasil. O presente estudo tem por objetivo ampliar o debate sobre o tema do envelhecimento na perspectiva da inclusão social, privilegiando sua dimensão política, protagonizada pelos idosos do Projeto Agente Experiente. A pesquisa foi desenvolvida adotando-se a perspectiva qualitativa através da observação participante, entrevista e análise documental. O grupo pesquisado era constituído pelos idosos que desenvolvem as atividades do Projeto na 2. CAS. Os resultados revelam a importância do trabalho desenvolvido pelos idosos, cujo significado compreendido entre eles foi a melhora da auto- estima, o desenvolvimento da intergeracionalidade, conhecimento de direitos e deveres e a prática da cidadania.
The population aging is a fact each more perceivable time in the world and Brazil. The present study it has for objective to extend the debate on the subject of the aging in the perspective of the social inclusion, privileging its politics dimension, carried out for the seniors of the Agente Experiente Project. The research was developed adopting qualitative perspective it through the participant comment, interview and documentary analysis. The searched group was constituted of the seniors that develop the activities of the Project in 2. CAS. The results disclose the importance of the work developed for the seniors ones, whose meant understood between them it was the improvement of their regard, the development of the relationship among others generations, knowledge of rights and duties and the citizenship practice.
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Ryder, Andrew. "Gypsies and travellers : secondary school and social inclusion." Thesis, Middlesex University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568422.
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This thesis centres on the relations between Gypsies and Travellers and school, and seeks to explore how these relationships encourage or discourage participation in mainstream education. School is an arena where conflicts can reflect wider tensions between marginalised groups and those who are dominant in society. The thesis reveals how policies aimed at increasing the educational inclusion of minorities like Gypsies and Travellers can in fact be undermined by core procedures and processes in the education system which promote certain forms of cultural capital and are culturally closed and inflexible. This, combined with institutional and overt racism, has marginalised Gypsies and Travellers in schools. This thesis demonstrates that racist and assimilatory policies have been met with resistance by some Gypsies and Travellers. This resistance has in some cases manifested itself in a counter-culture which contains rigid notions of cultural identity that encourage distance towards, and mistrust of, the wider community, including school. Others are attempting to acculturate and are embracing formal schooling. Both strategies have profound effects upon identity and relations with the wider community An ethnographic approach was adopted, which included participant observation, roletaking and interaction in schools and on Traveller sites. Much previous educational research has been normative. That is, there has been a focus on input variables such as intelligence measurement and social class, and a comparison of them with attainment. What happens between input and output has tended to be ignored. This is especially true for Gypsies and Travellers and explains why I adopted an ethnographic approach, and why this thesis adds new insights to the existing literature. I would also classify myself as a critical researcher. I have played an active role in the campaign for Travellers' rights and hope this thesis will impact on existing policies that affect this minority and promote positive change as well as raising important questions as to what educational and social inclusion mean in British society.
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Bishwakarma, Man [Verfasser]. "Social Inclusion in Microfinance. Cooperative Societies / Man Bishwakarma." München : GRIN Verlag, 2021. http://d-nb.info/1240675135/34.
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Sjögren, Sandra. "Social tillhörighet och gemenskap– en förutsättning för inkludering? : En fallstudie i en grundskoleklass där en elev som är inskriven i särskolan ingår." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105704.
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This is a case study about how a class in the first years of elementary school works with the part of inclusion work - that has to do with social belonging and kinship. The study aims to learn about how the selected school works to support social contacts and kinship, and also to identify the obstacles that can stand in the way for interaction between the pupils.The starting point for the study is a class where one of the pupils has disabilities. The class was observed during two days, interviews took place with teachers and parents and document studies were conducted.The result shows that the selected school tends to conduct an integration work that has more to do with physical placement than social kinship and participation. In conclusion, the study shows that there was small possibilities of situations of interplay that contribute to interaction and communication between the pupil with disabilities and other pupils. I hope that my study can contribute to improving other learning environments to become more inclusive.
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Mashegede, Charity. "TOWARDS THE CREATION OF SOCIALLY INCLUSIVE COMMUNITIES : A study focusing on social inclusion of Children With Albinism in Tanzania." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97966.
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Despite the adoption of Sustainable Development Goals (SDGs) and their targets, people with disabilities continue to experience marginalisation, and they have limited opportunities in society. In Tanzania, Children With Albinism (CWA) do not enjoy full citizenship rights because they are constantly subjected to stigmatisation, discrimination and persecution within their communities. This has forced the government of Tanzania to establish temporary holding shelters to protect these children. While the government appears sensitive to the challenges children with albinism face, the idea of temporary holding shelters blurs the lines of what it means to cultivate social inclusion. A rights-based conceptual framework for the social inclusion of children helped to identify challenges faced by children with albinism in Tanzania, as well as to advance a new understanding of the voices and knowledge emerging from the Global South. An exploratory research design together with qualitative and abductive approaches were employed, and qualitative content analysis was used in analysing the empirical findings before coding the textual material. Thereafter, an expanded rights based conceptual framework for the social inclusion of children was developed. In the expanded framework, child specific factors namely family, community, social acceptance and social protection were added.
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Dibb, Fernando [UNESP]. "Inclusão social a partir da televisão digital: estudo da Caixa Econômica Federal." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/89547.
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dibb_f_me_bauru.pdf: 1661732 bytes, checksum: a18f466f29ad4c760161f0b36a1bee89 (MD5)A televisão é o meio de comunicação de maior alcance nacional. A maioria da população brasileira possui a TV como única fonte de informação e entretenimento. A implantação da TV digital no Brasil pretende promover uma revolução a partir da inclusão digital de milhares de brasileiros que não possuem acesso a internet e estão excluídos digitalmente. A Caixa Econômica Federal é o banco de relacionamento da maioria da população brasileira, com um base de 48,1 milhões de clientes. O projeto de TVD foi pensado não apenas por uma questão estratégica tendo a população de baixa renda, como a mais beneficiáda por todo esse processo. O presente estudo fará uma reflexão sobre a inclusão digital a partir da televisão digital e que consequencias isso poderá trazer ao país. O que se pretende fazer é traçar um estudo sobre televisão digital, tendo como foco principal a interatividade a partir do desenvolvimento dentro da Caixa Econômica Federal, prevendo que a televisão fará uma inclusão digital e se transformará numa televisão social
Television is the means of communication which has be biggest reach in Brazil. Most of Brazilian population has TV as the only source of information and entertainment. Digital TV implantation in Brazil intends to promote a revolution beginning with the digital inclusion of millions of Brazilians that don't have internet access and are digitally excluded. Caixa Economica Federal is the relation bank of the majority of Brazilian population, with a database of 48,1 millions clients. The DTV project was developed not only based in a strategic question having low income population as the most beneficiary among this process. This study makes a consideration of digital inclusion since digital TV and the consequences that DTV can lead to the country. It intends to make a study about digital television, focusing at interactivity starting at Caixa Economica Federal development, which says that television will make digital inclusion in Brazil and it will become a social television
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Breyer, Rafael Falcão. "Programa segundo tempo : um estudo sobre os objetivos e os processos de avaliação e de construção de indicadores de impacto." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172497.
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O esporte é visto como um aliado na promoção da inclusão social. Diante disso, os governos de diferentes países têm desenvolvido projetos sociais esportivos para populações de baixa renda, em especial para crianças e jovens. Os objetivos desses projetos são, geralmente, superdimensionados quando se referem a questões sociais, ultrapassando as potencialidades esportivas. Além disso, os processos de avaliação de projetos sociais esportivos são ainda incipientes. Dessa forma, o desenvolvimento de processos de avaliação que busquem mensurar os efeitos destes projetos tornase essenciais, afim de justificar investimentos públicos, reconhecer boas práticas e prestar contas à sociedade. Entre os projetos sociais esportivos existentes no Brasil, destaca-se o Programa Segundo Tempo (PST), iniciativa do Ministério do Esporte que conta desde sua implementação, em 2003, com a parceria de prefeituras e compreende todo o território nacional. Diante da relevância do PST, este estudo se propôs a identificar e analisar os objetivos e os processos de avaliação do PST, no período de 2007 a 2017, e sugerir indicadores de impacto. Trata-se de um estudo de natureza qualitativa. Em relação aos procedimentos de pesquisa, foram realizadas entrevistas semiestruturadas com equipes do PST. Para a análise das informações, utilizou-se a técnica de análise de conteúdo. O estudo identificou que, ao longo do tempo, ocorreram alterações e adequações nos objetivos do PST. Além disso, observou-se a ampliação da produção literária e científica do PST, assim como as capacitações pedagógicas foram adaptadas e hoje abordam questões relacionadas às atividades cotidianas dos núcleos Percebeu-se também a expansão do número de convênios, a importância da criação de um processo de avaliação e, em 2015, a criação da Equipe de Avaliação Pedagógica. Atualmente, a Equipe de Avaliação Pedagógica do PST está desenvolvendo processos de avaliação focados na capacitação pedagógica, na qualificação das aulas e na autopercepção de competência dos alunos. Os indicadores mais citados na pesquisa foram os relacionados aos impactos diretos do PST, devido a uma maior vinculação com os objetivos do programa e por possibilitarem uma aferição mais precisa. Sendo assim, foi sugerido a implementação de um processo de avaliação em níveis, o qual considera que um núcleo com melhor infraestrutura ou com RHs mais qualificados tem condições de ter um processo mais completo de avaliação, assim como maiores probabilidades de atingir seus objetivos. Concluindo, os gestores do PST demonstraram uma constante preocupação em readequar seus objetivos a reais possibilidades de um projeto esportivo social, assim como voltaram seus olhares ao desenvolvimento de um processo estruturado de avaliação, criando a equipe de avaliação pedagógica direcionada para o desenvolvimento de um sistema de avaliação que considera as condições de cada núcleo e dos RHs. Com a implantação desses instrumentos de avaliação, acredita-se que o PST terá condições de prestar contas da sua contribuição social para o País e possibilitar a sua continuidade e ampliação. Palavras-chaveSports are seen as an ally in promoting social inclusion. As such, governments in various countries have developed sports projects for low-income populations, especially children and young people. However, the objectives of these projects typically exceed their capacity to address social issues by overestimating the potential impacts of sports. In addition, the processes for evaluating social sports projects are still incipient. As such, developing evaluation processes for measuring the effects of these projects has become essential for justifying the public investments, recognizing good practices and being accountable to society. The Segundo Tempo Program (PST), a social sports projects of the Brazilian Ministry of Sports, has worked in partnership with local governments nationwide since its creation, in 2003. Given the importance of the PST, the purpose of this study is to analyze the program’s goals and evaluation processes from 2007 to 2017 and to suggest impact indicators. The study is qualitative. Regarding the research procedures, semi-structured interviews were conducted with PST teams. To analyze the information, the content analysis technique was adopted. The study identified that, over time, the PST’s objectives have undergone changes and adjustments. Furthermore, an expansion in literary and scientific production on the PST was observed, and the program’s pedagogical capacities were adapted to encompass issues related to the day-to-day activities of centers. Expansion also was observed in the number of agreements, the importance of developing an evaluation process and, in 2015, the creation of the Pedagogical Evaluation Team Today, the PST Pedagogical Evaluation Team is developing evaluation processes focused on pedagogical training, on improving the quality of classes and on the self-perception and competency of students. The indicators most cited in the study are related to the PST’s direct impacts, given better alignment with the program’s objectives and the possibility of more accurate measurements. Accordingly, the implementation was suggested of a stratified evaluation process that takes into account the fact that centers with better infrastructure and better-qualified human resources present conditions that allow for a more complete evaluation and ensure a higher likelihood of their objectives being met. In conclusion, the PST’s managers demonstrated constant concern with realigning objectives with the actual possibilities of a social sports project, and shifted their focus on developing a structured evaluation process supported by the creation of a pedagogical evaluation team focused on developing an evaluation system that takes into account the conditions of each center and its human resources. With the implementation of these evaluation instruments, it is believed that the PST will present the conditions for rendering an account of its social contribution to the country and for ensuring the program’s perpetuity and growth.
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Oliveira, Maria Lívia Pachêco de. "A Inclusão Digital nos telecentros de informação e educação de João Pessoa- PB." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/3972.
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This research analyzes the Digital Inclusion from the perspective of informational and social inclusion. The object of the analysis is a Digital Inclusion project from a public organization, the municipal government of João Pessoa-PB, named Telecentres of Information and Education, known as Digital Stations, located in the city of João Pessoa - PB. The theoretical framework used for this research relates the concepts of digital inclusion with the informational and social inclusion, highlighting the relations with citizenship and social participation. In this sense, the Digital Inclusion should be understood as a strong ally to social inclusion, because we comprehend that Digital Inclusion provides the individuals abilities to process information in the context of specific needs, and from this, individuals can recognize themselves as capable to understand and solve social problems they experience. The overall objective is to "Analyze the Telecentres of Information and Education project - Digital Stations under the theoretical Information Science assumptions about Digital Inclusion". The specific objectives include the analysis of the concepts that guide the project, its functioning conditions and the proposal of guidelines to provide improvements and solve existing problems in the Digital Stations. The methodological approach includes content analysis, documentary research, interviews and questionnaires with project participants. It was created a framework of analysis that enabled the investigation and subsequent classification of the research object in three levels of digital inclusion, and serve as the basis for the development of analytical categories based on content analysis of Bardin (2010).The results indicate the need for better planning, able to rearrange the current project, in order to carry out effective connections among informational inclusion, citizenship and social inclusion in the Digital Stations. It was also identified that the project is in the technical-operational level, but it has potential indicatives for the informational and social levels. Finally, guidelines were proposed for improving the operation of the investigated object, which ones were created based on the identification of the most urgent needs of Digital Stations and on the theoretical framework discussed in the context of Information Science
Esta pesquisa analisa a inclusão digital na perspectiva da inclusão informacional e social. Tem como objeto de análise um projeto de inclusão digital proveniente de uma organização pública, a prefeitura municipal de João Pessoa (PB), chamado de Telecentros de Informação e Educação, conhecido como Estações Digitais, localizado na cidade de João Pessoa PB. O referencial teórico utilizado para esta pesquisa relaciona os conceitos de inclusão digital com os de inclusão informacional e social, ressaltando as relações com a cidadania e a participação social. Neste sentido, a Inclusão Digital deve ser compreendida como forte aliada à inclusão social, pois se entende que a Inclusão Digital propicia aos sujeitos habilidades para tratar a informação no contexto de necessidades específicas, e a partir disto, os indivíduos podem se auto reconhecer como capazes de entender e solucionar os problemas sociais que vivenciam. A discussão também é feita no âmbito das políticas públicas, para que se possa compreender como as mesmas têm atuado neste tema nos últimos anos. O objetivo geral é Analisar o projeto Telecentros de Informação e Educação Estações Digitais sob os pressupostos teóricos de Inclusão Digital da Ciência da Informação . Os objetivos específicos incluem a análise dos conceitos que orientam o Projeto, suas condições de funcionamento e a proposição de diretrizes para proporcionar melhorias e sanar problemas existentes nas Estações Digitais. O percurso metodológico inclui análise de conteúdo, pesquisa documental, entrevistas e questionários com os participantes do Projeto. Foi elaborado um quadro de análise que possibilitou a investigação e posterior classificação do objeto de pesquisa em três níveis de inclusão digital, além de servir de base para a elaboração das categorias de análise, a partir da análise de conteúdo de Bardin (2010). Os resultados indicam a necessidade de melhor planejamento, capaz de redefinir o Projeto atualmente em vigência para que as conexões entre inclusão informacional, cidadania e inclusão social sejam efetivamente realizadas nas Estações Digitais. Também foi constatado que o projeto encontra-se no nível técnico-operacional, mas com indicativos de potencialidades para os níveis informacional e social. Por fim, foram elaboradas diretrizes como proposta de melhoria de funcionamento do objeto investigado, criadas com base na identificação das necessidades mais urgentes das Estações Digitais e embasadas no referencial teórico discutido no âmbito da Ciência da Informação
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Vela, Estelí, María Gracia Becerra, Sebastián García, Gabriela Ruiz, and Pablo Roca. "Social Technocracies: the emergence of a technocracy in the Ministry of Development and Social Inclusion." Politai, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/92772.
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This article analyzes the technocracy emergence in social sector, through the study of the Ministry of Development and Social Inclusion case, created in 2011 in response to one of the essential themes of Ollanta Humala’s electoral campaign: social inclusion. This paper aims to determine which factors led to the establishment of a technocracy linked to social policy in a country where it has been traditionally linked to political usage and patronage. There are three factors that explain the positioning of a technocracy in this ministry addressed throughout the article. On one hand, there was the presence of a consensus about the need for a technical management of this sector in the search of generating legitimacy and autonomy. On the other hand, it happened to be a favorable political environment characterized by a wide political support from the government. Finally, the wide discretion of the technical team in the design of MIDIS and during formation of the first ministerial body of bureaucrats allowed the emergence of a technocratic institution. To this end, this article describes development of the stages of the creation of the institution, design, approval and implementation and shows a corroboration of the technocratic profile of the initial top management team of this ministry.El presente artículo analiza el surgimiento de una tecnocracia en un sector social, a través del caso del Ministerio de Desarrollo e Inclusión Social, creado en el 2011 en respuesta a uno de los ejes centrales de la campaña electoral de Ollanta Humala: la inclusión social. Este texto busca determinar qué factores permitieron el establecimiento de una tecnocracia vinculada a la política social en un país donde esta ha estado tradicionalmente vinculada a un manejo político y clientelar. A lo largo del artículo, se abordan tres factores que explican el posicionamiento de una tecnocracia en este ministerio. Por un lado, existió un consenso sobre la necesidad del manejo técnico de este sector en la búsqueda de generar legitimidad y autonomía. Por otro lado, se dio un entorno político favorable caracterizado por un vasto respaldo político del gobierno. Por último, el amplio margen de decisión de los técnicos en el diseño del MIDIS y en la conformación del primer cuerpo ministerial permite el surgimiento de una institución de carácter tecnocrático. Para ello, esta investigación describe el desarrollo de las etapas de creación de esta institución, de diseño, aprobación e implementación, así como presenta una corroboración del perfil tecnocrático del equipo inicial de alta dirección de este ministerio.
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Lindgren, Emma, and Louise Österlind. "Inclusion in a recruitment process." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23847.
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This paper is a qualitative study written with an assignment description done in collaboration with the global home furnishing retailer organisation; the IKEA Group. The assignment information has worked as the foundation when constructing this paper. This paper contributes with analyses and discussions about the relationship between recruitment and inclusion. The research method was semi-structured interviews and these serve as the primary data for analysis and discussion. In this paper, inclusion is a part of sustainability, more specific social sustainability. The results from this paper show that there are several factors that can enable and optimise inclusion in a recruitment process. One way to promote inclusion can be achieved through the implementation and usage of digital tools and digital solutions in the recruitment process. To implement and use digital tools and digital solutions in the recruitment process. However, in order to enhance inclusiveness, the employee’s awareness and knowledge about inclusion and diversity on the workplace needs to be fostered.
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Duffy, Adelaide J. "Different premises? : social inclusion in a new community school." Thesis, University of Strathclyde, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409357.
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RIBEIRO, LUIZ ALBERTO FARIA. "IS GOD FOR EVERYONE?: TRANSVESTIES, SOCIAL INCLUSION AND RELIGION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15055@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO presente estudo tem como objetivo pesquisar a relação entre travestis moradores do Rio de Janeiro e as religiões cristãs, umbanda, candomblé, budista, espírita e wicca. Para isto, foram entrevistadas travestis de diversas idades. Esta pesquisa também procura confirmar quais formas de violência e exclusão são vítimas; além de quais locais e redes sociais estão inseridas, além da pista, pois nesta também sofrem violência física e, em alguns casos, encontram a morte. Este estudo tenta averiguar se o espaço religioso pode ser uma possibilidade em que haja a inclusão das travestis, podendo possibilitar um aumento em sua autoestima.
The aim of the present study is to research the relationship between the transvestites living in Rio de Janeiro and christian, umbanda, candomble, buddhist, spiritualist and wicca religions. In order to achieve this, transvestites from several ages were interviewed. This research also aims to find out the kinds of violence and exclusion they are victims of; discover the places and social networks they belong to, aside from the scope of ‘the streets’, where they also suffer physical violence and, in some cases, meet death. This study tries to find out if religion can be a place in which there is inclusion for the transvestites, making it possible to improve their self-esteem.
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Kesten, Jamie. "Multiculture, community and social inclusion in new city spaces." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548073.
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This thesis is interested in understanding the new migration patterns and changing geographies of multiculture taking place in the UK outside of the larger established cities and towns by investigating Milton Keynes (MK) as a new multicultural city space. Using a case study of MK's Ghanaian and Somali communities it explores how BME communities establish themselves as part of the wider local community and examines the ways in which local policy-makers and practitioners have responded to an increasingly multicultural and ethnically diverse population. The research focuses upon local sites of community construction such as schools, provision for young people and religious centres, reflecting, among other things, the particular formal and informal roles played by these sites. The thesis finds that people within MK are not living the 'parallel lives' crisis of the community cohesion discourse, but rather 'living apart' at times and also 'living together' at others, reinforcing the significance of place-based understandings in the context of new multicultural geographies. The research found that young people of Ghanaian and Somali origin often reflected positively on the sense of community present within MK's residential areas and demonstrated processes of negotiation and of both 'mixing' and 'non-mixing' within certain distinct social and geographic contexts. It also found that, in seeking to manage the emergent multicultural population, policy-makers and practitioners generally rely on identifying community organisations (and their leaders) with whom they can liaise. In doing so they may overlook the significant diversity of experiences which exist within the Ghanaian and Somali communities (and the extent to which these are subject to change) and are therefore less likely to deliver appropriate resources and interventions. The research findings indicated that how people themselves manage multiculture is much more fluid and able to be negotiated than cohesion discourses and formal policy makers imagine and assume.
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Clark, Julie. "Social inclusion and the urban renaissance without the car." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2261/.
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The urban renaissance seems to present a win-win scenario for social policy, promising greater social inclusion along with lower levels of car ownership and use. This thesis aims to evaluate the extent to which an urban renaissance might reduce levels of car ownership without inhibiting social inclusion and assess the potential for de-coupling rising family incomes from increasing levels of car ownership and use. A sequential mixed-methods research design is used to investigate the relationships between social inclusion and mobility within an urban context from two perspectives: the first phase of the research uses bivariate analysis and multiple logistic regression to test the relative importance of social inclusion, demographic determinants and spatial factors as a means of understanding household car ownership; the results of these analyses inform the second phase of the research, which adopts a case study approach in order to understand the role of social inclusion and urban form in modulating driver behaviour. A hybrid narrative/semi-structured interview technique allows longitudinal insights into the perspectives of residents from four urban areas, varying by density and centrality. Quantitative analysis, sampling the general population of Great Britain, indicates that inclusion on the dimensions of civic and social interaction is independent of level of car ownership. Furthermore it is shown that the impact of household income on levels of car ownership is mediated by urbanisation on three spatial tiers: settlement, neighbourhood and property levels. The qualitative phase confirms different patterns of car use as well as of car ownership across different urban areas, demonstrating that radical (and unplanned) changes in modal choice can follow relocation to more dense and central urban environments. The size and perceived quality of residential properties, along with the presence of greenspace and local shops, can build place attachment to relatively dense urban environments; increased levels of walking and consequent familiarity with other local residents were found to be core components of this process.
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Jessup, Glenda Madeleine. "Social inclusion and high school students with visual impairments." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/16835.
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Parents and educators seek to guide students with visual impairments (VI) so they develop a robust sense of identity as they work alongside, and compete with, their typically-developing peers at school. In this study I explored the social inclusion of 12 Australian high school students with VI. I wanted to know how they described school social inclusion, whether they felt included, and what influenced these feelings. Seven times a day for one week, these participants responded to the same in-the-moment survey about the activity in which they were engaged. A questionnaire, the Psychological Sense of School Membership (PSSM), and an interview complemented these data. Despite as a group scoring highly on the PSSM, in-the-moment survey data revealed participants felt less accepted and fitted less at school than out of school. The presence of an additional disability significantly increased loneliness and negatively influenced PSSM scores, fitting in and enjoyment at school. In interview, participants described school social inclusion as being noticed by others. Four participants, including all with additional disabilities, had experienced peer exclusion. Five themes encompassed the influences on school social inclusion. These were: (a) putting myself forward; (b) knowing me; (c) having control; (d) having a place to shine; and (e) peer exclusion and rejection. These themes align with the needs for competence, autonomy and relatedness articulated in self-determination theory, a theory of motivation. This linking of school social inclusion and motivation suggests students with VI will put effort into engaging with, and feel included in, high school if activities and interactions fulfil their needs for competence, autonomy and relatedness. This link also requires closer scrutiny of the influence of school environment on social inclusion and motivation. Future research is needed to determine if this link applies more widely, to adolescents with impairments other than vision.
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Jurman, Marina. "Social inclusion and professional female migrants in multicultural Australia." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14608.
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The goal of the thesis is to scrutinise the experiences of professional female migrants in Australia. The study was undertaken in the context of the emergence of a policy focus on ‘social inclusion’ and ‘social exclusion’ in Australia and elsewhere and in the context of renewed debates in Australia about multiculturalism. Social inclusion refers to a policy focus on enabling the full participation of citizens in the life of the nation, including economic, social, cultural and political participation (Gillard & Wong, 2007). In turn, social exclusion refers to a policy focus on identifying and addressing groups whose participation is constrained, often measured along the dimensions of consumption, production, political engagement, social support and cultural life (see for example, Burchardt, Le Grand, & Piachaud, 2002; Richardson & Le Grand, 2002). This research is interested in testing the relevance of these frameworks for understanding and addressing the experiences of professional female migrants in multicultural Australia. The thesis involved a study of twenty professional female migrants living in Sydney who participated in in-depth interviews. All respondents belonged to a highly skilled occupational group and a prerequisite was that they held a primary professional qualification before migration to Australia. Participants, who were from both English speaking and non-English speaking backgrounds provided detailed narratives of their lives and experiences since migration to Australia, and these narratives provided a window into the specificities of professional female migrants’ perceptions of moving to Australia, settling in Australia and ‘belonging’ in Australia. These insights add to the body of knowledge on migration and social inclusion and exclusion. The research found that the relevance of the dominant social inclusion framework for analysing their migration and settlement experiences is only partial: this is because of the prioritisation of economic participation as a route to social inclusion. The social inclusion framework, consequently, fails to recognise the cultural dimension of social inclusion by assuming that social inclusion in multicultural Australia can be achieved and maintained through the active economic participation of Australian citizens. In addition, the study found that the dominant social inclusion policy framework does not recognise an important aspect of professional female migrants’ identity: transnational relationships and transnational belonging. In terms of the specificities of professional female migrants’ experiences, the thesis proposes a structure for talking about differences in experiences of inclusion that uses measures such as participation in paid work, either in mainstream or in ethno-specific workplaces; participation in social life, either in or in and beyond their own ethnic community; self-perception of being, or not being, included - a dimension that was often based on whether or not they experienced racism. Based on these factors, women’s experiences could be categorised as varying between deep, borderline, marginal and shallow inclusion. The thesis also finds that although social inclusion does not equal assimilation or a transition from being a migrant, social inclusion is possible in the context of ethnic and cultural differences.
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Tua, Anayra Ivette. "Social Inclusion Outcomes for an Organization's Adolescent Parent Intervention." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5141.
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The study institution is a non-profit organization with a model developed from the continuous implementation of needs assessments of the families of adolescent parents in Puerto Rico, with the purpose of increasing their social inclusion potential. Addressing social exclusion and stigmatization of adolescent parents is vital because it generates a dual benefit for social interactions and growth. The social inclusion concept used and further elaborated for adolescent mothers is described by researchers as the level of access to engaging with institutions and societal relationships. This program evaluation was developed to understand the outcomes and effectiveness of the organization's social inclusion interventions. There is a gap in knowledge for comprehensive and family-centered adolescent parent's programs related to their potential for social inclusion. Guided by complex systems theory, the key research questions were designed to assess the potential gains in social inclusion characteristics for the organization's participants. The study utilized organizational, administrative data and used a pre- and post-test design with a comparison group. McNemar test findings indicated statistically significant increase for the intervention group regarding their social inclusion (p < .001); while Wilcoxon test findings indicated statistically significant gain in nurturing family environments (p = .006) and socio-economic positions (p < .001). Further research is recommended to assess the life-course protective factors' characteristics and the social inclusion pathways. The positive social change includes further understanding of social inclusion for adolescent mothers and its related ecological perspectives.
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Abrunhosa, Nídia Maria de Morais Cardoso de Menezes. "O lugar do Serviço Social na sociedade e na educação: discussão teórica e perspetivas práticas." Doctoral thesis, [s.n.], 2015. http://hdl.handle.net/10284/5202.
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Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Ciências Sociais, especialidade em Serviço SocialA presente tese tem como objetivo construir reflexões em torno do lugar ocupado pelo Serviço Social na Sociedade e na Educação, procedendo para isso à análise do seu percurso evolutivo e da sua dimensão interventiva e investigativa bem como do trabalho que desenvolve no contexto educativo, articulando a Educação Inclusiva com a história da Educação em Portugal, destacando para isso a importância de práticas interdiciplinares e da dinâmica interativa escola-família-aluno-comunidade facilitadora da construção nas estruturas escolares do modelo de escola inclusiva e da efetiva cidadania, participação ativa e responsável de todos os seus intervenientes. Tendo em conta as contrariedades e características das sociedades contemporâneas, nomeadamente, a crise antropológica global liderada pelos mecanismos de liberalização dos mercados que privilegiam o fator técnico e económico em detrimento do fator humano, a democratização do ensino ou democratização da inclusão só será viável se a sociedade se fizer acompanhar de políticas educativas promotoras da inclusão, bem como da existência de apoios económicos que reduzam o risco de pobreza e de exclusão social. Igualmente importante são os espaços físicos, infraestruturas adequadas às necessidades dos seus alunos, não esquecendo as equipas técnicas compostas por assistentes sociais.
This thesis aims to build reflections on the place occupied by the Social Work in Society and Education, and doing so it will analyze its historical path and its proactive and investigative dimension, as well as its role in the school context. This, articulating Inclusive Education with the history of education in Portugal and highlighting the importance of interdicisplinares practices and interactive dynamic school-family-student-community as facilitator of a construction in the school setting of an inclusive school model and of an effective citizenship, an active and a responsible participation of all its stakeholders. Taking into account the setbacks and characteristics of contemporary societies, namely global anthropological crisis led by the liberalization mechanisms of the markets that favor the technical and economic factor at the expense of the human factor, the democratization of education and democratization of inclusion will only be viable if society is accompanied by educational promoters of inclusion policies, as well as the existence of economic support to reduce the risk of poverty and social exclusion. Equally important are physical spaces, adequate infrastructure to the needs of their students, not forgetting the technical teams of assistants social.
Cette thèse vise à construire des réflexions sur la place occupée par le Service social dans la société et de l'éducation, et pour ce faire analyse le cheminement de son évolution et de sa dimension proactive et d'investigation, et de son travail dans le contexte de l'école, en articulant l'éducation inclusive avec l'histoire de l'éducation au Portugal. On y souligne également l'importance des pratiques interdiciplinaires et interactives dynamiques d’animation école-famille-communauté scolaire en vue de la construction d’une école visant un modèle inclusif d’enseignement et de citoyenneté effective, active et participative, responsable, associant toutes les parties intéressées. En tenant compte des revers et des caractéristiques des sociétés contemporaines, à savoir la crise anthropologique mondiale entraîné par des mécanismes de libéralisation des marchés qui favorisent le facteur technique et économique au détriment du facteur humain, la démocratisation de l'éducation et de la démocratisation de l'inclusion ne sera viable que si la société elle est accompagnée par des promoteurs éducatifs des politiques d'inclusion, ainsi que l'existence d'un soutien économique visnat à réduire le risque de pauvreté et d'exclusion sociale. En outre, il ne faudra pas non plus négliger les espaces physiques, des infrastructure adéquate pour les besoins des élèves, sans oublier les équipes techniques des assistants sociaux.
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Scaravelli, Sandra Maria Gomes. "20 ANOS DE INCLUSÃO: O MUNICÍPIO DE DIADEMA." Universidade Metodista de São Paulo, 2014. http://tede.metodista.br/jspui/handle/tede/1034.
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Previous issue date: 2014-11-06The City of Diadema is well known in the official scene by creating and executing innovative programs in several areas of the public policies. In the educational area the inclusive education was first implemented in the 1990s, long before the federal laws widely discussed nowadays. As a result, in 2000 the city received an award from Fundação Getúlio Vargas (Getúlio Vargas Foundation), which aimed to encourage innovation in the administration and execution in town and state services: Inclusion Program Ways to Social Inclusion: multiple readings in the view of the difference. Thus, after the acknowledgment of this work, in 2002 a financial provision was made for the special education by the BNDES (Banco Nacional de Desenvolvimento Econômico e Social National Bank of Economic and Social Development) to reform, enlarge and adapt all the facilities at CAIS (Centro de Atenção à Inclusão Social Social Inclusion Attention Center), to better assist children, youngsters and adults with special educational needs. It was also made provision for architectural adaptation of the city schools in order to improve accessibility. This is therefore a city with a valuable experience available in the execution of social and educational inclusion public policies, in addition to the necessary pedagogical support services. In view of these assumptions, this research starts from the analysis of the conceptual basis and the influence of Paulo Freire s pedagogical thought permeating the development of the education in this city, and it aims to understand the procedures developed in Diadema to the execution of the pedagogical work, besides getting aware of the relationship between the work done so far and the current federal regulations.Thus, the following are the guiding questions for this work: What was considered educational inclusion in Diadema at that time? Which was the theoretical background of the subjects of that pedagogical work? What are the innovative aspects of the regulations developed in the city? How can we compare the work done and the current federal regulations? In order to answer these questions this research of quality nature features as a theoretical frame of reference, in addition to the national and city laws, the Mendes (2010) and Mainardes (2006; 2009) conceptions, among others. The field research was carried out through interviews of managers and teachers, and it allowed us to highlight the contribution of the democratic scene to the execution of an educational inclusion model.
O município de Diadema é conhecido no panorama público pela criação e implementação de programas inovadores em várias áreas das políticas públicas. Na educacional, a educação inclusiva foi inicialmente implementada nos anos 1990, muito antes da leis federais que atualmente vêm sendo amplamente discutidas. Como resultado, em 2000 o município recebeu o prêmio da Fundação Getúlio Vargas, que objetivava incentivar inovações na administração e prestação de serviços públicos municipais e estaduais: Programa de Inclusão Caminhos para a Inclusão Social: múltiplas leituras no olhar da diferença . Dessa forma, com o reconhecimento desse trabalho, em 2002 a educação especial foi contemplada com o financiamento do BNDES (Banco Nacional de Desenvolvimento Econômico e Social) para reformar, ampliar e adequar todas as instalações do CAIS (Centro de Atenção à Inclusão Social), com vistas a melhoria do atendimento a crianças, jovens e adultos com necessidades educacionais especiais. O recurso também previa adequação arquitetônica nas escolas municipais objetivando mais acessibilidade. Trata-se, portanto, de um município que dispõe de uma experiência valorosa na implementação de políticas públicas de inclusão social e educacional, além dos serviços de suporte pedagógico para essa inclusão. Em face desses pressupostos esta pesquisa parte da análise das bases conceituais e das influências do pensamento pedagógico de Paulo Freire que permearam o desenvolvimento da educação nesse município e tem como objetivos compreender os procedimentos desenvolvidos em Diadema para a efetivação do trabalho pedagógico e conhecer, a relação do que foi desenvolvido com o que hoje estabelecem as normativas federais. Assim, são questões norteadoras para este trabalho: o que foi considerado como inclusão educacional naquele momento em Diadema? Qual a formação teórica dos agentes envolvidos nesse trabalho pedagógico? Quais são os aspectos inovadores das normas desenvolvidas no município? Como comparar o trabalho desenvolvido e as normativas federais atuais? Para responder a esses questionamentos este estudo, de cunho qualitativo, teve como referencial teórico, além da legislação nacional e municipal, as concepções de Mendes (2010) e Mainardes (2006; 2009), entre outros autores. A pesquisa de campo, realizada por meio de entrevistas a gestores e professores, possibilitou evidenciar que o panorama democrático contribuiu de forma muito antecipada para a implementação de um modelo de inclusão educacional, ousado e produtor de procedimentos pedagógicos, metodológicos de grande atualidade.
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Andaku, Cesar Augusto. "Inclusão social em tempos de neoliberalismo : as politicas sociais em São Paulo." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285733.
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Orientador: Denis Maracci GimenezDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Economia
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Resumo: Este trabalho tem o objetivo de analisar a Estratégia de Inclusão Social da prefeitura municipal de São Paulo, entre os anos de 2001 e 2004, em um contexto de baixo dinamismo econômico, elevado desemprego e desestruturação do mercado de trabalho. Procuramos fazer, inicialmente, um estudo das transformações econômicas que atravessaram o país nas décadas de 1980 e 1990, com a introdução e consolidação do neoliberalismo no Brasil, para, em seguida, analisar os impactos no município de São Paulo. Com essa contextualização, seria possível analisar de forma precisa as políticas sociais do governo municipal nas áreas de redistribuição e geração de renda, emprego e trabalho. Avaliamos que, mesmo com uma estratégia bem elaborada e com eficácia dos programas, as políticas sociais municipais pouco podem fazer para combater o processo de esgarçamento do tecido social que vem se configurando na sociedade brasileira. Sua baixa capacidade de mudar a realidade local está mais associada ao contexto adverso em que estava inserida a Estratégia do que a dificuldades ou falhas de execução dos programas sociais.
Abstract: This paper aims at analyzing the "strategies for social inclusion" carried out by the city of Sao Paulo between the years 2001 and 2004, in a context of low economic performance, high unemployment and desestructuring labour market. Initially, we performed a study on the economical changes that occurred across the country in the decades of 1980's and 1990's, with the introduction and consolidation of neoliberalism in Brazil. Subsequently, we studied the impact of these changes in the municipality of Sao Paulo. With this background scenario, it was possible to analyze the social policies of the city government in the areas of re-distribution and generation of revenues/resources, employment and work. We conclude that although well elaborated strategies and program efficacy, local social policies can do very little to fight against the fraying of the social fabric in Brazil. The low capacity of change by the "strategies for social inclusion" program is associated more with the adverse context in which it was performed than with difficulties or failure in execution of the social policies.
Mestrado
Economia Social e do Trabalho
Mestre em Desenvolvimento Econômico
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Boylan, Anne-Marie. "Exploring social inclusion in children with acquired brain injury (ABI)." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579579.
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Social inclusion following childhood acquired brain injury (ABI) has never before been researched. Related concepts, such as friendship and participation, have received attention during the last decade. However, these studies have mainly been small-scale quantitative efforts, relying on caregiver report and neglecting children's perspectives. This research aimed to explore the social inclusion of children with ABI from multiple perspectives and employing multiple methods. A second aim of the study was to ascertain if two current psychometric measures of social functioning could be utilised to capture the children's experiences of social inclusion. A purposive sample of nine children with ABI, mothers (n=9), teachers (n=9) and peers (n=100) were recruited through a charity in Northern Ireland. The children and their mothers participated in semi-structured interviews, which were analysed using Interpretative PhenomenologicaI Analysis. Analysis of the children's interviews generated five super-ordinate and nine subordinate themes, and focused on their experiences of social inclusion, rejection and conflict, and the personal impact of ABI on the self-concept and on coping. The analysis of the mothers' data yielded four super-ordinate and twelve subordinate themes, which described the impact of ABI on the family, the changes to the child, protection after ABI, and the child's return to social life. In addition to the interviews, children, mothers and teachers completed two psychometric measures of social functioning, the Child Behaviour Checklist and the Strengths and Difficulties Questionnaire. The children's peers participated in a sociometric task, which aimed to act as a measure of their popularity among their classmates. A comparison of the findings of the psychometrics and the sociometric with the interview data revealed that the measures of social functioning do not adequately assess social inclusion in children following ABI. Subsequently, recommendations about the formulation of a new measure of social inclusion for children with ABI are made.
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Williamson, Matthew J. "The public library and social inclusion : information services to jobseekers." Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287127.
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The principle that libraries have a role to play in the provision of information for jobseekers is recognised widely in public library authorities across the country, not only by the authorities themselves, but also by other bodies concerned with jobseekers. However, the range and variety of initiatives is capable of generating confusion among jobseekers. The library is well placed to act as a focus for information for jobseekers - information that comes from a variety of institutions and initiatives and is not only confined to vacancies. This thus poses three questions which the research attempts to answer :- - is the library at the focus? - is the library seen to be at the focus? - if not, why not - if so, how does it make it work? This project approaches these questions by contributing to the current national debates as to the future development of information agencies, policies and initiatives through the interviews with Job Centre clients, a group whose views in this area have never before been canvassed and who, therefore, offer a new perspective on the issues. This debate has raised the potential of the public library network as an agent of social and economic regeneration, a role of the public library previously accepted within the service, but rarely without. The thesis demonstrates the interface between the social and economic potential of the public library and the needs and demands of the 'information poor', as well as highlighting the importance of the recreational role of the Public Library. The methods used to answer these questions were threefold. Firstly, a survey was carried out of all public library authorities in England and Wales. Of the surveys distributed, 82% were completed, an excellent rate of response. It is clear from this survey that the overwhelming majority of public library authorities feel that it is their role to provide services for jobseekers. The survey also shows that many authorities provide a wide range of non-statutory services. This provision of the "newer" technologies is important for jobseekers as they are generally unable to afford to purchase such technology. The survey also indicated that the view of jobseekers held by public library authorities was an inclusive one, and covered those both in and out of work. Secondly, case-study authorities were chosen from the respondents to the questionnaire. These were selected on the basis of declared level of provision, and also on type of authority. Four case studies were selected, one County Council (Wiltshire), two Urban Authorities (Lewisham and Manchester) and one Welsh Authority (Wrexham). The selection was carried out thus in order to reflect the preponderance of Urban Authorities in the respondents to the original survey. These case studies have investigated the demographics, control and profile of the authorities involved. Managers and staff of library authorities were interviewed about provision and provision was viewed on site and assessed with reference to other case studies and two models of provision, the 'integrative' and the 'targeted' were identified. Thirdly, interviews were undertaken with clients of Job Centres in the case-study authorities. Ninety-four interviews were carried out across the four authorities. These interviews investigated jobseekers use of both the public library and other information providers in this area, and also assessed jobseekers' attitudes towards the public library. The survey showed that almost 70% of those interviewed used the public library, with 48% of these using the library at least once a month. Just over half of the respondents said that the Public library was for everyone and should provide useful information for jobseekers. Only 16% said that the library was not the place for jobseekers to obtain information. When asked if they would use the Public Library if it advertised services useful to jobseekers, 94% said that they would. This empirical work has been placed within a theoretical framework based on the work of Jiirgen Habermas. The public library is "arguably the nearest thing we have in Britain to an achieved Public Sphere" (Webster 1995) and this research enables the conception of the Public Library as an achieved Public Sphere to be reassessed and, therefore, the role of the public library to be reconceptualised.
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Manjikian, Lalai. "Refugee narratives in Montreal: negotiating everyday social exclusion and inclusion." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121160.
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This dissertation examines the complex predicament of refugee claimants residingin Montréal. I argue that as claimants wait for immigration officials to determine their status, they become active social and political agents in the city. Drawing on in-depth, semi-structured interviews that I conducted in Montréal with individuals who had claimed refugee status, I examine everyday life practices and tactics through the lenses of social exclusion and inclusion. I use theories from refugee studies, sociology, urban studies, cultural studies, literature on alternative modes of citizenship, qualitative research and narrative inquiry. While much of the existing literature on the subject of refugees has focused predominantly on their marginalization, I contend that social inclusion and exclusion overlap, unfolding simultaneously in refugee claimants' everyday lives. Without dismissing the significant obstacles refugee claimants encounter as they re-settle—such as xenophobia, administrative barriers, economic instability, limited access to basic rights, and even fear of deportation—I focus on instances of social inclusion, revealing claimants' proactive practices and the positive contributions they make to society. During the re-settlement stage that I refer to as a sort of temporal and spatial "in-betweenness", refugee claimants engage in various practices such as volunteering in the community and partaking in political advocacy. In this way they create moments and sites of inclusivity, belonging, and generate modes of alternative or informal citizenship. Such rarely acknowledged revelations act as a counterpoint to negative perceptions of refugees who are often referred to as "bogus", "system abusers" or "passive". These are common misconceptions, often spread through certain media, government and public discourses. To further clarify how refugee claimants negotiate social inclusion and belonging, I also invert the common theory that migrants are "absent" in their place of arrival. I demonstrate the ways refugees navigate and narrate their presence in the city. Furthermore, I argue that the way their forced departure is remembered and articulated is also valuable, as it shapes their construction of their place of origin, and creates a bridge to the way their lives have unfolded in Montréal. Finally, I conduct a textual analysis of two Montréal-based theatrical scripts that integrate actual refugee narratives. I demonstrate how these specific examples of urban cultural production portray the complexities of social exclusion and inclusion associated with forced displacement, while offering alternative and unheard voices to audiences. Overall, I argue that it is imperative to examine the tensions between social exclusion and inclusion in order to better understand the refugee predicament. Identifying and acknowledging refugees' roles as informal citizens provides new avenues to reflect on refugee presence in the city beyond the scope of the prejudices, stereotypes, and labels commonly associated with individuals who are forced to flee their homes, seeking to build safer ones.Cette dissertation examine la situation complexe dans laquelle se trouvent les demandeurs d'asile en tant que réfugiés qui habitent Montréal. Alors que ceux-ci attendent que les agents d'immigration prennent une décision face à leur statut, ils deviennent des agents actifs socialement et politiquement dans leur quotidien. Mon étude est basée sur des entrevues semi-directives faites auprès de gens qui font une demande d'asile en tant que réfugiés. L'analyse porte sur leur quotidien, et considère les notions d'inclusion et d'exclusion. Mon cadre théorique est multidisciplinaire et s'inspire de la sociologie, l'urbanisme, les études sur les modes de citoyenneté alternatives, les méthodes qualitatives et les récits narratifs. Alors que la plupart des études sur les demandeurs d'asile en tant que réfugiés se concentrent sur leur marginalisation, j'affirme plutôt que l'inclusion et l'exclusionsont deux choses qui s'interpellent dans le quotidien. Sans nier les difficultés auxquelles ils font face dans leurs nouvelles vies – la xénophobie, les obstacles administratifs, l'instabilité économique, l'accès limité à certains droits civiques, et même la peur de la déportation – je mets l'accent sur l'inclusion sociale, leur participation active dans la société et ce qu'ils contribuent à leur nouvelle communauté. Durant la période de 'l'entre-deux', alors qu'ils tentent de s'établir, ils s'impliquent dans la société, par exemple dans les domaines du bénévolat ou encore l'action politique. Ils créent ainsi des lieux et des moments d'inclusion, qui leur permettent d'appartenir d'une manière informelle à une certaine citoyenneté. Cette perspective permet donc de contrebalancer les étiquettes sociales négatives qui sont parfois rattachées à ces personnes : « abuseurs du système » ou « paresseux ». Ces fausses perceptions sont communes, et se propagent au sein des medias, du gouvernement et du public en général. Afin de mieux comprendre leur situation, je démontre que ces nouveaux arrivants se forgent une place dans la ville. De plus, je soutiens que la façon dont ils ont quitté leur pays d'origine – souvent involontairement – structure la perception de leur pays d'origine et les liens d'attachement avec leur nouveau domicile. Finalement, je propose une analyse qualitative de deux scénarios de pièces de théâtre intégrant des récits réels de réfugiés. Je démontre que ces exemples spécifiques contribuent à une production culturelle urbaine qui dénote toute la complexité des phénomènes d'inclusion et d'exclusion qui émergent suite à la migration des gens, permettantainsi de s'exprimer d'une manière nouvelle. De ce fait, je note qu'il est impératifde bien examiner les tensions qui existent entre l'inclusion et l'exclusion sociale afin de bien comprendre la situation des demandeurs d'asile en tant que réfugiés. Le fait d'accepter que ces demandeurs d'asile aient un rôle informel en tant que citoyens procure de nouvelles alternatives pour étudier la présence des réfugiés dans la ville, en rejetant les préjugés, stéréotypes et étiquettes.
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Gibson, Marcia. "Social exclusion and ICT : barriers and incentives to digital inclusion." Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/4908/.
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In light of survey evidence suggesting that non-use of leT and indicators of social exclusion are strongly correlated, and a widespread belief that use of leT is essential to living in the 'Information Society', the emergence of 'digital exclusion' has been identified as a potentially serious problem by policy-makers and academics. However, few analyses to date have employed any statistical techniques more sophisticated than bivariate descriptives to explore the relationships between indicators of social exclusion, or any other demographic factors, and leT use. Many surveys have indicated that factors such as lack of interest are often cited as a reason for non-use, but little qualitative research has been conducted to explore motivations for leT use and reasons for non-use in more depth from the perspective of the groups in question. This research aimed to investigate the links between digital and social exclusion in Scotland using both quantitative and qualitative methodologies. In the first phase of the research, logistic regression analysis was conducted on the dataset generated by the 200 1 wave of the Scottish Household Survey both in order to establish how closely related the two forms of exclusion are and to investigate which factors are most strongly related to leT use. The statistical analysis informed the development of a sampling frame for the second phase of the research, in which 29 qualitative interviews were conducted with socially excluded users and non-users of leT, with a view to investigating the barriers and incentives to leT use among such groups. The research found that, although factors which indicate social exclusion are related to non-use of leT, collectively they do not explain a high proportion of the variance in leT use. The qualitative interviews suggested that definitions of leT use based on a user/non-user model do not reflect the manner in which people use leT. They also indicated that more socially excluded people than surveys would suggest use leT. However, many do not self-defme as leT users. In tandem with the findings of the statistical analysis, this called into question the existence of a straightforward causal link between social and digital exclusion.
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Benson, Emeeh Ofelia J. "Public Education in the Philippines: Social Inclusion and Education Access." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612544.
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I have had many ask me questions about education in the Philippines so I decided to write this paper on education in my country beginning with the history. I am an advocate of multilingual education and initially wanted to concentrate on that approach. Schools were taught bilingually with English being the main second language. I actually learned English before Tagalog, the official language of the Philippines; my first language being Ilocano, the language of the Cagayan Valley. This paper will also touch upon the case of Multigrade schools in implementing educational innovation. I will be concentrating on the public education system of the Philippines and the organization of public schools as well as highlighting the effective means of macro level and micro level Multigrade programs. Studies suggest that Multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost effective means of raising students over all achievement in school. This study examines the association between teacher education, teacher effectiveness, and teacher morale. It will also show that teacher leadership is directly linked to student success. In particular, the time spent on direct instruction and other kinds of activities predicts positive achievement gains.
In the process of learning in schools; teacher education, teacher effectiveness, teacher morale and teacher leadership are important standard measures for professional autonomy. The purpose of this study is to determine factors contributing to all these types of quality measures in both schools, public or private. The significance of Kindergarten to 12 grade in Philippine public schools as an approach to equity and opportunity for all Filipino children and changing the traditional nature of education in the Philippines indicates that they are ready to compete with other countries. I will discuss the evolution of literacy, describe adult literacy background and the influence of the development of literacy in both rural and urban areas of Philippine’s three largest Islands: Luzon, Visayas, and Mindanao. It concludes that to overcome the stigma of literacy failure due to lack of informal knowledge or the effective formal schooling, youth and adults have tried to improve access to literacy education by providing more public spaces. Policies in literacy for adults can vary in the characteristics of teaching and teaching requirements. Adult literacy program expansion may attract more students who want to better educate themselves. This would alleviate the stigma of not knowing how to read.