Dissertations / Theses: 'Social work education Hungary'

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Budai, Istvan. "Some dilemmas in the development of social work education in Hungary." Thesis, Bournemouth University, 2004. http://eprints.bournemouth.ac.uk/310/.

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The research investigates and presents the development and dilemmas confronting social services, social work education schools, social workers, educators, students and employers in Hungary since the 1980s and, in particular, the impact of educational approaches. The aims are to explore the development of social work education, to contribute to the research of the social work education, to the ongoing professionalisation of the social work, vocation and services. in Hungary and to promote the development of the scientific basis of social work, its services and its education. The purpose of this research is to promote the place and role of the social work education in Hungary and to examine the position of Hungarian social work education in European dimension. The research gives an understanding and interpretation of the dilemmas in the framework of social work education, furthermore an outline of the social-societal context of Hungarian social work education. The researcher investigated this theme as a leader and teacher of social work education in Hungary by literature, references and symptoms of social work and social work education practice. The research attempts to implement a multi-method research combining both qualitative and quantitative approaches at the same time whereby the qualitative elements are more dominant. The methods include critical analysis of the literature, observation, analysis of the education curricula and interviewstages. The research presents a comparative analysis of the content of social work curricula in education in Hungary. The research has a critical analysis of social work education in fieldwork research of a sample of Hungarian social workers, educators, students, employers and practice teachers by unstructured, structured, practitioner and focus-group interviews. The research presents findings and conclusions of the research experiences in the context of the research aims, objectives, assumptions and dilemmas investigated, i. e. the main factors and characteristics of the social work education courses, the main important dilemmas of social work education in Hungary and the causes of the educational dilemmas. The research suggests educational and curriculum development as the framework for resolving these dilemmas.

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Schelble, James Terence. "The marketization of education in Hungary education and social mobility in theory and practice /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274264.

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Thesis (Ph.D.)--Indiana University, Dept. of Central Eurasian Studies, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2851. Adviser: Mihaly Szegedy-Maszak. Title from dissertation home page (viewed April 8, 2008).

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Gould, Nicholas G. "Contributions to social work education, social work and social theory." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.

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Radian, Elizabeth. "Social action and social work education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54806.pdf.

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Rai, Lucy. "Student writing in social work education." Thesis, Open University, 2008. http://oro.open.ac.uk/25820/.

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This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors. Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education. My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the studentsï¿½ actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.

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Hickey, Chris L. Sr. "The Phenomenal Characteristics of the Son-Father Relationship Experience." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366845575.

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Scholar, H. F. "Qualifying social work education and the collective identity of social work in England." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/44661/.

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This critical review examines seven peer-reviewed papers reporting research related to aspects of social work education in England, carried out against the backdrop of reforms following the work of the Social Work Task Force. The review takes a reflexive approach to the task of demonstrating the doctoral qualities and credentials of the portfolio, that is, the papers and commentary together, drawing on ideas from critical realism to support this process. It discusses the papers individually, considering their limitations; their originality and impact at the time they were produced; and the contribution they make as a body of work. Acknowledging the challenges of retrospectively connecting the papers, the review identifies links between them in their relevance to professional identity. It suggests that attention should be given to the notion of collective professional identity, conceived of as a shared occupational social identity, but including the capacity for action in the face of threats or challenges, and in contributing to the development of the profession. The review argues that qualifying social work education in England located in the universities but connecting with practice via placements, provides an important space for the shaping, maintenance and articulation of a collective identity for social work.

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Mompati, Tlamelo Odirile. "The dissonance between social work education and social work practice : the case of Botswana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23426.pdf.

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Maidment, Jane M. "Social work field education in New Zealand." Thesis, University of Canterbury. Social Work, 2000. http://hdl.handle.net/10092/4633.

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The focus of this research dissertation is social work field education in New Zealand. The purpose of conducting the study was to ascertain how both students and field educators experienced teaching and learning in the field. Results indicate that while teaching and learning thinking and theory have evolved in recent years to include a critical reflective dimension, the practice of field education is still largely based on an apprenticeship model. Practice experience and theoretical input relating to areas of societal inequality as well as the political context in which field education is delivered explain the continued use of the apprenticeship model. Students and field educators do, however, share a vision for how field education should be delivered. They agree on the attributes of an effective field educator, and on the methods needed to enhance practice teaching and learning. The research has, nevertheless, identified a discrepancy between this shared vision for field education and the reality that students experience in the field. Field educators are clearly marginalised in their role. Their work as educators is not sanctioned or recognised by employing agencies, and workload pressure frequently militates against social workers being able to accommodate students on placement. In this climate a minimalist approach to field education is adopted, resulting in unqualified social work staff and people who are not social workers acting as field educators. Without radical shifts in the recognition, resourcing and organisation of field education, student learning in the field will continue to be compromised. The theoretical framework used in this research was derived from existing learning theory, which was then reconceptualised and developed in light of the research outcomes to formulate a contemporary theory for practicum learning.

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Roman, Diogenes Anthony III. "SOCIAL WORK STUDENT EDUCATION ON TEEN PREGNACY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/903.

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Social work has seen tremendous growth since its beginnings more than a century ago. An issue that continues to draw attention in child welfare is teen pregnancy. While the issue of teen pregnancy is not new to social work, having education on the issues that pregnant teenagers go through, and having these vulnerable clients served with competent social workers has not kept pace with progress made in other areas of social work. The purpose of this study is to understand and improve the issues that pregnant and parenting teens face and bring attention to teen pregnancy in an attempt to develop curriculum in the classroom to educate future social workers on teen pregnancy. The research utilized a quantitative questionnaire, once collected the data will be entered through SPSS to obtain statistical analysis for teen pregnancy. The participants were be undergraduates and graduate social work students at University X. The results of the research and data will be used to illustrate areas where curriculum can be developed to assist social work students in the improving education and resources for teenage pregnancy

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Sibeon, Roger Alan. "A sociological study of the social work profession with special reference to social work education." Thesis, University of Leicester, 1987. http://hdl.handle.net/2381/9734.

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Earlier work by Leonard (1966) and Heraud (1970) in formulating a holistic, comprehensive sociology of social work has been largely overtaken by developments both in sociology and in social work. Current sociological analyses of social work exhibit two distinctive features. First, relative detachment from major recent theoretical and empirical developments in mainstream sociology : second, a tendency to focus not upon the profession as a whole but upon specific, delineated aspects e:g the relation of theory to practice, professionalisation, social work education, professional socialisation, moral-political dimensions of social work, organisational and service-delivery issues, and the relation of social work to the welfare state. This research is addressed to the task of constructing a sociology of social work which draws explicitly upon recent developments in sociology, and which is concerned with the social work profession as a whole including the various components referred to above. These components are shown to collectively comprise the following three perennial and contemporary social work concerns which are empirically inter-related : the relationship of theory to practice, the politics of social work, and professional-organisational aspects including service-delivery issues. Particular though not exclusive attention is accorded to the relative 'centrality' of social work education : the research demonstrates social work education both influences and reflects wider developments throughout the profession and is a key empirical 'site of entry' for achieving a holistic sociological understanding of the social work profession. Much of the material necessarily is concerned with substantive issues in social work per se, but a vital part of the research is critical analysis of controversies surrounding paradigmatically diverse resources available within modern sociology for constructing a theoretically as well as empirically informed sociology of social work.

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Phillips, Ágnes Adél. "“The right thing to do” : COVID-19 emergency work as a migration experience for the international health care students of Hungary." Thesis, Malmö universitet, Institutionen för globala politiska studier (GPS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43527.

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The case study of this thesis is the analysis of international health care students joined the emergency call of local authorities and performed emergency work during COVID-19 to help the Hungarian health care teams and facilities manage the pandemic. Through this case, the thesis puts an existing student interaction typology (Rose-Redwood and Rose-Redwood, 2013) to the test, and sets out to answer how the COVID-19-induced changes in their typology affected the students’ experience of being a migrant in Hungary. With semi-structured interviews and an inductive approach, the thesis identifies three recurring feelings – isolation, gratitude and responsibility – and the core argument of the thesis is that the feelings and migration experiences that the student shared were connected to the disruption of the student interaction typology. This study informs our understanding of student mobility and helps further research account for atypical situations in student mobility research.

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Shardlow, Professor Steven M. "Professional education in social work; learning for practice." Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491779.

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Social work practitioners acquire professional competence through participation in higher education, which in England (since 2003) normally lasts three years. A core element of tfiis knowledge acquisition and skill development occurs through the medium of practice learning within agencies that provide social work services to the public. The argument developed in this thesis can be expressed as a single proposition, that my published work, when taken together, constitutes a consistent theoretical approach, which is designed to enable students, practice teachers and university based staff to work together to better promote and enable students to learn how to become competent practitioners in social work through undertaking periods of practice learning.

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McSweeney, Fiona. "Learning for work : Social identities and professional education." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533133.

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The aims of this study were twofold. The first was to explore how social care practitioners undertaking a degree course to obtain the required professional qualification interpret the roles of student and social care practitioner and how structural factors particularly in the college environment impact on these interpretations. The second aim was to examine the development and change in the social identities of student and social care practitioner. The theoretical framework used to explore identity is that of structural symbolic interactionism as it provides a structure in which stability and change in identity, as well as the influence of social context can be examined. Congruent with the aims of the study and the theoretical framework a qualitative methodology is used. Data was mainly collected using a series of semi-structured interviews but supplemented through participant observation, questionnaires and diaries. Fifteen participants were involved and interviewed three times throughout their first academic year. Nine participants were interviewed again at the end of their second academic year. Commonality was found in the interpretations of the roles of social care practitioner and student, agreeing with existing literature. However variation was found among participants in the integration between and bi-directional impact of the two social identities suggesting that work-related learning is affected individual and social factors. Recommendations for the professional education of social care workers are made.

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McKay, Kimberly. "Sexuality education within masters of social work programs." Thesis, Widener University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712681.

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There are currently no requirements addressing human sexuality education within graduate-level social work education (Council on Social Work Education, 2008). At the same time, sexuality education is being taught in Masters of Social Work (MSW) programs. This means that the content and context of sexuality education for pre-service social workers vary widely. This exploratory study surveyed faculty teaching in MSW programs regarding current sexuality-related curricula within their social work program, their attitudes toward the inclusion of sexuality education, and their perception of the supports and barriers to incorporating sexuality-related content into MSW curriculum. This dissertation built on the work and literature of many professionals who support comprehensive sexuality education as a vital aspect of educating and preparing professional social workers. The sample for this quantitative study was 596 social work faculty participants through an online survey. Findings revealed that a majority of faculty (82%) agreed that sexuality education is important for MSW curriculum. The majority of faculty (60.6%) reported no stand-alone sexuality related course within their MSW program. Only 1.3% of faculty reported that there was a current required sexuality-related course within their MSW program. Faculty rated the importance of 23 sexuality-related topics and whether they teach the topic. For each of the 23 topics, the proportion of faculty rating the topic as important was higher than the proportion of faculty reporting teaching the topic.

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Lyons, K. H. "Social work in higher education : demise or development?" Thesis, Brunel University, 1997. http://bura.brunel.ac.uk/handle/2438/4323.

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A prolonged period of Conservative government in Britain (1979-1997) has resulted in profound changes in the nature of social welfare, including education. One of the characteristics of this period has been a decrease in the status and autonomy accorded to professions; and a change in the relationship between 'the providers' and 'the consumers' of services. More specifically, the years from 1989 to the mid nineties have been marked by rapid legislative and organisational change in the personal social services. They have also seen significant change in the institutional policies and culture of higher education. Changes in both these sectors have impacted on the arrangements for the education of social workers, responsibility for which is shared between the professional accrediting body, employing agencies and higher education institutions. The starting point for this research was a recognition that, in line with other moves promoting deprofessionalisation and instrumentalism, qualifying training might be relocated outside the higher education system. An initial question, 'can social work survive in higher education?', prompted an exploration of the external influences and internal characteristics which have resulted in this sense of vulnerability. The research utilised interdisciplinary perspectives, grounded in a policy framework, and an inductive approach to collection of empirical data, to examine the view that social work education is open to conflicting policies and values from higher education and the professional field. The possibility that the subject would share similarities with other forms of professional education was also examined. The thesis therefore presents a case study of the epistemology and relationships of a particular form of professional education. Consideration of the literature pertaining to the three contextual factors, social work, higher education and professional education, and of the empirical data derived from social work educators support the concluding argument. This posits that biography, culture and structure interact to produce a discipline with inherent tensions, partly due to its position on a boundary between two systems and partly reflecting the nature of the subject. While its location within higher education is deemed appropriate by social work educators, decisions about its location and form are largely exercised by other interest groups: its survival and development therefore require constant negotiation.

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Magiste, Edward John. "Effective Ethics Education for Graduate Social Work Students." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1450175285.

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Matsubara, Amy A. (Amy Asa) Carleton University Dissertation Social Work. "Curriculum evaluation for anti-racist social work education." Ottawa, 1995.

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Gore, Catherine A. "A study of practice skill competencies expected of graduates of accredited baccalaureate social work programs /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995215.

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Hamilton, Ruth. "Work-based learning routes in social work education : an exploration of student experiences." Thesis, Open University, 2017. http://oro.open.ac.uk/50414/.

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This thesis is based upon a study involving 20 work-based learners undertaking social work degrees at two UK universities, one local face-to-face university and one national distance learning university. The aim of this thesis is to offer insights into the experience of work-based learners as they journey from unqualified to qualified practitioner. The thesis is underpinned by a structural symbolic interactionist approach to human behaviour, in particular the work of Stryker on identity theory, where the importance attached to identity and role in ‘identity change processes’ (2008:21) is central to understanding the meanings attributed by work-based learners to their journeys into and through higher education. In order to understand the meanings attributed by work based learners to their experience, narrative inquiry is used as the overarching methodological orientation; narratives of work-based learners’ journeys into and through higher education were collected via focus groups (3) and semi structured interviews (35) and analysed using Braun and Clark’s method of thematic analysis (2006). The data in this thesis highlight how identity impacts upon the educational journey of work-based learners making visible the challenges and opportunities that higher education presents to this group of students. The data also reveal how multiplicity of identity for work-based learners contributes to the complexity of both becoming and being a student. The dual concepts of salience and transition are applied to provide ways of understanding ‘identity change processes’ that occur as work-based learners accommodate multiple roles and corresponding identities within educational, occupational and domestic domains. In the rapidly changing landscape of social work education and a resurgence of work-based learning, this thesis provides an exploration of work-based learning provision within universities based on student experience. The implications of the findings from this study are considered for a range of stakeholders in social work education.

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Kirk, Edith Cordelia. "Undergraduate social workers and professional development /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487322984316042.

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Wilson, George. "Developing social work education : theoretical uncertainties and practical challenges." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603565.

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The main aims of this critical analysis are to demonstrate that the submitted seventeen papers comprise a body of work that satisfies the requirements for the degree of PhD by Published Works. Focusing on papers that have been most significant in my learning trajectory, the submission evaluates the contribution of the published works to the advancement of social work education and the current educational reform process in the UK. Together with exploring uncertainties and challenges that present barriers to improving qualifying education, the critical analysis considers how obstacles to development might be overcome. In addressing the submission's main theme of developing social work education the critical analysis focuses on three sub-themes that have been recurring areas of interest in my work: • The value and utility of key educational paradigms including reflective practice and evidence-based practice both from a theoretical perspective and based on learners' operational experience of these concepts; • Student experience of qualifying level social work education and different stakeholder perspectives on the quality and effectiveness of provision: • The challenges and opportunities for promoting social justice, producing critically reflective practitioners and delivering a functional training agenda. The submission begins with a thematic overview of my published works. This is followed in Chapter two by an analysis of values and theoretical ideas that have informed my research and publications. Chapter three outlines the origins of particular papers and discusses the interrelationship between the collected works. Chapter four critically evaluates the methodological approaches used in research projects on which papers are based. Chapter five presents a critical appraisal of the significance and originality of the corpus and its contribution to scholarship. The submission concludes by reflecting on my learning and indicating possible directions for future research and theoretical development.

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Dedotsi, Sofia. "Social work education and anti-oppressive practice in Greece." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/social-work-education-and-antioppressive-practice-in-greece(a8704c39-c105-441e-b7e6-38f99a719989).html.

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Greece is seven years into a socio-economic crisis, where oppression has increased as a result of austerity measures driven by the political parties in governance and Troika. In a context of attacks on social care and social work, dominant social values of intolerance and violation of human rights, the pursuit of anti-oppressive practice is more crucial than ever. However, discussions and debates on social work and anti-oppressive practice have mostly taken place outside of the context of Greece. Reflecting on this gap, this doctoral research project asks: What is the role of social work education in influencing students' ability to manage value tensions in relation to anti-oppressive practice within the current context of social work education in Greece? It is the first such study of its kind in Greece. Using a qualitative case study methodology, the research was based in one of the four national Departments of Social Work (subsequently abolished). Semi-structured interviews were undertaken involving social work students in their first and final years of professional education (n=32) and academic staff/placement supervisors (n=10). Data analysis was informed by a ground theory approach. The study revealed social work education's failure in stimulating the development of an ethical and anti-oppressive self in students. The key determinants identified were: students' narrow understandings and individualistic approaches towards oppression; the unjust educational policies within which students are educated and educators work; an outdated curriculum with a clinical and technical approach; and lack of social action/connection with the community by the Department. Results are interpreted using the conceptual lens of Foucault (1977; 1980; 1982) and Freire (1970; 1993; 1994). A conceptual model is also presented, in order to understand and promote (anti-) oppressive practice at multiple levels: subjectivity, discipline and governmentality, as well as discourse, oppressive reality and dividing practices. The key implications of the study are for social work education to reflect and respond to current social needs by developing a radical and anti-oppressive curriculum; being involved in social action through social movements and professional associations; establishing a dialogical and reflexive learning process with the active participation of students and service users in designing and evaluating educational content and processes; and a constant deconstruction/reconstruction of the self for students, educators and practitioners.

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Cooner, Tarsem Singh. "Researching enquiry-based blended learning in social work education." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5316/.

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Enquiry-based blended learning (EBBL) research in social work education forms the basis of this submission. The core EBBL theme is defined, developed and analysed through four avenues of research, namely, scenario-planning, teaching and learning using EBBL, researching students’ experiences of EBBL and embedding EBBL practices in interdisciplinary higher education. One software publication is submitted illustrating how the author’s ability to work at the intersection of social work practice experience, learning design innovation and digital technology development has enabled him to present a unique perspective in this area of research. Two written and two software publications set the context for the scenario-planning themes that have influenced the EBBL research. Four themed written publications explore the development of teaching and learning approaches using EBBL, and lessons from students’ experiences of engaging with these EBBL designs. Two written publications explore the barriers and enablers to embedding EBBL practices in interdisciplinary higher education. Using enquiry, a mixture of face-to-face and online teaching methods, life-like learning scenarios and opportunities to engage in independent and group-based learning, the research illustrates that EBBL approaches can help educators to enable learners to meet and, where possible, exceed the requirements of pre-qualifying social work education.

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Chavez, Stacey Lynn. "Spirituality and coping with Master's of Social Work education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2420.

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This study explored how students utilized spirituality as an effective coping mechanism for the stress they faced while in the Master's of Social Work program at California State University, San Bernardino. A stress and spirituality scale was used to measure each student's spirituality and perceived stress. Most students stated that spirituality and religious activity was helpful in coping with the stress of the MSW program. In addition, spirituality was found to have a strong positive impact on a person's abilities to cope with the stress of the program.

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Lampkin, Ann. "Faculty use of technology in postsecondary education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/158.

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This study was designed to examine six questions concerning faculty use of technology in postsecondary education in relationship to faculty age, gender, academic rank, employment status, principal field of teaching, and type of institution where the faculty member is employed. The study used archival data from the National Study of Postsecondary Faculty (NSOPF:04) to describe and examine faculty use of technology in postsecondary education. The researcher analyzed archival data collected in 2004 by RTI. In 2004 34,330 eligible sample members were identified; 29,820 (87%) were contacted, and 26,110 (76%) completed the survey (NCES). The findings of this study indicated that further research is needed in the following three areas: 1) the examination of gender and faculty use of technology in postsecondary education. 2) the relationship between faculty employment status and faculty use of technology in postsecondary education, and 3) the type of institution (2- vs. 4-Year) in which faculty work and faculty use of technology in postsecondary education.

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Ball, Elizabeth. "Ageism in Social Work Education| A Factor in the Shortage of Geriatric Social Workers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751740.

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This study examined ageism in social work students, which potentially could influence their choice to work with older adults. A sample ( N = 122) of students from six California State Universities completed an online survey. The Relating to Older People Evaluation (ROPE) measuring positive and negative ageist attitudes and behaviors was the primary measure. Three questions from the Crowne Marlow Social Desirability scale were also included. Findings did not show conclusively that ageism is a factor among social work students. However, only a small percentage of the participants indicated that their current program specialization is older adults. Additionally, only a small percentage of graduate students reported wanting to work with seniors after graduation. This is similar to data published by the Council for Social Work Education and demonstrates that a workforce gap remains. Few competent geriatric social workers for the growing numbers of older adults are available.

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Phillips, Ronald Sydney. "Special education: The status of special education services in Indian band-operated schools in Manitoba." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187017.

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For many years Indian students requiring special education services were sent to provincial schools where services were provided. In 1985, the Department of Indian and Northern Affairs Canada (INAC) began providing funds to Indian band-operated schools for support of special education services. During the past nine years, parents, teachers, and administrators of band-operated schools have expressed concerned about the lack of and the quality of special education services in band-operated schools. There is an absence of information regarding the provision of special education services in band-operated schools in Manitoba. The purpose of this study is to describe the status of special education in these schools. The methodology of this study included surveys and in-depth interviews with principals of six band-operated schools in Manitoba. Two schools were randomly selected from each of three student enrollment categories (1200-750; 650-300; and 150-50). The major findings of this study confirm the concerns of parents, teachers, and administrators that the special education delivery system is not meeting the needs of disabled Indian students. Reasons for the lack of comprehensive services included: inefficient administrative structure; insufficient numbers of trained personnel; inconsistency of programs and services; absence of operating procedures; and lack of parent and community involvement. Eight activities are recommended for improving the quantity and quality of special education services to Canadian Indian children. First, planning committees need to be established at the band-operated school and tribal council level to develop cooperative plans for providing special education services to meet existing needs. Second, an Indian controlled special education organization should be developed consisting of band-operated schools, tribal councils, and a provincial agency. Such an organization can develop, support, and monitor special education activities. Third, the kinds and numbers of special education personnel must be increased. Fourth, there is a need to develop special education programs and services. Fifth, policies for efficient and effective operating procedures need to be written. Sixth, all students needing special education services should be identified and served. Seventh, parent and community involvement with band-operated schools must be encouraged. Eighth, additional research is needed in other Indian band-operated schools and reserves before these findings can be generalized.

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Watson, Joan E. R. "Social work management education in a changing context : a case study of an academic social work management course." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431778.

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Fung, Yin-king Helina. "Government training policy of social workers." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975823.

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Chatwin, Ann Louise. "Computer use in social work : the relationship of perceived organizational characteristics to perceptions of a management information system in a social work agency." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61724.

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Hughes, Mel. "Is social work education life changing? : a unitary appreciative inquiry into the impact of social work education on a person's beliefs, values and behaviour." Thesis, Bournemouth University, 2012. http://eprints.bournemouth.ac.uk/20623/.

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As a Doctorate in Professional Practice, this thesis documents my personal, professional and academic development, within the field of social work education. I reflect on the current context of social work education; underpinning educational theory, research approaches and my educational practice, to find methods which are congruent with my social work values. My learning is informed by the research component of this thesis. This was conducted as a unitary appreciative inquiry which recognises “human wholeness and uniqueness” (Cowling 2004a, p202). The inquiry explores the impact of social work education on five people within the context of their lives. The findings, presented as a unitary appreciative profile (Cowling 2004b), highlight changes to the participants themselves, their relationships with others and the way they view the world. Participants talked of “seeing oppression everywhere”, experiencing changes to their value base, developing different or broader perspectives, being more knowledgeable and recognising the influence of their upbringing, background and culture on the views and beliefs they held. They reflected on learning from a wide range of experiences outside of the classroom and the influence of these on their social work practice and their personal and professional development. As a researcher and a social work educator, the findings opened my eyes to the extent to which qualifying social work education could be life changing. It led me to consider how this impact could be acknowledged more explicitly within social work education and utilised to enhance the experience for students as well as for the outcomes of the profession. This has led to an increased emphasis, in my own practice, on fostering criticality, reflexivity, curiosity and resilience, to enable learners to respond to the ever changing nature of social work practice. These are explored in the practice development component of this thesis and through the development of a new model of pract

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Starnino, Vince. "Religion, spirituality, and social work education : taking the next step." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32830.

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Despite calls for increased attention to religion and spirituality in social work education and practice, the topic remains a neglected area. This small exploratory study seeks to examine barriers that cause religion and spirituality to continue to be on the periphery in social work education. Involved are six faculty members, teaching a range of social work courses. Insights into some of the controversial issues that arise in the classroom when religion and spirituality are discussed are offered. Findings suggest a lack of uniformity in teaching approaches, indicating that educators may be unclear about how to address the topic.

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Ikebuchi, Johnathan Haruo. "A critical exploration into professional socialization in social work education." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50744.

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A review of the literature on professional socialization in social work indicates that social work education produces inconsistent results in terms of assisting students to acquire values of the profession presented to them within their course of study, and in forming a professional social work identity. Values have been considered central to developing social work professionals. However, historic schisms and conflict within the profession surrounding its primary practice methods used to actualize its mission and goals, often characterized as a micro-macro practice debate, have led to divisions in the profession with respect to accepted identities and ambiguity about what social work values should be held in esteem. Social work values are prioritized differently and tend to cluster differently around various theoretical and practice methods. Thus, there is a range of value orientations presented to students by the profession. It is also argued that there is a field of internal and external influences on personal change and the socialization of students. Factors internal to students that they bring to their education, and factors external to students within the profession and in the teaching and practice environments where students learn make socialization challenging and problematic. Transformative adult learning theory, as conceptualized by Jack Mezirow, is presented as a theory to demonstrate the difficulty of transforming values in general, and a possible method to assist in socialization, if all messages from the profession surrounding values and identity were clear and unified. A review of the major reasons, motivations and personal histories that bring students to social work is undertaken. Social work education, specifically field education located within the context of a hostile neoliberal socio-economic and political climate and its effect on the socialization of students is critiqued. Non-conscious and unconscious psychological processes of students in learning and change have been overlooked within the study of professional socialization in social work. This omission is salient to this discussion. Suggestions for future research are discussed.
Health and Social Development, Faculty of (Okanagan)
Social Work, School of (Okanagan)
Graduate

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Whitman, Robert Leader. "Literacy, new capitalism, and new work orders: Case studies from school-to-work education." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.

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This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice that has recently been transformed by changes in capitalism while biotechnology is a completely new field that didn't exist forty years ago. Second, students in these school-to-work programs were pointed towards different class positions within their work settings; biotechnology students toward elite positions, and nurses toward a more traditional and less elite position. The dissertation examines how apprentice workers in these settings learn new practices of a changed capitalism through literacy and other discursive processes as they move back and forth between school and work settings. It also examines students as they learn other aspects of capitalism through the grammars of their respective fields. These include gendered work identities, highly prescriptive critical thinking processes that bear the footprints of a sociohistorical past, and new processes of thinking and acting that are characteristic of a new moment in capitalism.

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Lin, Yih-Sheue. "Small group work in a social justice classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7765.

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Kilgore-Bowling, Genesia. "THE IMPACT OF ATTITUDES AND BELIEFS ABOUT FAT ON SOCIAL WORK EDUCATION IN APPALACHIA: AN EXPLORATORY STUDY." UKnowledge, 2017. https://uknowledge.uky.edu/csw_etds/19.

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Anti-fat bias and the resulting discriminatory behavior is widely documented and impacts almost every aspect of an obese person’s life, including healthcare/insurance, education, employment, interpersonal relationships, and protection under the law. This has serious psychological, social, physical health, and economic consequences for the obese person. The non-social work related literature provides an abundance of evidence that when obese people seek assistance from a helping professional, they are met with the same anti-fat bias and discrimination present in other areas of their lives. Recognizing that anti-fat bias can lead to negative practice behaviors with obese patients and clients, many professional education programs have implemented curriculum modules and trainings focused on bias reduction. Unfortunately, there is little evidence regarding the existence of anti-fat bias among social work professionals and no evidence regarding whether social work education is including obesity and related issues in its curriculum. Utilizing the Anti-fat Attitudes Test (AFAT), the Universal Measure of Bias-FAT (UMB-FAT), and researcher created inventories, this study surveyed 129 social work educators in Appalachia to explore whether they have an anti-fat bias, if they include issues related to fat in their courses, and if so, is curriculum inclusion adhering to the dominant biomedical discourse or taking a social justice oriented approach. Findings suggest that social work educators in Appalachia hold mostly positive attitudes toward fat individuals and when negative attitudes are present they are related to physical attractiveness and romantic attraction. The data also suggest that social work educators from the southern region of Appalachia hold more anti-fat bias than educators from other regions. The study indicates that social work educators feel that obesity and related issues are worthy of attention from the profession, but they are less convinced that they should be addressing the topic(s) in the courses they teach. Social work educators who do include obesity in their courses tend to focus on exposing students to foundational social justice knowledge and how to recognize oppression and discrimination but they do not prepare them to provide services for and advocate for obese clients. Regional differences in curriculum topics are discussed. Results from the study have important implications for professional social work education. Limitations of the study and areas for further research are considered.

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Clark, Karin. "The social worker as facilitator in inclusive education." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/376.

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Wong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.

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Davis, Carol Louise. "Social work education as preparation for working with individuals with disabilities." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1924.

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The purpose of this study is to explore the question of whether or not graduate schools in social work have adequately prepared social workers to deal with the changing needs of individuals with disabilities.

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Wong, Christine W. "An integrated education and supportive services program| A grant writing project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603099.

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The purpose of this project was to develop a program, identify potential funding sources, and write a grant to fund an integrated education and supportive services program for Cambodian adults utilizing services from the United Cambodian Community (UCC) in Long Beach, California. The comprehensive literature review demonstrated the primary risk factors were low education attainment, language barriers, and trauma-related stressors. Because of these risk factors, Cambodians individuals have economic struggles, are unable to find skilled employment, and lack resources. The goal of this program is to obtain economic security and reduce poverty rates by offering culturally specific supportive services, education classes, mental health services, and job development opportunities for Cambodian adults. The grant writer selected the Weingart Foundation as the potential funding source for this program. Actual submission and/or funding of the grant was not a requirement for completion of this project. Implications for social work practice are discussed.

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Williams, Rochelle Christa. "The utilisation of group supervision in practice education of undergraduate social work students." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53185.

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Thesis (MSocialWork)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This research investigates the utilisation of group supervision in the practice education with undergraduate social work students. Supervision is an component in practice education, as it is the process whereby students are guided and prepared for beginner practice in social work. The practice educator is responsible to plan and organise the students' work, provide leadership in the group supervision sessions and evaluate the work performance of students as set out in the practice education programme. The practice educators grant students the opportunity to learn to integrate theory and practice in social work. The learning needs of the students are assessed and compiled within an educational assessment. These learning needs become the points for discussion for the content of the educational programme. The educational programme is presented in the supervision sessions. Literature strongly supports the utilisation of group supervision in addition to individual supervision. It is necessary that the practice educator determine the individual learning needs of the group of students. The mutual learning needs of the students are addressed within the group supervision sessions, once the learning needs of the group are determined. Group supervision is not utilised in isolation as the practice educator may have to consolidate the knowledge, skills and attitudes of students gained in the individual supervision sessions. The empirical study involved the use of qualitative and quantitative methods in order to explore the theoretical part of the research. The sample consisted of sixteen practice educators (N=16) who are presently supervising undergraduate students at the Department of Social Work at the University of Stellenbosch. This section can be divided into four sections: the nature of the training of practice educators, the knowledge, skills and attitudes of practice educators with regard to the supervision functions of group supervision, the process in group supervision and the general experiences of practice educators when utilising group supervision in practice education. The findings and responsesof the practice educators were analysed and compared with the findings from previous research undertaken by various authors. The study found that although practice educators have a minimum of training in group supervision, they have positive experiences of group supervision. The important aspects of group supervision: the planning phase, the beginning phase and the ending phase in the processof group supervision are dutifully practiced by practice educators. The utilisation of group supervision links effectively with the education system of outcomes based learning and teaching which has been adopted by the Department of Education in Higher Education. The findings of this study can be utilised to apply group supervision to a greater extent in the practice education with undergraduate social work students.
AFRIKAANSE OPSOMMING: Die navorsingstudie ondersoek die gebruik van groepsupervisie in die praktykonderrig van voorgraadse studente in Maatskaplike Werk. Supervisie is 'n komponent van praktykonderrig waarlangs die studente deur die praktykopleier gelei word tot beginnerspraktyk. Die praktykopleier is verantwoordelik vir die beplanning en organisering van studente se werk; moet die leierskap voorsien in die groepsupervisie sessies en moet ook die studente se werkverrigting evalueer soos saamgestel in die onderrigprogram. Die praktykopleier stel studente instaat om teorie en praktyk in Maatskaplike Werk te integreer. Die leerbehoeftes van die studente word gesamentlik bepaal deur die studente en die praktykopleier en word binne die onderrigevaluering uiteengesit. Die leerbehoeftes van die studente is die punte vir bespreking van die onderrigprogram. Die onderrigprogram word aangebied in die supervisiesessies. Literatuur ondersteun die gebruik van groepsupervisie gesamentlik met individuele supervisie. Die praktykopleier bepaal die individuele leerbehoeftes van die studente in individuele supervisie. Die ooreenstemmende leerbehoeftes van die studente word in die groepsupervisie sessies aangespreek, nadat die leerbehoeftes van die groep vasgestel is. Groepsupervisie word nie in isolasie aangebied nie, aangesien die praktykopleier die leemtes ten opsigte van kennis, vaardighede en houdings in die individuele supervisie sessies assesseer. Die leerbehoeftes word in die groepsupervisie sessies aangespreek. Die teoretiese doel van die navorsingsverslag word uitgebrei in die empiriese ondersoek deur middel van die voltooiing van 'n vraelys. Die steekproef het bestaan uit praktykopleiers (N=16) wat tydens 2001 voorgraadse studente van die Departement Maatskaplike Werk van die Universiteit van Stellenbosch geakkommodeer het vir praktykonderrig. Die empiriese studie word in vier afdelings bespreek: die aard van opleiding in groepsupervisie van praktykopleiers: die kennis, vaardighede en houding van praktykopleiers met betrekking tot die supervisiefunksies van groepsupervisie; die uitvoering van die proses in groepsupervisie en die algemene ervaringe van praktykopleiers wanneer hulle groepsupervisie in praktykonderrig toepas. Die bevindinge en response van die praktykopleiers is geanaliseer en vergelyk met die bevindinge van vorige studies wat deur verskeie outeurs onderneem is. Die studie het bevind dat praktykopleiers groepsupervisie positief ervaar, ten spyte van 'n minimum opleiding in groepsupervisie. Die belangrike aspekte van die beplannings-, begin- en die eindfases in groepsupervisie, word baie deeglik deur die praktykopleiers aangewend in groepsupervisie. Die benutting van groepsupervisie in die praktykonderrig van voorgraadse studente ondersteun die onderrigsisteem van Uitkomsgebaseerde onderrig en leer wat deur die Departement van Onderwys in Hoër Onderwys aanvaar is. Die bevindinge van die studie kan gebruik word om groepsupervisie meer effektief in die praktykonderrig van voorgraadse studente in Maatskaplike Werk te benut.

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Thomas, Margaret Irene. "A study of education and training for social work with particular reference to the careers of Certificate in Social Service and Certificate of Qualification in Social Work trainees." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385985.

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Vandergrift, Kerry Fay. "The Social Work Perspective on English Language Learners Entering Special Education." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2720.

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Grounded theory was used to examine the social work perspective on English language learners (ELLs) entering special education. Fourteen interviews were conducted with 11 current school social workers from seven counties and cities in Virginia. The resulting theory is that the core variable, supporting ELLs, is the best attempt to resolve the main concern, the disconnect between the needs of ELLs and the resources available to them. This grounded theory suggests social workers and other school personnel can support ELLs and avoid an inappropriate referral to special education through: (1) culturally and linguistically appropriate assessment outside of the special education process, with particular attention to needs related to trauma and language acquisition; and (2) connection to available culturally and linguistically appropriate resources to meet the identified needs. Key findings are organized into eight dimensions: the school setting; the policy context; the needs of ELLs, engaging families of ELLs; community connections; the professional setting; the special education process; and the profession of social work. Implications include recommendations for policy change, changes to school social work practice, and changes in social work education. Further research includes testing the theory by examining the relationships between assessment, need, resource availability, and disproportional representation, as well as related areas of research such as the differences between high-ELL and low-ELL school divisions.

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McAliney, Peter J. "How undergraduate students use social media technologies to support group project work." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599884.

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Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work.

Given the emergence of social media technologies, I examined how these new technologies supported or interfered with group development processes underlying the development of team skills as students completed a group project. Using case studies, I examined 11 undergraduate students in an upper level blended class at a public university in the southeastern United States. Data were collected through a variety of sources including focus groups, individual interviews, reflection logs, and other group support tools provide by the instructor to see how students were using social media technologies to support their group project work. Data analysis resulted in six themes: 1) social media technology choices used to support group project work depended on individual team members' prior use and attitudes about technology; 2) social media technology is most useful for the "people" aspects of team projects; 3) certain technologies are more useful at different stages of the project; 4) lack of an explicit social media technology "contract" within a group leads to some unintended, negative consequences; 5) the immediacy associated with social media technology can blur the lines among specific team roles, ownership of tasks, and overall integrated project planning perspective; 6) social media technologies are used to produce a cooperative, not collaborative, deliverable.

For students to continue to make the best use of evolving technology, institutions may want to provide resources such as workshops and self-paced tutorials to students and instructors on how to use social media technologies to support learning outside the classroom. Instructors can enhance students' connections with their coursework by using social media technologies themselves and for class assignments. Researchers can extend this study by studying other student populations, such as adult learners and international students, as well as studying how social media is used in a variety of course delivery modalities, such as traditional classroom-based environments and distance learning.

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Herrera, Cynthia Lopez. "Sex education workshops for Latino/a parents of adolescents| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523300.

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The purpose of the grant was to fund sex education workshops for the parents and or caregivers of adolescents who qualify for services at INMED Partnership for Children in Compton, California. The aim of the workshops was to educate Latino parents about basic sex education and go into detail about SID and pregnancy prevention. illtimately, the goal was to create a resource within the home to serve as the first buffer against Latino/a adolescent pregnancy and SIDs. The host agency, INMED Partnership for Children, was found through a search utilizing 2ll.org. The California Wellness Foundation was selected as the funder for this project. Actual submission and/or funding of this grant was not a requirement for the successful completion of this project.

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Scott-Bowles, Leslie. "Empowering African-American males in special education to succeed: an exploratory study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/2037.

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This study explored the use of culture-based empowerment curricula in empowering a group of African-American male special education students to succeed. The Generalized Expectancy to Succeed Scale was used to measure the generalized expectancy to succeed among 8 severely emotionally disturbed adolescent males. The program outcomes assessed included increases and decreases in expectancy to succeed and that the culture-based curriculum did not have an impact on their expectancy to succeed. Social work implications related to empowering African-American males are addressed.

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Middleton-Hinton, Aldison. "Understanding Barriers African American Teenage Mothers face in Pursuit of Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4536.

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Researchers have found that social workers have difficulty identifying their roles in responding to the barriers African American teenage mothers face in pursuit of higher education. This action research project explored the roles social workers play in responding to the barriers African American teenage mothers face in pursuit of a college education and how social workers responded. The ecological systems theory was used to help understand this phenomenon. An action research methodology was used to collect data from 6 licensed social workers who worked with African American teenage mothers. Three focus groups were facilitated to explore the social work practice problem. The data were collected, transcribed and coded using an open coding and thematic analysis process. Findings revealed 5 overarching themes: 1) emotions; 2) barriers; 3) support systems; 4) success factors; and 5) social work practice approaches and implications. Findings indicated that these social workers responded to the barriers African American teenage mothers face by exploring teenage mothers' emotions as well as their own emotions, by using appropriate social work practice approaches, and exploring the factors that contribute to teenage mothers' success. Participants also responded by acknowledging teenage mothers' support systems and by addressing the actual barriers while in the roles of case manager, educator, broker, and advocate. These findings affect positive social change across all systems of society by guiding social workers to find and implement feasible and sustainable psychosocial interventions to address identified barriers. Eliminating these barriers provides higher educational opportunities for African-American teenage mothers.

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Brannon, Theresa Rebecca. "The relationship between caseworker education and client outcomes." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3368.

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The purpose of this study was to measure whether or not a child welfare worker's education has an effect on their client's outcomes. It compares master's degree in social work caseworkers' rates of family reunification and the length of time children on their caseload spend in foster care to those of child welfare workers who do not have an MSW. This study sought to address this gap in the current literature by analyzing available case data from a public child welfare agency in a Southern California county.

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Mudzakir, Ro'fah. "Grateful voices and greater expectations: parents' perspective on inclusive education in Indonesia." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104529.

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This study deals with the perspective of Indonesian parents of children with disabilities concerning the inclusion of their children in mainstream schools. It explores the extent to which these parents believe in inclusion and what they identify as challenges and opportunities in the current inclusion of their children. Employing a case study approach, the main data for this qualitative study was collected through interview with seven parents of elementary school children with various disabilities in two cities in Indonesia, namely Jakarta and Yogyakarta.From their personal narratives, we learn that despite cultural differences, parents in Indonesia shared common opinions—with regard to various aspects of inclusion—with parents who lived in other parts of the world shown by previous studies. They, for instance, believed that the practices of inclusion cast positive impacts upon children's social and academic development. Parents also believe that inclusion is a better way to prepare children for the “real” world. However, cultural differences yielded different perspectives. Unlike previous studies, the Indonesian parents put greater emphasis on academic achievement instead of social ones. Parents in Indonesia also demonstrate distinct ways in facilitating and supporting their children inclusion. These subjective perspectives of parents can perhaps be interpreted as a cultural production of inclusion.
Cette étude porte sur le point de vue des parents indonésiens d'enfants présentant un handicap au sujet de l'inclusion de leurs enfants dans des écoles ordinaires. Particulièrement, elle explore dans quelle mesure ces parents croient en ce concept et ce qu'ils identifient comme des défis et des opportunités dans l'inclusion actuelle de leurs enfants. Utilisant une approche de type étude de cas, les principales données de cette étude qualitative ont été recueillies par des entrevues dans des écoles primaires. Sept parents d' élèves ayant divers handicapés provenant de deux villes indonésiennes (e.g. Jakarta et Yogyakarta) ont participé.Nous apprenons dans leurs récits personnels que les parents en Indonésie partagent des opinions communes en ce qui concerne divers aspects de l'inclusion avec des parents provenant d'autres parties du monde, tel que montré dans des études précédentes. Par exemple, ils croient que les pratiques de l'inclusion produisent des effets positifs sur le développement social et scolaire de leurs enfants. Les parents estiment également que l'inclusion est de meilleure façon de préparer leurs enfants pour le monde «réel». Toutefois, certaines différences culturelles ont donné des perspectives dissemblables. Contrairement aux études antérieures, les parents indonésiens mettent davantage l'accent sur la réussite scolaire plutôt que sur la réussite sociale. Les participants ont aussi démontré une façon distincte pour faciliter et soutenir l'inclusion de leurs enfants. Les perspectives subjectives des parents peuvent être interprétées comme une production culturelle de l'inclusion.

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Dissertations / Theses on the topic 'Social work education Hungary'

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