Rozprawy doktorskie na temat „Inclusion”

This thesis seeks to contribute to knowledge within the area of inclusion; nevertheless it has focused on the inclusivity towards the area of development and the area of innovation. Undoubtedly, even inside these areas, the range of research possibilities is very wide; therefore, it has been decided to focus the thesis on inclusive innovation and inclusive development. Inclusive innovation is developed within a theoretical framework analysis that examines the definition of inclusive innovation as such. Systematic review methodology has been used to identify relevant literature for subsequent theoretical analysis. Within this analysis we have evaluated four categories of study: central elements, typology of studies, geographic coverage, and finally, the conclusion threads within the literature. It has also been identified which authors refer to inclusive innovation as homonymous with other similar currents or concepts. Once the systematic review in the four categories of research has been concluded, certain actions have been suggested in relation to the subsequent work for researchers within this field, since it has been explained the definition still requires some consolidation to establish its patterns of action and work in a medium term. On the other hand, inclusive development is taking center stage in international organizations. In this case, the inclusive development analysis has been based on a real ex-post case study with which I worked in India. This empirical analysis focuses on an evaluation of one of the projects that a nongovernmental organization conducts to evaluate an additional subsistence option for one of the most underprivileged groups in India and the world. The evaluation of the project, whose objective is greater inclusive development for this type of population, was carried out in different ways: the project as such, its economic and social impact, and the demographic reality of the population was also analyzed. Firstly, for the evaluation of the project as such were used: a comparative yield, an analysis of the production process was executed, and the creation of profit/loss scenarios identifying improvements that the organization can implement in different areas. For the economic evaluation, the economic impact per household was estimated in both parts of the process: collection and production process, segmentation by Panchayat involved in the production process was also achieved. In addition, the scope of the impact on the social part involved working with women who are part of the self-help groups in the populations involved with the collection, thus worked with the focus group methodology of discussions, due to them, the perceptions of women in relation to the project, to their lives, and the improvements within were identified. Meetings were also complemented with the husbands to identify the level of support they provide their women with the project. Additionally, it has been possible to create a demographic base in three demographic indicators: age and marital status; fertility rate, and literacy rate. These results were contrasted with a relevant literary reference to confirm what progress could have been made. The evaluation of inclusive development as such is quite broad and constitutes an exemplification for researchers desiring to work in situ with similar populations in this field. The thesis aims to be able to deepen the inclusion contributing to it from both fields: theoretical and empirical, thus articulating different tools and methodologies that are applied to be able to contribute to the knowledge of this area.
La presente tesis busca aportar al conocimiento dentro del área de inclusión; no obstante se ha enfocado en la inclusividad hacia el área de desarrollo y el área de innovación. Indudablemente, incluso dentro de esas áreas, el abanico de posibilidades de investigación es muy amplio; por ello se ha decidido centrar la tesis en la innovación inclusiva y en el desarrollo inclusivo. La innovación inclusiva es desarrollada dentro de un análisis de marco teórico que examina la definición de innovación inclusiva como tal. Se ha utilizado la metodología de revisión sistemática para identificar la literatura pertinente para el análisis teórico posterior. Dentro de este análisis se han evaluado cuatro categorías de estudio: elementos centrales, tipología de estudios, cobertura geográfica, y finalmente, los hilos de conclusión dentro de la literatura. Asimismo, se ha identificado qué autores se refieren a la innovación inclusiva como homónima con otras corrientes o conceptos similares. Una vez concluida la revisión sistemática en las cuatro categorías de investigación planteadas se ha sugerido ciertas acciones en relación al trabajo posterior para los investigadores dentro de este campo, ya que se ha explicado todavía la definición requiere cierta consolidación para establecer sus pautas de acción y trabajo en un mediano plazo. Por otro lado, el desarrollo inclusivo viene tomando protagonismo en los organismos internacionales. En este caso, el análisis del desarrollo inclusivo se ha basado en un caso de estudio real ex post con el que trabajé en India. Éste análisis de tipo empírico, se centra en una evaluación de uno de los proyectos que una organización no gubernamental lleva a cabo para evaluar una opción adicional de subsistencia para uno de los grupos más desprivilegiados de India y el mundo. La evaluación del proyecto, cuyo objetivo es mayor desarrollo inclusivo para este tipo de poblaciones, se realizó en diferentes índoles: del proyecto como tal, su impacto económico y social, y la realidad demográfica de la población también fue analizada. Primeramente, para la valoración del proyecto como tal se utilizaron: rendimientos comparativos, se ejecutó un análisis del proceso de producción, y la creación de escenarios de ganancias/pérdidas identificando así mejoras que la organización puede implementar en diferentes áreas. Para la evaluación económica se estimó el impacto económico por hogar en ambas partes del proceso: acopio y proceso productivo, también se llegó a realizar una segmentación por Panchayat involucrado en el proceso productivo. Complementariamente, el ámbito del impacto en la parte social implicó un trabajo con las mujeres que forman parte de los grupos de auto-ayuda en las poblaciones involucradas con el acopio, así se trabajó con la metodología de grupo focal de discusiones, gracias a éstos se lograron identificar las percepciones de las mujeres en relación al proyecto, a sus vidas, y a los avances dentro las mismas. Se complementaron las reuniones también con los esposos para identificar el nivel de apoyo que brindan a sus mujeres con el proyecto. Adicionalmente, se ha logrado crear una base demográfica en tres indicadores demográficos: edad y estado civil; tasa de fertilidad, y la tasa de alfabetización. Dichos resultados fueron contrastados con una referencia literaria relevante para confirmar qué avances pudieron existir. La evaluación de desarrollo inclusivo como tal es bastante amplia y se constituye en una ejemplificación para investigadores que deseen trabajar in situ con poblaciones similares en este campo. La tesis tiene como objetivo poder profundizar en la inclusión aportando a ella desde ambos ámbitos: teórico y empírico, articulando así diferentes herramientas y metodologías que se aplican para poder aportar al conocimiento de esta área.
La present tesi busca aportar al coneixement dins de l'àrea d'inclusió; no obstant s'ha enfocat en la inclusivitat cap a l'àrea de desenvolupament i l'àrea d'innovació. Indubtablement, fins i tot dins d'aquestes àrees, les possibilitats d'investigació són molt àmplies; per això s'ha decidit centrar la tesi en la innovació inclusiva i en el desenvolupament inclusiu. La innovació inclusiva és desenvolupada dins d'una anàlisi de marc teòric que examina la definició d'innovació inclusiva com a tal. S'ha utilitzat la metodologia de revisió sistemàtica per identificar la literatura pertinent per l'anàlisi teòrica posterior. Dins d'aquesta anàlisi s'han avaluat quatre categories d'estudi: elements centrals, tipologia d'estudis, cobertura geogràfica, i finalment, els fils de conclusió dins la literatura. Així mateix, s'ha identificat quins autors es refereixen a la innovació inclusiva com homònima amb altres corrents o conceptes similars. Un cop conclosa la revisió sistemàtica en les quatre categories d'investigació plantejades s'ha suggerit certes accions en relació al treball posterior per als investigadors dins d'aquest cam. La definició requereix certa consolidació per establir les seves pautes d'acció i treball en un mitjà termini. D'altra banda, el desenvolupament inclusiu ve prenent protagonisme en els organismes internacionals. En aquest cas, l'anàlisi del desenvolupament inclusiu s'ha basat en un cas d'estudi real ex post amb el que vaig treballar a l'Índia. Aquest anàlisi de tipus empíric, se centra en una avaluació d'un dels projectes que una organització no governamental porta a terme per avaluar una opció addicional de subsistència per a un dels grups més marginats de l'Índia i el món. L'avaluació del projecte, amb l'objectiu del major desenvolupament inclusiu per a aquest tipus de poblacions, es va realitzar en diferents índoles: del projecte com a tal, el seu impacte econòmic i social, i la realitat demogràfica de la població. Primerament, per a la valoració del projecte com a tal es van utilitzar: rendiments comparatius, una anàlisi del procés de producció, i la creació d'escenaris de beneficis/ pèrdues identificant així millores que l'organització pot implementar en diferents àrees. Per a l'avaluació econòmica es va estimar l'impacte econòmic per llar en ambdues parts del procés: recol¿lecció i procés productiu. També es va arribar a realitzar una segmentació per Panchayat involucrat en el procés productiu. Complementàriament, l'àmbit de l'impacte en la part social va implicar un treball amb les dones que formen part dels grups d'autoajuda a les poblacions involucrades amb la recol¿lecció. Així es va treballar amb la metodologia de grups focal de discussió. Gràcies a aquests es van aconseguir identificar les percepcions de les dones en relació al projecte, a les seues vides, i als avenços dins les mateixes. Es van complementar les reunions també amb els homes per identificar el nivell de suport que brinden a les seues dones amb el projecte. Addicionalment, s'ha aconseguit crear una base demogràfica en tres indicadors demogràfics: edat i estat civil; taxa de fertilitat, i la taxa d'alfabetització. Aquests resultats van ser contrastats amb referències rellevants per confirmar quins avenços van poder existir. L'avaluació de desenvolupament inclusiu com a tal és prou àmplia i es converteix en una exemplificació per a investigadors que vulguin treballar in situ amb poblacions similars en aquest camp. La tesi té com a objectiu poder aprofundir en la inclusió aportant-hi des d'ambdós àmbits: teòric i empíric, articulant així diferents eines i metodologies que s'apliquen per poder aportar al coneixement d'aquesta àrea.
Carrasco Rocha, PL. (2017). Towards inclusivity through a theoretical and empirical approach Inclusive innovation framework and an Adiviasis' case of study [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90500
TESIS

A inclusão das pessoas com deficiência na sociedade está em curso. São reconhecidos Direitos que vão neste sentido. A melhoria da qualidade de vida é um objetivo anunciado para todos. Contudo, a maioria das políticas públicas portuguesas não segue o paradigma da inclusão e o mundo atual não parece ser o quadro ideal para o seu prosseguimento. Neste contexto, a sociedade inclusiva pode aparecer como utópica perante as representações sociais que recaem sobre as pessoas com deficiência, ou como o espelho de uma evolução social baseada na aceitação das diferenças. Portanto, a partir dos conceitos de “inclusão” e de “deficiência”, procuramos os contributos para a construção da "sociedade inclusiva" e propomos conhecer a renovação do associativismo dos pais de pessoas com deficiência em torno da inclusão. Esta pesquisa qualitativa, na base da análise documental de questionários e de entrevistas, mostra que de algum modo, pela diversidade de ações e de pessoas, por alguns dos resultados, a Associação “Pais em Rede”, em parceria e em rede, é um fator de força para a sociedade inclusiva; Contributions to the building of an inclusive society: utopia or evolution? The work of the Association "Pais em Rede" Abstract: The inclusion of people with disabilities in society is underway. There are recognized rights going in this direction. Improving the quality of life is an announced goal to everyone. However, most of the Portuguese public policies do not follow the paradigm of inclusion and the current world does not seem to be the ideal framework for its pursuance. In this context, the inclusive society can appear as utopian in the face of the social representations that fall upon the people with disabilities, or as the mirror of a societal evolution based on the acceptance of differences. Consequently, we search for contributions towards the development of the "inclusive society", starting from the concepts of "inclusion" and "disability", and we propose to get to know the renewal of the associativism of the parents of people with disabilities around the issue of inclusion. This qualitative research, based on documental analysis of surveys and interviews, shows that, in some way, through the diversity of actions and people, through some of its results, the association "Pais em Rede", in partnership and in network, is a factor of strength for the inclusive society.

This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the various discourses from which `inclusion' and `inclusive schooling' might be understood to emerge. It is sited within Western philosophical streams concerned with language and meaning, discourse and narrative, texts and textuality. It emerges from a qualitative research paradigm and is deeply influenced by the earlier works of Michel Foucault (1969, 1970, 1972, 1991). Through these works Foucault develops `genealogy' as a form of historical analysis. This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. The genealogy admits the historical, social, theoretical and political contexts which frame research, inquiry and interpretation within the social sciences. The inquiry emerges from an epistemology of tentativeness and uncertainty. It accepts that knowledge is contextual, contingent and indeterminate. It addresses the associated `crisis of representation' (Denzin & Lincoln 1994, 1998) related to what might constitute an adequate description of the sets of social relations and spaces named `inclusive schooling' through interpretative processes of opening questions and sets of questions.This genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.

This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the various discourses from which `inclusion' and `inclusive schooling' might be understood to emerge. It is sited within Western philosophical streams concerned with language and meaning, discourse and narrative, texts and textuality. It emerges from a qualitative research paradigm and is deeply influenced by the earlier works of Michel Foucault (1969, 1970, 1972, 1991). Through these works Foucault develops `genealogy' as a form of historical analysis. This thesis engages genealogy as a form for critical interpretative inquiry into schooling practices named `inclusive' of students with (dis)abilities. The genealogy admits the historical, social, theoretical and political contexts which frame research, inquiry and interpretation within the social sciences. The inquiry emerges from an epistemology of tentativeness and uncertainty. It accepts that knowledge is contextual, contingent and indeterminate. It addresses the associated `crisis of representation' (Denzin & Lincoln 1994, 1998) related to what might constitute an adequate description of the sets of social relations and spaces named `inclusive schooling' through interpretative processes of opening questions and sets of questions.
This genealogy develops understandings of `inclusion' and `inclusive schooling' through unfolding sequences of questions as 'thought-lines' that are strategies for this interpretative inquiry. Three thought-lines are woven from the questions which both propel, and emerge from, the processes of this critical interpretative inquiry: The 'self-other' thought-line; The 'included-excluded' thought-line; The 'particular-general' thought-line. Thought-lines transgress the borders of form and content in this inquiry. They are enmeshed to become the fabric of the genealogy. The thesis is in three sections, the first, Shaping a Genealogy, offers a theoretical and methodological perspective. The second, Squinting and Connecting, is in the form of a suite of interpretations, and the last, Developing Understanding, offers a range of ways in which inclusion and inclusive schooling might be understood. The thesis culminates in a set of new questions that represent a range of understandings of inclusion and inclusive schooling.

Made available in DSpace on 2014-07-29T16:25:10Z (GMT). No. of bitstreams: 1 dissertacao viviane c drgomirecki.pdf: 678119 bytes, checksum: 433c7c6915e6bc52564ed694f5976d64 (MD5) Previous issue date: 2010-09-27
This study proposed to deal with themes as inclusion, musical education, and de hole of music in inclusive education. Its is a qualitative study that analyses documental data resulted from the Art Inclusion Project, of the Center for Professional Education at the Arts Basileu França ( CEPABF) , that develops programs of music experiences and aims to promote inclusion as a alternative in education. Its objectives were to verify possible learning of subjects with special needs through the practice of arts, understood that inclusion is innovative; music being used to integrate with other arts, in an environment of extra-class learning period. The investigation methodology used for this work consisted of a detailed analyzes of organized data (corpus), from February to December 2008, provided by the CEPABF. The data was organized based on the (06) criteria from Bauer (2003), to guarantee a good practice for a qualitative research: 1 - the triangulation and reflexibility of perspectives; 2 the transparent documentation of the procedures; 3 the details of the construction of the corpus; 4 a detailed description of the results; 5 the evidence of the personal surprise; and 6 the communicative validation. Participated in the project professional as teachers, psychologists, music therapists; specialist in LIBRAS, specialists in music and circus arts. The data consisted of protocols written by the researchers involved in the program. The final conclusion is that the CEPABF proposal is a reference of music practice to promote inclusion being that it promotes learning. Its condition that guarantee differentiated care to subjects with specific disabilities by a specialized equip, combining different areas, promotes a motivated participation of subjects and creates concrete conditions for the empowering of children and youth. Brazil needs experiences as this one analyzed in this research work. The music schools, in accordance with the research centers as CEPABF can prepare new professionals to deal with the following challenge: - to motivate children with special needs through music; to motivate them so they can feel they are alive, integrated, participative and citizens.
Este estudo teve como proposta abordar alguns temas como a inclusão, a educação musical e o papel da música na educação inclusiva. É um estudo qualitativo que analisa dados documentais resultantes do Projeto Arte Inclusão, do Centro de Educação Profissional em Artes Basileu França (CEPABF), no qual prevê programas de vivência musical e se propõe promover a inclusão como alternativa em educação. O objetivo geral desse estudo foi verificar as possíveis aprendizagens de sujeitos com necessidades especiais, através da prática de Arte, proporcionadas pelo entendimento da inclusão, como inovação; utilizada a integração da música com outras artes, num ambiente de ensino contraturno. A metodologia utilizada para a realização deste trabalho constou da análise de dados que consistiram de um estudo detalhado do Corpus de documentos já coletados do Projeto de Pesquisa Arte e Inclusão do CEPABF, no período de fevereiro a dezembro de 2008, disponibilizados pela entidade. Os dados tiveram como base os (06) seis critérios que, segundo Bauer (2003), garantem a boa prática para a pesquisa qualitativa: 1 a triangulação e a reflexividade de perspectivas; 2 a documentação transparente de procedimentos; 3 os detalhes da construção do Corpus; 4 a descrição detalhada dos resultados; 5 a evidência da surpresa pessoal; e 6 a validação comunicativa. Este projeto contou com a participação de profissionais como pedagogos, psicólogo e musicoterapeuta, intérprete de LIBRAS e com especialistas em Música e Arte Circense. Os dados resultaram de protocolos redigidos pelos pesquisadores envolvidos na equipe da escola. Chegou-se à conclusão final de que a proposta do CEPABF pode servir de referência para a prática da música para promover a inclusão, pois promove a aprendizagem. As condições de atendimento diferenciado aos sujeitos com dificuldades específicas, por equipe especializada, combinando diferentes áreas, garantem a participação motivada dos sujeitos e cria condições concretas para o exercício da cidadania para crianças e jovens. O Brasil precisa de experiências como esta analisada neste trabalho. As escolas de música, em sintonia com centros de pesquisa, podem preparar novos profissionais para enfrentarem este desafio: - o de motivar, através da música, os sujeitos com deficiência; o de motiválos para que se sintam vivos, integrados, participantes e cidadãos.

This thesis aims to explore the theme of teachers’ inclusive attitudes, offering a new theoretical and methodological approach of investigation. Concentrating on teachers’ understanding of inclusion, this study examines the complexity of relations between values and practice highlithing some critical aspects related to the transition of inclusive attitudes into inclusive practice. Moreover, the attention focuses also on the role of teacher education in developing and promoting inclusive attitudes, in order to understand and idenitify possible implementation for intial teacher education and ongoing training. Framing the interpretation of inclusion and inclusive education adopted in this work, particularly related to the development of those concepts at a local and international level, this work takes critically into account the Italian background, where the policy of integrazione scolastica has been established for almost forty years, but where there still are situation of intra-exclusion. The theoretical framework, embracing the idea of inclusion and inclusive education in their wider meaning, proposes an original rationale for studying inclusive attitudes with a qualitative approach, formulating a model configuration that supports the empirical investigation. Methodologically, the study is carried on with the creation of an art-mediated tool through which twenty six interviews to teachers in service, (K13) attending a specialisation course on qualified support teaching, have been conducted. Data analysis, software aided, is based on a multi phase content coding and a network/table representation, using a top-down/bottom-up approach. Outcomes are then further interpreted and discussed integrating excerpts form teachers’ interviews. Outcomes show that teachers demonstrate inclusive attitudes despite these are then hardly put into practice chiefly due to systemic factors, such as a lack of general teacher preparation on inclusion-related topics and so on. The complexity of relations between values and practice implicates that more efforts and changes need to be taken in order to positively transferr inclusive values into action. In fact, teachers’ inclusive attitudes seem to find barriers in the everyday school practice. Given the results of this study, it is possible to argue that the process from integrazione scolastica to inclusion needs to be further investigated within the Italian background, adopting a critical approach and possibly through cross-cultural research with other countries that are experiencing a passage towards a more inclusive education.
Questa tesi si propone di approfondire il tema degli atteggiamenti inclusivi degli insegnanti, offrendo un nuovo approccio teorico e metodologico. Concentrandosi sulla comprensione degli insegnanti rispetto all’inclusione, questo studio esamina la complessità delle relazioni tra i valori e la pratica mettendo in luce alcuni aspetti critici relativi alla transizione di atteggiamenti inclusivi in pratica inclusiva. Inoltre, l'attenzione si concentra anche sul ruolo della formazione degli insegnanti per lo sviluppo e la promozione di atteggiamenti inclusivi, al fine di comprendere e idenitificare possibili implementazioni per la formazione iniziale e in itinere degli insegnanti. Configurando l'interpretazione di inclusione ed educazione inclusiva adottate in questo lavoro, in particolare legate allo sviluppo di questi concetti a livello locale e internazionale, questo studio investiga criticamente il contesto italiano dove, nonostante le politiche di integrazione scolastica adottate da quasi quaranta anni, si verificano ancora situazioni di intra-esclusione. Il quadro teorico, abbracciando l'idea di inclusione e integrazione scolastica nella loro accezione più ampia, propone una cornice originale per lo studio degli atteggiamenti inclusivi attraverso un approccio qualitativo e la formulazione di un modello di configurazione teorica che supporta l'indagine empirica. A livello metodologico, attraverso uno strumento creato ad hoc, sono state condotte ventisei interviste ad insegnanti (tutti i livelli di scuola) in servizio e frequentanti un corso di specializzazione per le attività didattiche di sostegno. L'analisi dei dati, operata con l’ausilio di un software, si basa su una codifica di contenuti a fase multipla e una rappresentazione di mappe/tabelle, adottando un approccio bottom-up/top-down. I risultati sono ulteriormente interpretati e discussi grazie all’integrazione di estratti dalle interviste, mostrando che gli atteggiamenti inclusive dei docenti vengono poi difficilmente messi in pratica, principalmente a causa di fattori sistemici, come la mancanza di preparazione generale degli insegnanti su argomenti legati ai temi dell’inclusione. Infatti, gli atteggiamenti inclusivi degli insegnanti sembrano trovare ostacoli proprio nella pratica scolastica quotidiana. Infine, è possibile sostenere che il passaggio da integrazione scolastica a inclusione necessiti di essere ulteriormente esaminato a livello locale italiano, adottando un approccio critico e possibilmente attraverso ricerche internazionali che vedano coinvolti anche altri paesi impegnati nella transizione verso una educazione maggiormente inclusiva.

Thesis (Master of Architecture)--University of Cincinnati, 2007.
Title from electronic theses title page (viewed July 16, 2007). Includes abstract. Keywords: Low Income; Housing; Mexico; Inclusion; Participation; Participatory Design; Christopher Alexander; Hasan Fathy; Balkrishna Doshi; Architectural Process; Cluster Housing; Components Includes bibliographic references.

Made available in DSpace on 2016-03-15T19:26:46Z (GMT). No. of bitstreams: 1 Edison Quirino DAmario.pdf: 2193218 bytes, checksum: f6e2040c3e9158219208c7e307b147a8 (MD5) Previous issue date: 2009-09-01
Fundo Mackenzie de Pesquisa
The studies of diversity and inclusion have been obtaining distinction in the organizational scenery. Few things are known, however, how the experience of inclusion occurs. The objective of this study was to investigate the relation between inclusive behavior behaviors or practices that foster the dialogue and the interaction, create a climate of safety and show respect for diversity and the experience of inclusion of black people the feeling of safety, of being respected, valued, supported and engaged in the workgroup. The inclusive behavior was observed in three dimensions: individual, workgroup, and organizational. The research was carried out according to a quantitative method by a two scales questionnaire. A total of 428 workers from many organizations answered the questionnaire. The results indicate that the inclusive behavior influences the experience of inclusion on black people in a more intensive way than on people who are not black. The workgroup inclusive behavior was the one which most influenced the experience of inclusion on black people. The individual behavior showed less influence. The organizational inclusive behavior, although with less intensity, also had influence on the experience of inclusion. It was also investigated if the racial diversity in the workgroup positively influences the experience of inclusion of black people. The results indicate that the bigger the racial diversity, the bigger the experience of inclusion is.
Os estudos de diversidade e de inclusão vêm ganhando destaque no cenário organizacional. Pouco se sabe, porém, como a experiência de inclusão ocorre. O objetivo desse estudo foi investigar a relação entre o comportamento inclusivo comportamentos ou práticas que fomentam o diálogo e a interação, que crie um clima de trabalho saudável e mostre respeito à diversidade - e a experiência de inclusão de pessoas negras o sentimento de segurança, de ser respeitado, valorizado, apoiado e engajado no grupo de trabalho. O comportamento inclusivo foi observado em três dimensões: individual, grupal e organizacional. A pesquisa foi realizada por método quantitativo com um instrumento composto por duas escalas. Um total de 428 pessoas de várias organizações respondeu o questionário. Os resultados indicam que o comportamento inclusivo influencia na experiência de inclusão de forma mais intensa para pessoas negras que as não negras. O comportamento inclusivo grupal foi o que mais influenciou a experiência de inclusão de pessoas negras. O individual teve menor influência. O organizacional, embora com menor intensidade, também teve influência na experiência de inclusão. Verificou-se também se a diversidade em raça no grupo de trabalho influencia positivamente a experiência de inclusão de pessoas negras. Os resultados indicam que quanto maior a diversidade racial no grupo de trabalho, maior é a experiência de inclusão.

Made available in DSpace on 2016-03-15T19:26:46Z (GMT). No. of bitstreams: 1 Rossana Filetti Soranz.pdf: 1246882 bytes, checksum: 7790ce06515fbd3a4bc80af606696888 (MD5) Previous issue date: 2009-09-01
Conselho Nacional de Desenvolvimento Científico e Tecnológico
The diversity plays an increasingly important role within organizations, sometimes due to social justice reasons, or for reaching greater organizational efficiency and effectiveness. However, having a demographically and heterogeneous staff does not mean necessarily that its components feel included in the work environment. The aim of this study was to investigate the relationship between the experience of inclusion and the working group, individual and organizational policies and practicies inclusive behavior, of women working in a pharmaceutical industry. The research was carried out according to a quantitative method with 60 questions. It was reached a total of 330 valid respondents. The results show the inclusion experience is more positively related to the working group inclusion behavior, followed by the individual inclusion behavior and then the organization ones. Furthermore, for women, the behavior of inclusion generates less experience of inclusion than for men, and the fact that women work in various working groups on gender is not positively associated to the behavior and the experience to include them.
A diversidade apresenta um papel cada vez mais importante nas organizações, ora por motivos de justiça social, ou por se ter maior eficiência e efetividade organizacional. No entanto, ter um quadro de funcionários diverso demograficamente não significa que seus membros sintam-se incluídos no ambiente de trabalho. O objetivo desse estudo foi investigar a relação entre a experiência de inclusão e o comportamento inclusivo do grupo de trabalho, do indivíduo e de políticas e práticas organizacionais de mulheres de uma indústria farmacêutica. A pesquisa foi realizada pelo método quantitativo através de questionário com 60 questões. Obteve-se um total de 330 respondentes válidos. Os resultados indicam que a experiência de inclusão está mais positivamente associada ao comportamento de inclusão do grupo de trabalho, seguido pelo comportamento de inclusão individual e depois o organizacional. Além disso, para as mulheres, o comportamento de inclusão gera menor experiência de inclusão do que para os homens, e o fato de mulheres trabalharem em grupos de trabalho diversos em gênero não está positivamente associado ao comportamento e à experiência de inclusão das mesmas.

O objetivo geral desta tese é definir os princípios da Educação Inclusiva, organizados a partir da Legislação atual, principalmente da Declaração de Salamanca de 1994, com o intuito de apontar parâmetros de avaliação da escola em seus processos de ensinar cada uma das crianças e jovens. Tem como objeto de estudo as questões de preconceito e discriminação, que geram mecanismos de exclusão, principalmente os referentes às questões de capacidade, étnico raciais, gênero e socioeconômicas. O intuito do estudo teórico foi o de conceituar a inclusão e a exclusão, historicamente presentes nos processos escolares, numa abordagem sociológica e crítica, que permita a reflexão para a superação desses fatores nos procedimentos curriculares. Foram utilizados os documentos do MEC referentes à Educação Especial e principalmente autores como Amaral, Coll, Macedo, Nóvoa, Perrenoud, Sacristán, Stainback x Stainback e Zabala. A metodologia adotada na investigação realizada numa escola pública estadual, da cidade de São Paulo, foi a pesquisa-ação, pela possibilidade de compreender a situação vivenciada, bem como oferecer elementos para a superação dessa realidade. Este trabalho também objetivou mapear, por meio da aplicação de um questionário, a representação das professoras e dos funcionários a respeito dos fatores de exclusão e de inclusão presentes na escola. Foi reservado aos alunos com baixo desempenho em sala de aula, assim definidos por suas professoras, um espaço de escuta em que expuseram suas idéias e sentimentos a respeito das suas situações familiares e escolares. Além disso, foram realizadas observações de situações do cotidiano escolar, análise reflexiva da atuação de duas professoras e aplicação de um questionário para análise socioeconômica da população escolar. Os dados obtidos foram então cotejados aos princípios da educação inclusiva, assim definidos: Aceitação das diferenças; Acessibilidade; Currículo Multicultural Crítico, Por uma nova Pedagogia; Formação do Professor Crítico-Reflexivo, Avaliação Formativa; Gestão Participativa; Interação Escola x Família x Comunidade e Serviço de Apoio Pedagógico Especializado. Conclui-se que a escola inclusiva representa a possibilidade de um complexo trabalho de desconstrução da cultura excludente escolar, para em seu lugar, promover o estudo pela colaboração, num ambiente em que a diversidade seja o tônus de toda a aprendizagem e cada uma das pessoas sinta-se parte ativa do processo de renovação educacional e de suas vidas.
The general objective of this thisis is to define the Inclusive Education principles, organized according to the current Legislation, mainly the Declaration of Salamanca of 1994, with the objective of indicating school evaluation parameters in their processes of teaching each child and youngster. This thesis has as an object study questions on prejudice and discrimination that generate exclusion mechanisms, mainly the ones concerning questions related to capacity, gender, ethnical -racial and social economic status. The purpose of this theoretical study was to conceive inclusion and exclusion, historically present in the school year processes, with a sociological and critical approach, which allows for a reflection to overcome these factors in the grade procedures. MEC documents were used to refer to Special Education as well authors, such as Amaral, Coll, Macedo, Nóvoa, Perrenoud, Sacristán, Stainback and Stainback and Zabala. The adopted methodology during the investigation process in the state school, in the city of São Paulo, was the research - action, for the possibility of understanding the lived situation as well as to offer elements to overcome this reality. This work has also had as an objective to establish, through questionnaires, the representation of teachers and employees in respect to exclusion and inclusion factors present in the school. A listening space was given to low performance students. In this listening space students would express their ideas and feelings concerning family and school matters. Moreover everyday school situations were observed and also the reflexive analysis of two female teacher\'s behavior. A questionnaire was applied to obtain the social economic analysis of the scholastic population. The obtained data was compared to the principles of the Inclusive Education and they were defined as it follows: Acceptance of Differences; Accessibility; a Critical Multicultural Grade; for a new Pedagogy; Reflective teacher\'s development; Formative Evaluation; Participative Management; an interaction: school - family - community and specialized pedagogical backup service. This study has come to conclusion that the Inclusive School represents the possibility of a complex work based on deconstruction of school exclusive culture in order to promote the study of partnership in an environment in which Diversity plays a fundamental role on the learning process. As a result people should feel as an active part in the educational renewal process and also in their lives.

This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.
PhD

Thesis (M.A.)--Temple University, 2002.
Accompanied by: Service & inclusion: an introduction to the website (VHS) and Service & inclusion: a multimedia resource for inclusive community service (CD-ROM). Includes bibliographical references (leaves 51-52).

If these macro inclusions are not detected before the material is put in used, its mechanical properties are greatly affected and this can lead to outrageous consequences in the engineering application.

Made available in DSpace on 2016-03-22T17:27:07Z (GMT). No. of bitstreams: 1 silvia ana.pdf: 1405321 bytes, checksum: 6f0f43a6f67a3a5c39eeec1cd52bbffc (MD5) Previous issue date: 2009-09-27
The 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

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-17T17:40:03Z No. of bitstreams: 1 Ivana Corrêa Tavares Oliveira.pdf: 468508 bytes, checksum: 8dc76655863e9fd6fb5780b513bca50e (MD5)
Made available in DSpace on 2016-10-17T17:40:03Z (GMT). No. of bitstreams: 1 Ivana Corrêa Tavares Oliveira.pdf: 468508 bytes, checksum: 8dc76655863e9fd6fb5780b513bca50e (MD5) Previous issue date: 2016-08-19
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The 2014 School Census show that students with disabilities represent 2.83% of all students enrolled in regular classes in the early years of elementary school while in high school the rate is 0.70%. The proportion of students who enroll in high school does not follow the entry into elementary school. Given this evasion, there are questions about the supply and quality of education provided to students with disabilities. This paper aims to discuss the inclusion of students with disabilities in regular education in Brazil, questioning its principles from a dialogue with the inclusion policy adopted by more advanced countries. As a complement, we intend to articulate the literature with the analysis of fragments of pedagogical interventions applied to students with disabilities enrolled in regular education, in the Room Care and Support Inclusion (RCSI). This is a case study, in a qualitative research approach, which has as its subject the teacher of RCSI and some of her/is students. The results indicate that, between legislation and its implementation, there are obstacles to the full integration of students with disabilities in the Brazilian regular education: the number of student per class, the shortage of school life assistants or interns to help the teacher, the lack of dialogue with other areas for the planning of this public’s care and also the few opportunities for teacher training
Os dados do Censo Escolar de 2014 apontam que os estudantes com deficiência representam 2,83% do total de alunos matriculados em classes comuns nos anos iniciais do Ensino Fundamental I, enquanto no Ensino Médio a taxa é de 0,70%. Apesar de crescente, a proporção de estudantes que se matriculam no Ensino Médio não acompanha a de ingresso no Ensino Fundamental. Diante desta evasão, surgem questionamentos sobre a oferta e a qualidade de ensino proporcionadas ao estudante com deficiência. Para 6esponde-los, esta dissertação se propõe a problematizar a inclusão de estudantes com deficiência no ensino regular do Brasil, questionando seus princípios a partir de um diálogo com a política de inclusão adotada por países mais avançados. Como complementação, pretende-se articular os dados da literatura com a análise de fragmentos de intervenções pedagógicas aplicadas a estudantes com deficiência matriculados no ensino regular, na Sala de Atendimento e Apoio à Inclusão (SAAI). Trata-se de um estudo de caso, em uma pesquisa de abordagem qualitativa, que tem como sujeitos o professor da SAAI e alguns de seus alunos. Os resultados indicam que, entre a legislação e a sua concretização, há obstáculos que impedem a plena inserção dos estudantes com deficiência no ensino regular brasileiro: o número de alunos por sala, a escassez de assistentes de vida escolar ou estagiários para auxiliar o professor, a falta de interlocução com outras áreas para a elaboração do plano de atendimento deste público e, ainda, as poucas oportunidades de formação docente. Conclui-se que estes obstáculos não só aprofundam as diferenças entre a política de inclusão no Brasil e a de outros países mas também que há um grande distanciamento entre o que a legislação propõe e o que se efetiva na prática escolar

O presente estudo visa analisar as atitudes dos professores do 2º e 3º ciclos face à Inclusão de crianças com NEE, esta é uma problemática pertinente no sentido em que se pretende perceber o impacto na comunidade educativa da inclusão de crianças com NEE no ER. As atitudes da sociedade para com a pessoa com deficiência foram sofrendo muitas evoluções ao longo dos tempos. A maioria dos autores define três grandes etapas na evolução no que respeita ao atendimento das pessoas com deficiência: a etapa das instituições ou assistencial, a etapa da educação especial e a etapa da normalização (González, 1981). A escola inclusiva, alterou em grande parte as práticas existentes nas escolas até então, dando origem à concepção de que todos os alunos têm direito a uma educação sem exclusões. No entanto, o caminho para a inclusão continua a ser feito, não se trata de um percurso fácil. Trata-se de um percurso que implica grandes mudanças, nas escolas, nas atitudes, na própria sociedade.
This study aims to analyze the attitudes of teachers in the 2nd and 3rd cycles against the inclusion of children with SEN, this is a relevant issue in the sense that if you want to understand the impact on the educational community inclusion of children with SEN in the ER. The attitudes of society towards disabled people were suffering many evolutions over time. Most authors define three major stages in the evolution regarding the care of persons with disabilities: a step or institutional care, special education step and stage of normalizing (González, 1981). The inclusive school, largely changed the practices in schools, giving rise to the notion that all students are entitled to an education without exclusion. However, the way to inclusion continues to be made, it is not an easy route. It is a journey that involves major changes in schools, attitudes in society

With the increasing enrolment of students with disabilities in primary schools and the enactment of legislative protections for students with disabilities in Disability Discrimination legislation and the Disability Standards for Education, this study examines the experiences of parents of students with disabilities in Queensland State schools. This study is concerned with the experiences that parents of children with disabilities have in relation to the concept and processes of inclusive classroom practice within the primary school. The experiences of parents in large metropolitan schools in Queensland, Australia are analysed in light of current anti-discrimination legislation operating within Australia. Data were collected using a mixed methodology in which 50 parents from nine large metropolitan Queensland State schools responded to a Parent Questionnaire about their experiences in their child’s school. This was followed by two focus groups with a total of six parents who described their experiences in their child’s school. Together the qualitative and quantitative information complemented the other to provide a unique perspective on the impact of anti-discrimination legislation. The findings from the study suggest that parents and their children continue to be discriminated against and that the legislation and associated standards have not eliminated this discrimination. Recommendations are made in the final chapter that propose an inclusive schooling framework for students with disabilities. This intends to ensure not only compliance with the ‘spirit’ of Anti-Discrimination legislation and the Disability Standards, but also a means by which schools may evolve to become inclusive and embracing of difference as part of overall richness of schools as opposed to deficiency.

Made available in DSpace on 2016-04-28T20:39:26Z (GMT). No. of bitstreams: 1 Valeria S F Andrade.pdf: 472349 bytes, checksum: 772f3b361a7e2ef1b86fde22f7c9e9bd (MD5) Previous issue date: 2007-05-11
Coordenação 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

xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was divided into two phases. The first phase consisted of an extensive review of inclusion practice and research findings around the world and development of a best practices inclusion model to guide subsequent interviews. Ten best practices inclusive elementary school principals were interviewed, and observations were conducted in classrooms and surrounding school environments. The phase one findings were then used to create a draft model for Thai inclusive education. In the second phase of research, two focus groups, made up of ten nationally recognized experts in the area of Thai special education, were used. The participants assisted with refinement of the best practices model for Thai elementary schools. Findings included identification of three critical aspects that affect the adoption of inclusion practices: specific characteristics of Thai society and culture; current policy and practices related to current policy; and financing of inclusion. School principals were found to be essential to successful inclusion adoption. Recommendations are made for changes in practice and policy and for future research. The final conclusion drawn from this study was that, even though Thailand had made a great beginning to a monumental and honorable task, the idea of inclusive education is still in early development. The core findings of the research study argue that, while more steps needs to be taken as implementation of inclusion continues, the principals, teachers, parents, education experts, and the people of Thailand have the commitment and strength of determination to make inclusion an integrated part of Thai education.
Committee in Charge: Diane Dunlap, Chairperson, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Kathleen Scalise, Member, Educational Leadership; Kathie Carpenter, Outside Member, International Studies

Inclusion has become a taken for granted practice of schooling in the UK and it is presented as a fundamental good within a progressive narrative. This study draws on poststructuralist theories and uses discourse analysis as a research approach to interrogate and critique inclusion, to find out what the assumptions are behind it. A main aim was to consider how the contemporary discourse(s) of inclusion, as a body of knowledge, is constructed and constituted in education, and to critically explore its potential effects. This study addresses the question: whose interests are served by the way inclusion is talked about and represented in education in the present context? A range of practitioners who work in education were invited to provide their interpretation of inclusion, either via a drawing and discussion of the drawing, or through an online discussion forum. Their responses formed inter-textual data sets that were then analysed and the discourses that emerged are presented in a reading. Inclusion is read as a contemporary discourse and practice that is characterised by sub-discourses that are constructed within a powerful 'othering' framework. The grids of specification (Foucault, 1972) within its discourse, that are related to re-iterations of special educational needs and a focus on self-esteem, potentially 'other' and exclude. It is suggested that inclusion in the present context is aligned with neo-liberalism, with a focus on the self, self-government and the development of entrepreneurial identities Masschelein and Simons (2002). In this respect, inclusion, as a discourse and practice, appears to serve the neo-liberal interests of the state.

Sport includes all kinds of physical activity and includes games, physical exercises that the rest organized, casual or competitive sports as well as local types of sports or dramas that promote physical alertness, mental wellbeing and social interaction. Sports for people with limited opportunities is the term that refers to intentional or especially intentional fun for people with limited abilities.

Silicate melt inclusions (MI) are small samples of melt that are trapped during crystal growth at magmatic pressures and temperatures. The MI represent a sample of the melt that was isolated from the magma during host crystal growth. Thus, MI provide a valuable tool for constraining the magmatic history of igneous systems because they provide an unambiguous method to directly determine compositions of melts from which the host crystal grew. As such, coupled petrographic examination and geochemical analyses of MI and host crystals can reveal information about crystal/melt processes in igneous systems that are difficult (or impossible) to assess through conventional methods. Many studies have used MI to monitor large scale petrogenetic processes such as partial melting and fractional crystallization. The research presented below focuses on using MI to constrain processes that operate at the crystal/melt interface because MI are samples of melt that resided adjacent to the host crystal prior to entrapment as an inclusion. Chapter one addresses challenges associated with preparing small crystals containing MI for geochemical analysis. In chapter two trace element analyses of MI and the immediately adjacent host zircon crystals are used to determine zircon/melt partition coefficients. In chapter 3 the significance of boundary layer development adjacent to growing crystals is evaluated by comparing the trace element compositions of MI host crystals that have significantly different trace element mineral/melt partitioning behavior.
Ph. D.

[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.

This dissertation is an account of a phenomenological investigation which was undertaken with a group of teachers working in primary schools in one locality in England. It examines their perspectives of the process of inclusion for children with the label of autism, as for many of these children inclusion into mainstream schools can be a problematic process. The study has as a central focus the impact of the individual and social models of disability on how these teachers conceive of their practice. The teachers were participants on a module on a university based professional development programme. Data were gathered from discussions between the teachers and from weekly reflective logs which were written by the teachers as part of their participation on the module. The teachers engaged in a process of reflection on their practice and the discussions in the module sessions were constructed as ‘conversation research communities’ (Dadds 2005). Teachers find themselves affected by existing political developments, pulled between the competing agendas of performativity and inclusion which have conflicting relationships with the individual and the social models of disability. It emerged that for the teachers in this study, the agenda of performativity has a limiting effect on inclusive practice, affecting as it does the formation of a teacher’s professional identity and also their ability to act as an agent of change. In addition, the fact that these teachers did not readily name or identify the social model of disability as an influence on their practice, despite evidence that it does have an impact, illustrates the need for more overt debate about educational inclusion in a wider social and political context. It is argued in this study that there should be wider opportunities for teachers to engage with debate about the social model of disability as a platform for them to be able to interrogate educational policy development and to explore their own professional identities. In this way teachers may be better enabled to develop inclusive professional identities and to act as agents of change. It is also argued that one way towards articulating a model of inclusive education is for teachers and education researchers to work together in conceptualising practice.

Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.

A temática desta pesquisa enquadra-se na área do Design Inclusivo que quer contribuir, por meio do desenvolvimento de produtos ou serviços que permitam a utilização por pessoas de todas as capacidades, para a não discriminação e inclusão social de todas as pessoas (FALCATO; BISPO, 2006). A motivação é pesquisar como desde o Design podem-se satisfazer as necessidades de uma pessoa com diversidade funcional (PALACIOS; ROMAÑACH, 2007); por isso a partir de uma metodologia fenomenológica que implica necessariamente aproximar-se ao cego e desde sua experiência pessoal projetar o museu como espaço inclusivo. Este trabalho baseia-se no fato de que as pessoas devem estar em primeiro plano, contemplar o mundo através de seus olhos e sentir com seus sentimentos (PRESS; COOPER 2009). A partir de algumas experiências inclusivas estudadas (realizadas em quatro museus e exibições latino-americanos), se construiu um referencial das possibilidades de gerar inclusão e integração, através de estímulos sensoriais das pessoas cegas no ambiente do museu. Esse referencial permite analisar como os estímulos sensoriais podem complementar a experiência do cego, dos quais serão investigados com especial ênfase os táteis e os auditivos. Por isso, se criou um protótipo que serviu de base para a aplicação da pesquisa: por meio de um escâner tridimensional se fez uma réplica de uma peça pré-colombiana, duas vezes maior que o original, usando materiais que gerarão a sensação tátil similar à original (que é feita com 90% de cobre e 10% de ouro). Além de poder ser tocada, esta réplica foi complementada com a sua audiodescrição, previamente gravada e digitalizada. A coleta de dados foi realizada durante os meses de fevereiro e março de 2012 seguindo os princípios da entrevista fenomenológica propostos por Thompson et al . (1989). Para isso aplicaram-se entrevistas semi-estruturadas que permitiram a livre expressão dos entrevistados. Os dados coletados são analisados de forma descritiva / analítica, em interlocução com os autores escolhidos. Participaram do estudo quatro pessoas cegas, na faixa etária de 25 a 45 anos. Os sujeitos foram contatados mediante email através do grupo INCLUIR da UFRGS. A análise dos dados permite concluir que ações como estas oferecem às pessoas cegas, não só a chance de desfrutar a visita junto com outros, mas pode oferecer alguma independência ao visitar um museu, contribuindo para o design inclusivo e, por extensão, para áreas como a museologia, entre outros.
The main subject of this research work has been developed in the field of the Inclusive Design (ID), which seeks to contribute to the non-discrimination and social inclusion of everyone through the development of products and services that could be adequately used by people of different capabilities (FALCATO; BISPO, 2006). This paper's main motivation is how to satisfy the needs of a person suffering from functional diversity from the ID perspective (PALACIOS; ROMAÑACH, 2007). The objective being to project the museum as an inclusive space through external assistance and the person's personal experience by means of a phenomenological methodology. This research work is based on the fact that people ought to be placed on the spotlight, ought to behold the world through their eyes and feel with their feelings (PRESS; COOPER, 2009). A referential framework of the possibilities of producing inclusion and integration via sensorial stimuli of the blind people in the museum environment was created from some inclusive experiences (carried out in four Latin-American museums and exhibitions). This framework allows us to analyze the way how sensorial stimuli may complement the blind person's visit to the museum, especially the tactile and auditory stimuli. For this reason, a prototype serving as the base of this research execution was created. A réplica, twice as big as the original, of a precolombine piece was made by the use of a tridimensional scanner using materials that could produce a life-like tactile reaction (90% copper and 10% gold). The replica includes an audio description, previously recorded and digitalized. Data collection was made from February through March 2012 following the principles of the phenomenological interview proposed by Thompson et al . (1989). In order to carry out the collection semi-structured interviews were made in which the interviewees were able to express freely. The data collected was descriptively and analytically analyzed by means of dialogue with the selected authors. Four people with visual deficiency with ages ranging from 25 to 45 years participated in the research. The subjects were contacted via e-mail through the group INCLUIR from the Universidade Federal do Rio Grande do Sul. The analyses allowed us to conclude that procedures like this one offer the blind people the possibility of enjoying as other visitors would do, as well as some independence when visiting a museum. Finally, it may contribute to the Inclusive Design in addition to other fields such as Museology.
La temática abordada por esta investigación se encuadra en el área de Diseño Inclusivo, la cual busca contribuir a través del desarrollo de productos o servicios que puedan ser utilizados adecuadamente por individuos de todas las capacidades, a la no discriminación e inclusión social de todas las personas (FALCATO; BISPO, 2006). La motivación principal es la de investigar cómo desde el Diseño se pueden satisfacer las necesidades de una persona con diversidad funcional (PALACIOS; ROMAÑACH, 2007); por eso a partir de una metodología fenomenológica, que implica necesariamente acercase al ciego y desde su experiencia personal, poder proyectar el museo como espacio inclusivo. Este trabajo se basa en el hecho que las personas deben estar en un primer plano, contemplar el mundo a través de sus ojos y sentir con sus sentimientos (PRESS; COOPER, 2009). A partir de algunas experiencias inclusivas estudiadas (realizadas en cuatro museos y exhibiciones latinoamericanas), fue construido un marco de referencia de las posibilidades de generar inclusión e integración, a través de estímulos sensoriales de las personas ciegas en el ambiente del museo. Ese marco de referencia permite analizar cómo estímulos sensoriales pueden complementar la experiencia del ciego en su visita a un museo, de los cuales se hace énfasis en los táctiles y los auditivos. Por esta razón, se crea un prototipo que sirvió de base para la aplicación de la investigación: Mediante un escáner tridimensional fue elaborada una réplica a partir de una pieza precolombina, con el doble del tamaño de la original, usando materiales que generaran una sensación táctil similar a la que se experimentaría con la pieza original (elaborada con 90% de cobre y 10% de oro), además de poder ser tocada. Esta réplica se complementa con su audiodescripción, previamente grabada y digitalizada. La recolección de datos fue realizada durante los meses de febrero y marzo de 2012, siguiendo los principios de la entrevista fenomenológica propuestos por Thompson et al . (1989). Para esto fueron realizadas entrevistas semi-estructuradas que permitieron la libre expresión de los entrevistados. Los datos recopilados se analizaron de forma descriptiva/analítica, en interlocución con los autores seleccionados. Participaron en el estudio cuatro personas con deficiencia visual, en una franja de edades entre 25 y 45 años. Los sujetos fueron contactados mediante correo electrónico a través del grupo INCLUIR de la Universidade Federal do Rio Grande do Sul. El análisis de los datos permiten concluir que las acciones como estas ofrecen a los ciegos no sólo la posibilidad de disfrutar conjuntamente con otros visitantes, sino que pueden ofrecerle cierta independencia al visitar un museo. Finalmente contribuyendo para el diseño inclusivo y, por extensión, a áreas como la museología, entre otras.

Inclusion, within the context of intellectual disability, is a topical notion which underpins contemporary human service practices and policies within Western Judeo-Christian societies. As a concept, inclusion is most often considered within socio-historical and socio-political contexts, whereby technical and legislative responses are sought. However, this thesis explores the research question, "How ethically defensible is the notion of inclusion in relation to people with intellectual disability?" In undertaking a conceptual-theoretical analysis to ethically signify inclusion, the thesis contends that inclusion is a multifaceted, complex concept in a dualistic and dichotomous relationship with exclusion. It is argued that historical and contemporary conceptualisations of exclusion for people with intellectual disability have been constructed from various philosophical and theological matrices imbued with particular values about personhood. Furthermore, it is proposed that the ethical significance of inclusion and exclusion in the context of intellectual disability lies, not in the concepts themselves, but is defined and perpetuated by expressions of a particular socio-symbolic order underpinned by patriarchy and kyriarchy, and subjected to two controlling ethics - an Ethic of Normalcy and an Ethic of Anomaly. Inclusion and exclusion are conceived as phenomena relating to how membership is defined, legitimated, or repelled by concealed, occluding boundaries acting within a patriarchal socio-ethical fabric. The thesis argues that Ethical Inclusion is only possible through the rupture of these boundaries by A Transformatory Ethic of Inclusion. This is a conceptual instrument of rupture which embraces the scholarship of feminist ethics and feminist theology. Such a rupture dismantles the dualistic notions of inclusion and exclusion. It also requires examining the ways traditional ethical frameworks themselves have conceptually diminished and devalued the authenticity of people with intellectual disability in ethical discussions. A concept of integrality becomes imaginable. Conceptual analysis is framed using a crafting metaphor of a patchwork quilt which is infused with narrative; and by which, such an ethical exploration is undertaken, and impaired, traditional ethical theorising is confronted and transformed.

A perspectiva da construção de uma educação inclusiva em nossa realidade brasileira acentuou-se a partir dos anos 90, em um contexto desencadeado por reformas significativas que envolveram a educação básica e, mais especificamente, o ensino fundamental, com vistas a responder ao desafio de promover uma educação para todos. Com a democratização do acesso, em meio a essa diversidade de alunos que necessita ser incluída nos sistemas de ensino, encontra-se o público-alvo da educação especial. Se desde o final da década de 1980 o locus prioritário de atendimento desse público tem sido, preferencialmente, a classe comum, identifica-se, a partir de 2008, uma série de diretrizes e documentos legais que anunciam e induzem que a classe comum seja o seu espaço de matrícula. O documento Política Nacional de Educação Especial na perspectiva de educação inclusiva, publicado em 2008, preconiza o acesso, a participação e a aprendizagem dos alunos com deficiência, transtornos globais do desenvolvimento e altas habilidades/superdotação nas escolas regulares, e foi reiterado em legislação posterior, regulamentadora do financiamento do atendimento educacional especializado. Diante do exposto, essa pesquisa investigou como o município de São Bernardo do Campo, em São Paulo, ajustou sua política local no período de 2009 a 2011 às diretrizes preconizadas pela Política Nacional de Educação Especial na perspectiva da educação inclusiva, bem como aos demais documentos orientadores emanados do governo federal. Em 2009, o município passou a ser administrado por um prefeito pertencente ao mesmo partido do governo federal; além disso, destaca-se o fato de o município possuir, desde a década de 1950, uma trajetória no atendimento ao público-alvo da educação especial. Com o intuito de alcançar os propósitos deste estudo, optou-se por uma pesquisa qualitativa, por meio da análise de legislação, de documentos produzidos pela Secretaria de Educação e Seção de Educação Especial e de entrevistas com a equipe de orientação técnica e gestora municipal da Seção de Educação Especial. A análise dos dados considerou os documentos orientadores e legais do governo federal e o referencial teórico concernente a políticas públicas, educação especial e educação inclusiva. A partir de 2009, o município definiu que a política de atendimento ao público-alvo da educação especial seria implementada de acordo com as diretrizes e normas oriundas do governo federal. Identificou-se uma reversão significativa dos serviços que operavam em uma perspectiva substitutiva, embora ajustes não preconizados no âmbito federal tenham sido operacionalizados no plano local. O ponto de tensão entre a política federal e a local ocorreu em relação à educação de surdos, pois, além de ser ofertado o atendimento educacional especializado em uma perspectiva complementar da educação infantil à educação de jovens e adultos, manteve-se a escola especial que atua em uma perspectiva substitutiva. Concluímos que a implementação dessa decisão, ajustar a política local às diretrizes federais, demonstrou ser tarefa bastante complexa, sobretudo em um município com trajetória e histórico de investimento público em serviços educacionais especializados; até o término desta pesquisa, ainda não havia sido possível implantar totalmente o modelo preconizado pelo governo federal no plano local.
The perspective of building an inclusive education in the Brazilian reality has emphasized from the 90s, in a context triggered by significant reforms involving basic education and, more specifically, the elementary education, in order to answer to the challenge of promoting education for all. With the democratization of the access, in midst of this diversity of students that needs to be included in education systems, we can find the target people of special education. If since the end of the 80s, the priority locus of public service, has been preferentially, the common class, from 2008 were identified a series of guidelines and legal documents that announce and induce that the common class is the enrollment space. The National Policy on Special Education document from the inclusive education perspective, published in 2008, recommend the access, participation and learning of students with disabilities, pervasive developmental disorders and high abilities/giftedness in regular schools, and reiterated in subsequent legislation, regulatory of the financing for educational specialized services. Given the above, this study investigated how the town of São Bernardo do Campo, Sao Paulo, has adapted the local policy from 2009 to 2011 to the guidelines recommended by the National Policy of Special Education from the inclusive education perspective and other documents originated from the federal govern. From 2009, the town was administrated by a mayor belonging to the same party as the federal government, and stands still, the fact that the town has since the 50s, a career of assistance to the target people of the special education. In order to achieve the purposes of this study, we chose a qualitative research, through the legislation analysis and documents produced by the Education Department and Special Education Section, as well as interviews with the technical orientation team and the municipal manager of the Special Education Section. The data analysis considered the legal and policy documents of the federal government and the theoretical references related to the public policy, special education and inclusive education. From 2009, the town defined that the policy of assistance to the target people of special education will be implemented in accordance with the guidelines and regulations originated from the federal government. A significant reversal of the services that operated in a replacement perspective was identified, although, adjustments not recommended by the federal government has been implemented at the local level. The tension point between the local and federal policy is related to deaf education, because, besides being implemented the specialized educational services in a complementary perspective of the infant education in comparison with young and adults education, has remained a special school that works in a replacement perspective. We conclude that the implementation of this decision, to adjust the local policy to the federal guidelines, demonstrated to be a very complex task, especially in a town with a career and a history of public investment in specialized educational services and until the end of this study, the model recommended by the federal government has not been possible to be fully implemented at the local level yet.

143 f.
Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-24T18:41:01Z No. of bitstreams: 1 Evanir Abenhaim Seg.pdf: 700126 bytes, checksum: 9bc530eb991a825d8fff43ab0b78917c (MD5)
Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-04-30T20:09:46Z (GMT) No. of bitstreams: 1 Evanir Abenhaim Seg.pdf: 700126 bytes, checksum: 9bc530eb991a825d8fff43ab0b78917c (MD5)
Made available in DSpace on 2013-04-30T20:09:46Z (GMT). No. of bitstreams: 1 Evanir Abenhaim Seg.pdf: 700126 bytes, checksum: 9bc530eb991a825d8fff43ab0b78917c (MD5) Previous issue date: 2006
No presente trabalho, busca-se verificar como os documentos oficiais sobre educação para todos fundamentaram mudanças numa escola de Salvador/BA para que ela seja reconhecida pela Secretaria da Educação da Bahia e pelo Ministério da Educação, como escola inclusiva. Para tanto, realizou-se levantamento bibliográfico e estudo dos principais documentos, nacionais e internacionais, que propõem a transformação da escola regular em escola inclusiva, no intuito de levantar as características essenciais da escola inclusiva. A partir desse estudo, realizou-se uma investigação qualitativa de abordagem etnográfica, no período de 17 de agosto de 2004 a 13 de janeiro de 2005. Os instrumentos para a coleta de dados formam, concomitantemente, observação direta nas salas de aula e na sala dos professores, observação participante e entrevistas semidiretivas. O estudo, a análise e a interpretações dos dados, realizados à luz de abordagens multirreferenciadas, evidenciam que as grandes inovações educacionais do momento apontam para a possibilidade da abertura das escolas à diversidade humana. Busca-se, ao final do trabalho, contribuir para a transformação da escola regular em escola que acolha a diversidade humana.
Salvador

Made available in DSpace on 2016-07-27T13:53:47Z (GMT). No. of bitstreams: 1 Claudio Pereira Neves.pdf: 1006693 bytes, checksum: 5250f2250ee764d172376e772f9c48b5 (MD5) Previous issue date: 2006-08-11
Inclusive educational systems try to insert the handicapped into the regular school, what demands changes in various aspects, especially the ones related to teachers. In this study we tried to understand how some Physical Education teachers talk about their impressions and first experiences regarding the process of Inclusion of handicapped students in their classes. We tried to understand how these professionals assess the new policy and its application in their classes. In this context, we did a qualified investigation, with descriptive and exploratory features, in which twenty Physical Education teachers working for the Municipal Educational Bureau of Goiânia SME-GO Secretaria Municipal de Educação de Goiânia who had handicapped students in their classes. We studied Laws and proposals of implementation of inclusive education, as well as the literature about the subject, among which the most important references are Maria Teresa Eglér Mantoan, Marcos J.S. Mazzotta, Carlos Alberto Marques, Susan Stainback, Peter Mittler, Reinaldo Soler, Collection of Authors, Jocimar Daolio e Silvino Santin.. The teachers statement confirmed that the due structural adaptations were not implemented in their schools, neither were they trained to work with the new educational model. Still, the majority of teachers declared that handicapped students contributed to their classes. Although they did not take part in the process of discussion/implementation of the inclusive policy at SME-GO, which has been approved since 2001, the Physical Education teachers declared open to the inclusive policy, as well as many of them revealed personal will in collaborate on this proposal. Nevertheless, we have to remember that an inclusive policy does not come true only with individual actions, since it necessary to take actions aiming to train and collectively involve the teachers and all the ones related to this process.
Sistemas educacionais inclusivos buscam a inserção das pessoas com deficiência no ensino regular, o que exige mudanças em vários âmbitos, envolvendo em especial os professores. Nesse estudo, buscou-se compreender como alguns professores de Educação Física relatam suas impressões e experiências iniciais sobre o processo de inclusão de alunos com deficiência em suas aulas. Pretendeu-se compreender como esses profissionais avaliam a nova política e seus desdobramentos em suas aulas. Neste contexto, realizou-se uma investigação qualitativa, de caráter descritivo e exploratório, em que foram entrevistados vinte professores de Educação Física efetivos e atuantes do quadro da Secretaria Municipal de Educação de Goiânia SME-GO que tiveram alunos com deficiência em suas turmas. Foram feitos estudos de legislações e de propostas de implantação de educação inclusiva e da literatura sobre o tema, sendo as principais referências Maria Teresa Eglér Mantoan, Marcos J.S. Mazzotta, Carlos Alberto Marques, Susan Stainback, Peter Mittler, Reinaldo Soler, Coletivo de Autores, Jocimar Daolio e Silvino Santin. Os relatos dos professores confirmaram que as devidas adaptações estruturais não ocorreram em suas escolas, bem como não houve capacitação dos professores para trabalharem com o novo modelo educacional. Ainda assim, a maioria dos professores relatou que houve participação dos alunos com deficiência em suas aulas. A despeito de não terem participado do processo de discussão/efetivação da política inclusiva na SME-GO efetivada desde 2001, os professores de Educação Física declararam-se abertos à política inclusiva, tendo muitos deles revelado empenho pessoal em colaborar com essa proposta. Deve-se ressaltar, contudo, que uma política de inclusão não se realiza apenas a partir de ações individuais, sendo necessária a adoção de medidas visando a capacitação e o envolvimento coletivo dos professores e de todos os envolvidos nesse processo.

Catholic schools in the United States have grappled with how to serve students with disabilities without the funding sources available to public schools. This mixed methods case study examines the driving forces, restraining forces, and social justice issues that influenced the development of an inclusion program at one Catholic elementary school.

The case analyzed is the inclusion program at "St. Ignatius" Elementary School. Fourteen interviews with individuals heavily involved in the program were triangulated with qualitative analyses of the content of artifacts from the inclusion program and quantitative data from a rating scale on ideal inclusive practices completed by ten teachers at the school site. Themes from the literature on Catholic inclusive education were also used to illuminate the findings.

The study identified the driving forces of leadership, teacher buy-in, the partnership between the school and parents, and the concept of the parish as "one big family." Restraining forces included negative parent perceptions and deficits in capacity and resources. Current practices included increased professional development and resources, honest assessment, and the concept that inclusion serves all students. Interview participants felt that Catholic beliefs and teachings provided the social justice framework.

The school site and archdiocese can further examine the paradigm shift required to implement Catholic school inclusion, increasing teacher professional development, the role of charismatic leadership, and serving gifted students. Further studies could explore socioeconomic variables, how inclusion affects other students, and whether the Catholic school environment provides advantages in implementing inclusion.

Catholic schools in the United States have grappled with how to serve students with disabilities without the funding sources available to public schools. This mixed methods case study examines the driving forces, restraining forces, and social justice issues that influenced the development of an inclusion program at one Catholic elementary school. The case analyzed is the inclusion program at “St. Ignatius” Elementary School. Fourteen interviews with individuals heavily involved in the program were triangulated with qualitative analyses of the content of artifacts from the inclusion program and quantitative data from a rating scale on ideal inclusive practices completed by ten teachers at the school site. Themes from the literature on Catholic inclusive education were also used to illuminate the findings. The study identified the driving forces of leadership, teacher buy-in, the partnership between the school and parents, and the concept of the parish as “one big family.” Restraining forces included negative parent perceptions and deficits in capacity and resources. Current practices included increased professional development and resources, honest assessment, and the concept that inclusion serves all students. Interview participants felt that Catholic beliefs and teachings provided the social justice framework. The school site and archdiocese can further examine the paradigm shift required to implement Catholic school inclusion, increasing teacher professional development, the role of charismatic leadership, and serving gifted students. Further studies could explore socioeconomic variables, how inclusion affects other students, and whether the Catholic school environment provides advantages in implementing inclusion.

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.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).

Thesis advisor: Cherie McGill
We often hear about the value of a diverse society, workplace, classrooms, and so on, but what exactly do diversity and inclusion involve, and why do we value them? In this thesis, I will explore philosophical concepts of diversity as it relates to race and gender in the workplace. First, what, exactly, do these terms mean? What is the difference between ‘diversity’ and ‘inclusion’, and how are we to understand these concepts as they apply to institutions like the workplace? Secondly, why should we want diverse or inclusive institutions? Mission statements, for most organizations indicate a commitment to diversity. But, what’s valuable about diversity? Put differently, what is problematic about a lack of diversity in our institutions?
Thesis (BA) — Boston College, 2018
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Philosophy

The concept of inclusion, despite the problems associated with its implementation both within and beyond the field of education, has become a central feature in the educational and social policy agendas of numerous national administrations and international human rights organisations. This thesis critically investigates the current form, content and function of inclusive policy and practice in the Greek educational system and wider social life, focusing predominantly on issues concerning disabled people. The thesis approaches inclusion as a contested concept, permeated by values and, thus, susceptible to a wide range of contextual meanings in the discourse of different social agents, involving endless disputes about its 'proper' meaning and uses. With this in mind, the study examines the discursive formulation of inclusion by three distinct social agents in the field of education: policy makers, disability theorists/activists and educationalists. By employing secondary research methods, including analysis of formal policy statements and literature review, and interviews, the thesis aims to expose the conflicting visions and contrasting agendas that exist under the outwardly unified banner of inclusion. The antinomies that underlie the making of inclusive schools and the intrinsic tensions within the conceptual framework of inclusion reveal a struggle between hegemonic and counter-hegemonic inclusion discourses. In contemporary educational and social policy, the humanitarian vocabulary of the inclusion movement has been colonised by dominant discourses of normalisation. As a result, the illusive concept of inclusion has been assimilated into governmental discourses and has become part of governance in an essentially unaltered exclusionary education system and society, rather than an emancipatory idea which opposes existing official models and prevailing policies of discrimination and exclusion. Hence, the struggle for the formulation of a truly inclusive social reality (in Greece and elsewhere) necessitates a shift of focus from moral imperatives onto the politics of disability, and from the unambiguous ideal of inclusion onto the material economic, political, social and cultural characteristics of the new world order to which the inclusion movement aspires.

Mestrado em Gestão de Recursos Humanos
A diversidade da força de trabalho é, cada vez mais, uma realidade, tornando mercados e empresas mais diversificados, complexos e competitivos. As organizações devem, por isso, procurar abordagens e práticas que se materializem numa gestão eficaz da diversidade, uma vez que esta atua positivamente no engagement dos colaboradores e gera maior desempenho, contribuindo para o alcance da vantagem competitiva. Assim, este estudo procurou analisar a influência das práticas de diversidade no engagement dos colaboradores no local de trabalho, avaliando o efeito que a perceção de inclusão pode ter nesta relação. Procurou-se, ainda, explorar de que forma o papel desempenhado pelos líderes influencia a relação entre as práticas de diversidade e o engagement, bem como a construção da perceção de inclusão dos colaboradores. O locus empírico da investigação foi uma empresa de telecomunicações, em Lisboa, onde se recorreu a uma metodologia quantitativa, utilizando a técnica do inquérito por questionário. A amostra reúne 238 inquiridos, correspondendo aproximadamente a 24% do total de colaboradores da sede da Empresa. Os resultados demonstraram que a perceção positiva sobre as práticas de diversidade e o engagement dos colaboradores se encontram significativamente correlacionados, sendo que a perceção de inclusão medeia esta relação. Constata-se, também, que o líder inclusivo influencia positivamente a perceção de inclusão dos colaboradores. Por fim, os resultados contrariam a literatura apresentada, na medida em que a existência de uma liderança inclusiva não modera a relação entre as práticas de diversidade e o engagement dos colaboradores no local de trabalho.
Taking into account the current global demographic trends and forecasts, diversity of the workforce is increasingly becoming a reality, allowing markets and companies to become more diversified, complex and competitive. Organizations should therefore seek approaches and practices that materialize in effective diversity management, since it acts positively on employee work engagement and generates greater performance, contributing to the achievement of competitive advantage. This study aims to analyse the influence of diversity practices on employee work engagement, evaluating the perceived inclusion effect may have on this relationship. It was also explored how the leaders' role influences the correlation between diversity practices and engagement, as well as the building of an inclusion perception on employees. This research was carried out at a telecommunication company's headquarters in Lisbon, where a quantitative methodology was used through a questionnaire survey technique. The final sample gathers 238 respondents, the equivalent to approximately 24% of the total employees at the company's headquarters. The obtained results showed that positive perceptions about diversity practices and employee work engagement are significantly correlated, with inclusion perceptions mediating this relationship. It is also noticed that an inclusive leader positively influences the inclusion perception of the employees. Finally, the results contradict the presented literature, insofar as the existence of an inclusive leadership does not moderate the relationship between diversity practices and employee work engagement.
info:eu-repo/semantics/publishedVersion

My central aim in this dissertation is to propose a new version of local scepticism regarding the a priori, namely, a version of scepticism regarding the apriority of (knowledge of) truths about certain relations between colours. The kind of relation in question is, for instance, expressed by sentences like ‘All ultramarine things are blue’ and ‘Nothing is both red all over and green all over’ – sentences that have, among defenders of the a priori, commonly been regarded as expressing paradigm examples of a priori truths. In the course of my argumentation for this kind of local scepticism regarding the a priori, I employ a relatively permissive notion of linguistic understanding (inspired by Timothy Williamson’s recent work on the a priori), according to which it is possible to obtain the relevant kind of understanding of colour terms in a certain non-standard way. The relatively permissive notion of linguistic understanding in question is, in turn, based on considerations in favour of a relatively coarse-grained conception of the primary objects of truth. Furthermore, my argumentation for the kind of local scepticism in question is based on considerations in favour of a certain conception of evidentiality, according to which a single experience-token can play both an enabling and an evidential role in the same instance of knowledge, and according to which some of the experience involved in alleged instances of a priori knowledge of the relations among colours in question plays this kind of double-role. Finally, I consider certain empirical phenomena apparently threatening the possibility of coming to understand colour terms in the non-standard way in question, and I argue that the threat posed by these phenomena is more widespread than hitherto acknowledged, and that all available ways of accommodating these phenomena are compatible with my local scepticism regarding the a priori.
Mi objetivo central en esta tesis es proponer una nueva versión de escepticismo local con respecto al a priori, es decir, una versión de escepticismo con respecto a la aprioridad (del conocimiento de) las verdades sobre ciertas relaciones entre colores. El tipo de relación en cuestión queda, por ejemplo, expresado en oraciones como 'Todas las cosas ultramarinas son azules' y 'Nada es verde y rojo en todas partes' – oraciones que, entre los defensores del a priori, han sido consideradas comúnmente como ejemplos paradigmáticos de verdades a priori. En el curso de mi argumentación, utilizo una noción relativamente permisiva de comprensión lingüística (inspirado en el trabajo reciente de Timothy Williamson sobre el a priori), según la cual es posible obtener comprensión lingüística de términos de color de una cierta manera no estándar. La noción de comprensión lingüística en juego está, a su vez, basada en consideraciones a favor de una concepción de grano relativamente grueso acerca de los objetos primarios de la verdad. Además, mi argumentación se basa en consideraciones a favor de una cierta concepción de evidencialidad, según la cual una experiencia puede jugar tanto un papel comprensión-produciendo como un papel probatorio en la misma instancia de conocimiento y según la cual algunas de las experiencias involucradas en presuntos casos de conocimiento a priori de las relaciones entre colores en juego tienen este tipo de doble función. Finalmente, examino ciertos fenómenos empíricos que al parecer amenazan la posibilidad de llegar a entender a los términos de color en el modo no estándar propuesto, y sostengo que la amenaza planteada por estos fenómenos está más extendida que lo que ha sido reconocido hasta ahora, y que todas las formas disponibles de acomodar estos fenómenos son compatibles con mi escepticismo local con respecto al a priori.

The Salamanca Statement and Framework for Action (UNESCO 1994) embedded the idea of inclusive education and its guiding principles were the motivational forces behind the UK policy document Excellence for All Children (DfES 1997). Yet since that time, there has been a range of outcomes for schools and Local Authorities, pupils and parent/carers. To help explain these outcomes, the thesis has sought to draw parallels between inclusion and myth. The research question asks, to what extent can inclusion be considered to be a myth? A discourse analysis was carried out on eight selections from key documents used to implement and perpetuate an inclusion agenda. Four questions were used to 'search for patterns', consider differences or similarities and to consider the 'participants orientation'. This was in terms of the effects and outcomes inclusion has had for the 'participants' within it, namely, schools and Local Authorities, pupils and parents/carers. An extensive literature analysis was also used to consider six dimensions of myth across four themes of inclusion. These six dimensions were myth as the popularised notion of a widely held but mistaken notion, the narrative qualities of myth, myth's complex nature, its relevance to some and not other, the quality myth has of perpetuating over time, and myth's ability to move people and have an inspirational quality. The four themes of inclusion were defining inclusion, implementing inclusion in consideration of schools and Local Authorities, pupils and parent/carers. To draw a conclusion to the research question a criterion was used to view the extent each dimension matched with myth. The thesis considered that although there was mixed evidence, inclusion appears to have many of the characteristics of myth, with myth is a widely held but false notion and its narrative qualities matching most substantially.

This study is concerned with school-children’s communication, behavioural, and emotional development, in which the first concern has been to focus on their laughter. Although commonly thought of as an integral component of childhood, children’s laughter seldom receives the attention it deserves. The significance of laughter’s correlation with children’s social connectivity remains largely undiscovered. Little account has been taken of laughter’s exclusive orientation, and the strain this may create in schools with an avowedly inclusive ethos. Teachers and pupils who agreed to take part in this study were recruited from two primary schools. Together, they formed the substantive part of a pair of ethnographic case-studies. Data obtained from a series of playground/classroom observations and informal interviews were framed around Robert Putnam’s theory of social capital, and its own inclusive-exclusive (bridging and bonding) dynamic. Findings indicate that our diminishing stocks of social capital may be directly correlated with our decline in laughter production. They also confirm the view that it is unhelpful to consider inclusive and exclusive entities in isolation. Exclusive laughter appears to be a fundamental condition of inclusive schooling, with pupils and their teachers apparently natural exponents of a form of behaviour that may be described as inclusive-exclusive.

This research investigated attitudes and behaviours of socially excluded individuals as they engage with further learning through digital technologies in individually orientated and free informal learning settings. The study specifically explored the impact of socio-personal attitudinal and behavioural factors that may impede participation. The research was concentrated in a South East London borough and based within a successful joint initiative between a local authority and third sector organisations. This unique partnership, of over 25 centres, provided access to the hardest to reach groups in the deprived communities of the borough. A number of case studies have been included that give a flavour of the poignant journeys of socially excluded individuals. Past research in this area has been mainly limited to the investigation of economic barriers. The principal focus of this study is Azjen’s social psychological Theory of Planned Behaviour (TpB) which was concerned with localised social determinants of the individual. Research data was collected through questionnaires based on TpB and the raw data derived from these were statistically analysed using inferential statistics, chi-square (x2) on SPSS. In addition, a number of interviews were also carried out to gain further insight into the broad perceptions of the individuals. Interview transcripts were analysed and two emergent themes identified: attitude and behaviour. The statistical analysis revealed that latent experiences and perception played a vital role in individuals’ life choices. These provide the foundation of the socio-personal factors that impact on socially excluded adults and influence their attitudes, behaviour and decision making process. In this study these have been shown to have an impact on attitudes towards any sort of learning/training including IT skills. The combination of poor experiences of school, no/low academic achievement, low self-esteem and confidence, along with a fear of failure has led to lives of worklessness or a continuous cycle of low skilled, low-waged employment, vulnerable to economic change. In addition, a minor analysis contributed through Bourdieu’s concepts established that the individual’s social class/group produced inherent issues of almost unconsciously accepted differentiation between the dominated and dominant classes.

This project studied the inclusion behavior before and after reoxidation. It focuses on the changes in inclusion size distributions and the mechanism by which reoxidation changes inclusion chemistries. This study examined the behavior of inclusions in laboratory heats after deoxidation with 0.1 wt% Al, Ca treatment, and reoxidation. MgO and Al2O3 crucibles were employed in the experiments to track the evolution of MgAlO4 spinel inclusions and Al2O3 inclusions. For both crucibles, experiments with different Ca and S level and 100 ppm O additions were attempted. Samples were taken at various points after the different additions were made up to 20 minutes after reoxidation. Automated SEM/EDS microanalysis was used to analyze the inclusions detected on polished cross sections and inclusion compositions were studied over this time span. Size distributions were analyzed by calculating population density functions (PDF) of spinels, alumina and calcium aluminate formed at different time and compared to confirm the mechanism of inclusion formation. Electrolytic etching was performed on the sample surface and the morphology of inclusions was observed by manual SEM/EDS. After reoxidation new Al2O3 and/or spinel (MgAl2O4) inclusions formed. The inclusions that were present from deoxidation and Ca treatment became richer in Al2O3. The presence of excess CaS was found to decrease the amount of oxides that formed upon reoxidation. The shape of PDFs could be used to identify inclusions that formed due to reoxidation. Several suggested mechanisms for the inclusion chemistry and size distribution mechanisms are presented.