Relevant bibliographies by topics / Camps for people with disabilities

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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  6. Reports

Academic literature on the topic 'Camps for people with disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Camps for people with disabilities"

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Wilson, Emma. "Can camps improve outcomes for young people with long-term conditions or disabilities?" Nursing Children and Young People 30, no. 3 (May 11, 2018): 19. http://dx.doi.org/10.7748/ncyp.30.3.19.s19.

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Carta, Mauro Giovanni, Maria Francesca Moro, Antonio Preti, Jutta Lindert, Dinesh Bhugra, Mattias Angermeyer, and Marcello Vellante. "Human Rights of Asylum Seekers with Psychosocial Disabilities in Europe." Clinical Practice & Epidemiology in Mental Health 12, no. 1 (September 30, 2016): 64–66. http://dx.doi.org/10.2174/1745017901612010064.

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Background:The migrants crossing the Mediterranean towards Europe have dramatically been increased in 2015 as the number of incidents and deathsObjective:This editorial summarizes the results of our work and highlights some critical aspects that hinder the care to asylum seekers with stress disorders.Method:Screening for mental disorders was performed in all migrants joint three camps in Sardinia (January-September 2015) using K6, Short Screening Scale for Post Traumatic Stress Disorder (PTSD) and with an interview. Positives were evaluated by psychiatrists and if they needed, have been treated and evaluated at the start of treatment and three months later.Results:22.1% of the sample, (22.6% female, 38.5±12.9 years) were positive for at least one screener; 8.7%, (24% female) had a diagnosis of depressive or bipolar DSM5 disorders and 7.6%, (25% female) of PTSD. After three months of treatment: 51 treated people (26.8%) had left the camps. 53.1% of those remaining declared had relatives in northern Europe that they wanted to reach. Only 8.3% showed a significant clinical improvement.Conclusion:Clinical improvement was dramatically poor in people who stay in the camps. Dissatisfaction and feeling they could not join relatives may have had a negative impact. In PTSD, with the experience of torture and seeing family members killed, staying with surviving relatives in stable conditions would be an important part of treatment. From this point of view the UE Dublin Regulation seems not to be in agreement with the UN Convention on the rights of persons with disabilities
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Rybachok, Iryna. "UKRAINIAN REFUGEE CHILDREN IN WESTERN GERMANY AFTER WORLD WAR II: WAYS OF AFFECTION AND SOCIAL CATEGORIES." Naukovì zapiski Nacìonalʹnogo unìversitetu "Ostrozʹka akademìâ". Serìâ Ìstoričnì nauki 1 (December 17, 2020): 86–96. http://dx.doi.org/10.25264/2409-6806-2020-31-86-96.

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The article is devoted to the phenomenon of Ukrainian refugee children. They lived in displaced persons camps (DP camps) created and functioned for refugees in West Germany during the second half of 1940s – early 1950s. The article is based on archival documents, memoirs, camp periodicals. The author tried to identify the main reasons and ways of getting children to DP camps, such as age, social criteria and health status. Moreover, the author characterized different groups of “little aged displaced persons”. World War II caused significant migration of population from Ukraine and put the fate of millions of refugees and displaced persons on the international agenda. The majority of the Ukrainians had been repatriated to the Soviet Union (USSR), but about 250,000 of Ukrainians managed to avoid repatriation, escaped and became refugees who lived in special DP camps. Children made up about a quarter of all Ukrainian refugees, who had experienced difficult escape cases. The memoirs of Lesia Bohuslavets (Oleksandra Tkach), Alla Lehka-Herets, Larysa Zalevska Onyshkevych, Larysa Palidvor-Zelyk, Natalia Palidvor-Sonevytska and others, used in the article, allow us to understanding the personal experiences and feelings of Ukrainian refugee children in the DP period. Refugee children came from various social groups of the Ukrainian community: politicians, public and religious figures, intellectuals, workers and peasants. The least protected social categories were semi-orphans, orphans, children with disabilities, illegitimate or seriously ill children. They needed special attention and aid from international and Ukrainian relief organizations, as well as from Ukrainian DP community. These were the families with little children, widows with orphans, single mothers with illegitimate children, children with disabilities, children suffering tuberculosis. All of them (and also sick, elderly people) belonged to the so-called “hard core” or “zalyshentsi” (people who couldn’t come back to their homes). They could move from DP camps in Germany to their new residence countries only if they received necessary confirming documents from their relatives, supporting their living conditions provided. Therefore, some Ukrainian families with little or ill children, children with disabilities, widows with orphans, as well as the elderly, were forced to stay in war-torn Germany.
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Graham, Imelda Mary. "Addressing the Needs of Vulnerable Refugees." Journal of Applied Rehabilitation Counseling 51, no. 4 (December 1, 2020): 282–89. http://dx.doi.org/10.1891/jarc-d-20-00029.

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In recent times there has been a large increase in the numbers of people who are refugees1 seeking asylum, safety, and a secure future in countries across the globe. The countries to which they seek to gain access have often placed barriers to their arrival, sometimes overwhelmed by the numbers. People who have become refugees have the same human rights and basic needs as anyone else. Rehabilitative work is limited in most instances, although if properly addressed would afford most people who are refugees the opportunity to integrate into their new countries, and enable them to contribute in a meaningful manner to that country's well-being and development. Displaced peoples have a broad profile, including people with disabilities, some being acquired on their migration journey. Social justice practice includes addressing the needs of refugees, especially the most vulnerable among them. This article will examine these issues, establishing the context of current displacement, with projected numbers for the future; it will describe and discuss the impact of the difficult journeys undertaken by refugees; and propose the key elements for focus by rehabilitation professionals, particular reference to the European situation, especially that of Greece. The article is based on the author's first-hand experiences while working in European refugee camps, including one specifically for those with disabilities. The article will draw upon information, statistics, and other evidence supporting the issues addressed, including Human Rights Watch; Pew Research Center; Aida: Asylum in Europe Database, the United Nations High Commissioner for Refugees, and the United Nations.
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Kenney, Rebecca, and Martha Laxton-Kane. "Listening to the views of people with learning disabilities." FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities 18, no. 3 (December 2020): 40–47. http://dx.doi.org/10.53841/bpsfpid.2020.18.3.40.

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▪ We asked ten clients for their opinions of receiving support from the National Health Service (NHS) learning disabilities child and adolescent mental health service (LD CAMHS).▪ Clear communication, being heard and understanding the goals were identified as being important.▪ New service standards have been developed based on the feedback.▪ The information gathered could be useful for other learning disability services.
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Crabtree, Elizabeth, Sarah Wolfe, and Mark Austin. "Promoting participation in recruitment and selection for a CAMHS Learning Disability Service." Clinical Psychology Forum 1, no. 231 (March 2012): 19–22. http://dx.doi.org/10.53841/bpscpf.2012.1.231.19.

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There are few examples of children and young people with learning disabilities influencing mental health services to affect positive and measured change. This account describes ongoing work by a Learning Disability Service to involve young people in recruitment and selection.
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BO, Ogbonna, Mgbemena BC, Ezenekwe LN, Ele GN, Anetoh MU, Ejie Il, Umeh IB, et al. "Terrorism, population health, and epidemiological dynamics in Nigeria: implications for public health." MOJ Public Health 9, no. 1 (February 28, 2020): 27–31. http://dx.doi.org/10.15406/mojph.2020.09.00319.

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Background: Terrorism is the use of violent action in order to achieve political aims or force a government to act. It has become a growing trend in the global scene today in varying dimensions from hijacking, bombing, to state terrorism, bio-terrorism, cyber terrorism, eco-terrorism, nuclear, and narco-terrorism. All these disrupt population health with far reaching consequences. Objective: This study explored the dynamics of terrorism and public health in Nigeria. Methods: A narrative overview of relevant literatures was carried out. Literature search was carried out in PubMed, and Google Scholar. Information from previously published articles covering terrorism and public health was condensed to present a broad perspective and development. Only articles written in English Language carried out between 1999 and 2018 that clearly referred to terrorism, public health and diseases was used. Extracted information was discussed narratively. Results: A total of 1595 people died through terrorist attack in 2013 and 6118 in 2014. Immunization officers were killed in northern Nigeria in 2013. It leading to massive decline in immunization activities in northern Nigeria and contributed to the re-emergence of polio. In 2014, 662 terrorist attacks resulted in the death of 7512 people and 2246 were injured with varying degrees of disabilities. Many internally displaced peoples (IDP) fled to make shift camps with poor hygienic conditions with records of epidemics, psychosomatic conditions, malnutrition, overcrowding, and death. Conclusion: study suggests that terrorism deplete the general living condition of people and predispose them to varying levels of illness and diseases and ultimately disrupting public health status. Review, implementation of government policies, and equitable resource allocation could be utilized as preventive strategies
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Hossain, Muhammad Riaz, Ateeb Ahmad Parray, Rafia Sultana, Bachera Aktar, and Sabina Faiz Rashid. "Exploring healthcare-seeking behavior of most vulnerable groups amid the COVID-19 pandemic in the humanitarian context in Cox’s Bazar, Bangladesh: Findings from an exploratory qualitative study." PLOS Global Public Health 3, no. 3 (March 20, 2023): e0000382. http://dx.doi.org/10.1371/journal.pgph.0000382.

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The COVID-19 pandemic has raised new concerns about healthcare service availability, accessibility, and affordability in complex humanitarian settings where heterogeneous populations reside, such as Rohingya refugees in Bangladesh. This study was conducted in ten Rohingya camps and four wards of the adjacent host communities in Cox’s Bazar to understand the factors influencing healthcare-seeking behavior of the most vulnerable groups (MVGs) during COVID-19 pandemic. Data were extracted from 48 in-depth interviews (24 in each community) conducted from November 2020 to March 2021 with pregnant and lactating mothers, adolescent boys and girls, persons with disabilities, elderly people, and single female-household heads. This study adopted Andersen’s behavioral model of healthcare-seeking for data analysis. Findings suggest that the healthcare-seeking behavior of the participants amid COVID-19 pandemic in the humanitarian context of Cox’s Bazar was influenced by several factors ranging from socioeconomic and demographic, existing gender, cultural and social norms, health beliefs, and various institutional factors. Lack of household-level support, reduced number of healthcare providers at health facilities, and movement restrictions at community level hampered the ability of many participants to seek healthcare services in both Rohingya and host communities. Most of the female participants from both communities required permission and money from their male family members to visit healthcare facilities resulting in less access to healthcare. In both communities, the fear of contracting COVID-19 from healthcare facilities disproportionately affected pregnant mothers, elderly people, and persons with disabilities accessing health services. Additionally, the economic uncertainty had a significant impact on the host communities’ ability to pay for healthcare costs. These findings have the potential to influence policies and programs that can improve pandemic preparedness and health system resilience in humanitarian contexts.
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Nixon, Barry, Sue Hooton, and Ann Jones. "Child and adolescent mental health services (CAMHS): providing services for children and young people with learning disabilities." Journal of Mental Health Training, Education and Practice 3, no. 3 (September 2008): 39–52. http://dx.doi.org/10.1108/17556228200800020.

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Lipert, Anna, Kacper Wróbel, Michał Spychała, Paweł Rasmus, Dariusz Timler, Michał Marczak, and Remigiusz Kozłowski. "The Effectiveness of Active Rehabilitation Camp on Physical Performance of Disabled People Moving in Wheelchairs." International Journal of Environmental Research and Public Health 18, no. 14 (July 16, 2021): 7572. http://dx.doi.org/10.3390/ijerph18147572.

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(1) Background: Regular participation in physical activity (PA) prevents many medical complications and improves the physical fitness of people with spinal cord injury, and in turn improves the functional independence, psychosocial status and quality of life. The goal of Active Rehabilitation Camps (ARCs) is to use various forms of PA in order for the participants to obtain the greatest efficiency and independence in everyday life. (2) Purpose: To evaluate the improvement in physical performance of people with chronic spinal cord disabilities moving in wheelchairs taking part in the Active Rehabilitation Camp depending on (a) sex, (b) type of disability, (c) the level of injury and (d) the type of wheelchair. (3) Methods: The study included 42 wheelchair users: 28 men and 14 women aged 18–65 years (34.7 ± 14.9 years) taking part in the Active Rehabilitation Camp. Finally, the study involved 27 paraplegics, 9 tetraplegics and 6 individuals with myelomeningocele. The participants took part in four fitness tests: (1) sprint test (SP)—individual time to cover a distance of 15 m in the wheelchair; (2) slalom test (SL)—time to ride between four cones front and back; (3) basketball ball throw at a distance (BT), (4) zig-zag test (ZZ)—riding continuously for 6 min on the designated track. The tests were performed at the beginning and at the end of the ACR. Active wheelchairs were used by 32 participants, and 10 participants used the classic wheelchairs. (4) Results: Paraplegics achieved the best average results in all the tests and the best improvement in physical performance in comparison to individuals with myelomeningocele and tetraplegics. People in active wheelchairs achieved a statistically significant improvement in the results of SL and ZZ (p < 0.001). People with injury above Th-9 level of the spinal cord achieved a statistically significant improvement in the results of SP (p < 0.01), SL and ZZ (p < 0.01). People with injury below Th6 achieved a statistically significant improvement (p < 0.05) in SP, SL and ZZ. (5) Conclusions: Regular PA during the Active Rehabilitation Camp improves the physical performance of disabled people in wheelchairs, but the scale of improvement of physical performance fitness depends on the type of wheelchair used and the level and the type of injury.
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Dissertations / Theses on the topic "Camps for people with disabilities"

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Sitzlar, Shelia Jennings. "University students' attitudes toward the handicapped in a residential camping program." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/101322.

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Parmar, Geeta. "An evaluation of the referral pathway to CAMHS for young people with learning difficulties and/or disabilities from three perspectives : the young people, their parents and referrers." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511034.

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Gomes, Fábio Alexandre. "O projeto profissional do serviço social na defesa e garantia de direitos da pessoa com deficiência: espaço de resistência e luta na Cidade de São José dos Campos." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20056.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The present study deals with the professional performance of social workers who work in care institutions for people with disabilities in the municipality of São José dos Campos in the metropolitan region of Vale do Paraiba. The research was carried out with the Social Service professionals and that they are organized in a collective way through the Group of Entities of Attendance to Person with Disability the GRUPO PcD. The Organization of the research occurred through the choice of research methodology that had one of the objectives to establish contact with subjects who act and reflect the professional practice in their entities, but also organize themselves collectively in a discussion group regarding the service network. The research was divided into two phases: the first, by sending a questionnaire containing closed and open questions about professional training and the professional practice of social workers. The second phase, through the collection of testimony recorded and filmed using the methodology of the focal group and transcribed with subjects of the group. In the realization of the research, I found subjects with different characteristics and positions regarding professional practice, in this way I valued the content of the narratives, maintaining the focus of professional practice and guaranteeing and defending the rights of the disabled person. I used the qualitative approach to analyze the data and it is possible to identify and analyze that the construction of the dialogue of practice with the professional doing and the construction of positioning that try to carry out the construction of a society that fights for the consolidation of the rights of people with disabilities. The individual or collective professional practice of reveals as a constant space of resistance and struggle the subjects reveal that the complexity of social relations is present daily in the professional doing. Recognizing the professional practice of the social worker as a space for the production of resistance and the struggle for the rights of persons with disabilities reveals and strengthens possibilities for professional practice in the face of the demands of contemporary capitalist society
O trabalho apresentado trata da atuação profissional dos assistentes sociais que atuam em instituições de atendimento a pessoas com deficiência no município de São José dos Campos na região metropolitana do Vale do Paraíba. A pesquisa foi realizada com os profissionais do Serviço Social e que se organizam de forma coletiva através do Grupo de Entidades de Atendimento à Pessoa com Deficiência, o GRUPO PcD. A organização da pesquisa ocorreu através da escolha da metodologia que teve como um dos objetivos estabelecer contato com sujeitos que atuam e refletem a prática profissional em suas entidades, mas também que se organizam de forma coletiva em um grupo de discussão referente à rede de atendimento.A pesquisa dividiu-se em duas fases: a primeira, por meio do envio de um questionário contendo perguntas fechadas e abertas acerca da formação profissional e do exercício profissional dos assistentes sociais; e a segunda fase, por intermédio da coleta de depoimento gravado e filmado, utilizando a metodologia do grupo focal e transcrito com sujeitos do grupo. Na realização da pesquisa, foram encontrados sujeitos com diversas características e posicionamentos referentes à prática profissional; dessa forma, o conteúdo das narrativas foi valorizado, mantendo o foco da prática profissional e a garantia e defesa dos direitos da pessoa com deficiência. Abordagem qualitativa foi utilizada para analisar os dados, sendo possível identificar e avaliar a construção da interlocução da prática com o fazer profissional, bem como a construção de um posicionamento que efetive uma sociedade de luta pela consolidação dos direitos das pessoas com deficiências. A prática profissional individual ou coletiva se revela como um espaço constante de resistência e luta, em que os sujeitos revelam que a complexidade das relações sociais está presente cotidianamente no fazer profissional. Reconhecer o exercício profissional do assistente social como um espaço de produção da resistência e da luta por direitos da pessoa com deficiência desvela e fortalece possibilidades do exercício profissional frente às demandas da sociedade capitalista contemporânea
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Santos, Fábio Junio da Silva. "Escolarização e currículo: considerações no campo das deficiências." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16102017-111113/.

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Escolarização e pessoas com deficiência, transversalizada pelo currículo, constituíram-se eixos norteadores para a elaboração, construção metodológica e análise da pesquisa desenvolvida, a ser apresentada nessa dissertação. Circunscreveu-se tal análise ao ensino fundamental, etapa da educação básica que tem se configurado como a de maior acesso dessas pessoas, mas também aquela à qual as respostas da educação serão, de fato, exigidas, seja no acesso ou na permanência, sendo que, nessa última, a questão do currículo seja talvez a mais implicada, diretamente, com a escolarização propriamente dita. O percurso metodológico de construção e análise do material superfície de análise da presente dissertação consiste em dissertações, teses e artigos científicos compreendidos no período entre 2000 e 2015, estiveram permeados pelos dispositivos teóricos do currículo como processo social de Jose Gimeno Sacristán e as discussões de Jan Masschelein e Maarten Simons acerca da função social da escola. Esse recorte temporal visa enfocar, na discussão, uma perspectiva da política educacional que se constrói no Brasil a partir, especialmente, dos anos 2000, qualificada de inclusiva. Buscou-se compreender, primeiramente, de que maneira o conjunto das produções selecionadas consideravam, como argumento e fundamento, o currículo e a função social da escola e, consequentemente, o direito à educação para as pessoas com deficiência. Objetivamente se parte da pergunta de investigação: o que se estabelece como relação entre escolarização das pessoas com deficiência e currículo? A revisão bibliográfica revelou uma multiplicidade de formas de se nomear o currículo em interface com a escolarização. Nesse conjunto, os argumentos variaram desde a ênfase dada ao currículo, a função social da escola e aos modos de se entender a escolarização das pessoas com deficiência. Distante de ajuizar os discursos produzidos sobre escolarização das pessoas com deficiência, currículo e educação especial, compreende-se como necessário o debate sobre eles, uma vez que o direito à educação não se resume a estar inserido em uma escola, mas poder se constituir como sujeitos e produtores de conhecimento. Indago, por fim, se a particularização da escolarização pautada na necessidade do estudante com deficiência não poderia representar o avesso da função social da escola - o inter-esse, assim como o tipo de conhecimento, que fundamenta o currículo - pode negar a fronteira entre a prática pedagógica e os conceitos fundamentais que a escola, como instituição de formação, deve garantir para que seus aprendizes acessem o conhecimento historicamente acumulado.
Schooling and people with disabilities, dealt with in a transversal way in the curriculum, turned out to be the guiding principles for the preparation, methodological construction and analysis of the research here undertaken, and presented in this master´s thesis. The analysis was limited to elementary and middle schooling, a stage of basic education which has proved to be the one with greater access for people with disabilities, but it is also the one where the actions taken in the field of education are, in fact, required, both the access and in the permanence. As for the latter, curriculum-related issues are the most directly affected by the schooling per se. The methodological path of construction and data analysis analytical surface of this master thesis consists of theses, dissertations, and scientific articles between 2000 and 2015, was pervaded by the theoretical devices of the curriculum as a social process as seen by Jose Gimeno Sacristán. Regarding the social function of the school, I have reviewed the discussions by Jan Masschelein and Maarten Simons. Also, I have compiled Setting a specific period had the purpose of focusing, amidst the discussion, on a perspective of the educational policy that has been constructed in Brazil especially after 2000, and called inclusive. I have attempted to understand, first of all, how the collection of the productions selected saw, as an argument and grounds, the curriculum and the social function of the school, and consequently, the right to education for people with disabilities. Objectively, the starting point of the investigation is the question: what is defined as the relation between the schooling of people with disabilities and the curriculum? The bibliographic review revealed a multiplicity of ways of naming the curriculum in the interface with schooling. Within this collection, the arguments varied from the emphasis on the curriculum, the social function of the school and the ways of comprehending the schooling of people with disabilities. Far from judging the discourses produced about the schooling of people with disabilities, curriculum and special education, I deem necessary to debate such elements, since the right to education cannot be reduced to be included in a school but to be able to become a subject and a producer of knowledge. Finally, I inquire if the particularization of schooling based on the needs of the students with disabilities could not represent the reverse of the school´s social function, the inter-esse as well as the type of knowledge that is the foundation of the curriculum, would then to deny the frontier between the pedagogical practice and the fundamental concepts that the school, as an institution of formation, must ensure so that the learners have access to the historically accumulated knowledge.
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Siqueira, Raquel de Amorim. "Gestão do trabalho das pessoas com deficiência no campo da saúde pública." reponame:Repositório Institucional do FGV, 2015. http://hdl.handle.net/10438/14199.

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The presence of people with disabilities - PwD is ever more frequent in public organizations due to the reservation of vacancies for such professionals provided by law. These organizations are not always prepared, either architecturally or by a culture of inclusion, to receive and manage the workforce. In this context, the present study sought to discuss the management practices of people with disabilities in the public sector, from the inclusion approach, using the case of the Instituto Nacional de Câncer José Alencar Gomes da SilvaINCA. For the construction of this study, it was conducted a qualitative survey which included documentary analysis and semi-structured interviews. In order to encompass the views of different groups of people who are involved with the issue in the INCA, three types of professionals were interviewed, namely: servers with disabilities, managers directly linked to these PwD and head of human resources management area. It is possible to see a concern of the institute to fulfill the legal requirement of employment quotas reserved in the establishment plan for PwD, but it was identified empirically have not yet been developed or adapted, institutional management instruments for the effective inclusion of these professionals. It was also found that the adaptation of the INCA to accessibility dimensions - architectural, communicational, methodological, instrumental, programmatic and attitudinal - is still incipient. Formally, there is no element that prevents the participation of PwD in the INCA people management subsystems. However, the necessary tools to autonomy and full participation of these professionals are not always created and institutionalized.
Em virtude da reserva de vagas prevista em legislação, a presença de pessoas com deficiência - PcDs é cada vez mais frequente nas organizações públicas. Percebe-se que nem sempre essas organizações estão preparadas, quer seja arquitetonicamente quer seja por uma cultura de inclusão, para receber e gerir essa força de trabalho. Diante desse contexto, o presente estudo procurou discutir as práticas de gestão das pessoas com deficiência na área pública, a partir do enfoque da inclusão, utilizando o caso do Instituto Nacional de Câncer José Alencar Gomes da Silva - INCA. Para a construção do estudo foi realizada uma pesquisa qualitativa com análise documental e com entrevistas semiestruturadas. No intuito de abarcar a visão dos diferentes grupos de pessoas que estão diretamente envolvidos com a temática no INCA foram entrevistados três tipos de profissionais, a saber: servidores com deficiência, chefias diretamente ligadas a essas PcDs e chefia da área de gestão de pessoas. Constata-se uma preocupação do instituto em cumprir a determinação legal de ocupação das cotas reservadas no quadro de pessoal para as PcDs, porém ainda não foram desenvolvidos ou adaptados instrumentos institucionais de gestão que permitam a inclusão efetiva desses profissionais. Verificou-se também que a adaptação do INCA às dimensões de acessibilidade - arquitetônica, comunicacional, metodológica, instrumental, programática e atitudinal – ainda é incipiente. Formalmente não há nenhum elemento que impeça a participação das PcDs nos subsistemas de gestão de pessoas do INCA, contudo nem sempre são criadas e institucionalizadas as ferramentas necessárias à autonomia e à plena participação desses profissionais.
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Bettin, Sílvia Ana Crochemore. "Política institucional de educação inclusiva de adultos com deficiência no Instituto Federal de Educação, Ciência e Tecnologia Sul-Riograndense/Campus pelotas." Universidade Catolica de Pelotas, 2009. http://tede.ucpel.edu.br:8080/jspui/handle/tede/305.

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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
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Souza, Sirleine Brandão de. "Excepcionalidade, deficiência ou necessidades educacionais especiais: o aluno como constituinte do campo da educação especial." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20932.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In as much as special education constitutes a particular field of knolwedge, whose locus is situated in a determined social space, that has as its premise to offer schooling for students with specific characteristics that interefere in this process, this study sought to verify and analyze the changes, permanences, and disruptions to its identity as manifest in the specialised literature by means of a distinct characteriation of the populations it is destined to serve and the close relationship between the the academic-scientific field and the educational policies, marked by the transformations resulting from determined historical moments. The studies of Pierre Bourdieu (1983, 1991, 2004, 2005, 2008, 2015) made up the theoretical foundation of the investigation, specifically the concepts of field and language. To this end, data was collected from texts published in the periodical Revista Brasileira de Educação Especial, considered the most respected in the area, from its first edition in 1992 until the year 2015. The methodological proceedures of the research encompass, in the first phase, the choice of sections to be analized, resulting in the selection of essays, research reports and articles. The second phase was a survey of texts that establish a wider discussion of special education, resulting in a total of 102 texts following this tendency. The third phase consisted of an analysis of the discourse produced, through a deep reading of 30 texts selected from survey carreid out in the second phase. It could be concluded that in the field of special education the intimate relationship, both evident and inevitable, between the political field and the academic field reflects, on one hand, the disputes about the characterization of these students who constitute this field, and on the other hand, the temporal coexistence of different perspectives, which are at the same time distinct and antagonistic, that configure a multifaceted and diverse identity, reflecting the very contradictory movement of society and, consequently, social policies
Na medida em que a educação especial constitui-se como campo de conhecimento, cujo lócus se situa em um espaço social determinado, que tem como premissa a oferta de escolarização a alunos com marcas específicas que interferem nesse processo, este estudo teve como finalidade verificar e analisar, na literatura especializada, as mudanças, permanências e rupturas em sua identidade, por meio das distintas caraterizações da população a ela destinada, e a estreita relação entre o campo acadêmico-científico e as políticas educacionais marcadas por transformações decorrentes de determinados momentos históricos. Como embasamento teórico utilizou-se os estudos de Pierre Bourdieu (1983, 1991, 2004, 2005, 2008, 2015) especificamente os conceitos de campo e linguagem. Para tanto, elegeu-se como fonte de dados os textos publicados no periódico Revista Brasileira de Educação Especial, reconhecido como o mais qualificado da área, desde o seu primeiro número, em 1992, até o ano 2015. Os procedimentos metodológicos da pesquisa englobaram, em primeiro lugar a escolha das seções a serem analisadas resultando na seleção dos Ensaios, Relatos de Pesquisa e Artigos. Em seguida, o levantamento dos textos que estabeleceram discussão ampla sobre educação especial, e que redundou em um balanço tendencial de 102 textos e, num terceiro momento, análise aprofundada dos discursos produzidos, mediante leitura integral de 30 textos, selecionados para esse fim, entre os que compuseram o momento anterior. Conclui-se que no campo da educação especial, a íntima relação, evidente e inevitável, entre o campo político e o campo acadêmico, reflete, por um lado, disputas sobre a caracterização do alunado que constitui o campo e, por outro, a coexistência temporal de perspectivas diferentes, distintas e, até mesmo, antagônicas, que configuram uma identidade multifacetada e diversa, que reflete o próprio movimento contraditório da sociedade e, consequentemente, das políticas sociais
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Newman, Ian. "Countryside recreation and people with disabilities." Thesis, University of Sunderland, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278944.

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Boyce, Karen E. "Egress capabilities of people with disabilities." Thesis, University of Ulster, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266537.

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Maximova, V. "Applications for people with health disabilities." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/62562.

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There are such diseases that people had to live with all their lives. Such simple actions as talking on the phone, going downstairs or even determining the expiration date of milk can become difficult for people with disabilities. We present a selection of mobile applications that make life of people with disabilities easier
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Books on the topic "Camps for people with disabilities"

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Resources for Children with Special Needs, Inc. Special camp guide. New York: Resources for Children with Special Needs, Inc., 1985.

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Gordeeva, M. V. Organizat︠s︡ii︠a︡ otdykha deteĭ v sisteme sot︠s︡ialʹnogo obsluzhivanii︠a︡: Materialy metodicheskogo seminara-soveshchanii︠a︡, 21-22 noi︠a︡bri︠a︡ 2000 goda, g. Zvenigorod Moskovskoĭ oblasti. Moskva: Gos. nauchno-issl. in-t semʹi i vospitanii︠a︡, 2001.

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R, Arick Joel, Fullerton Ann, and Educational Resources Information Center (U.S.), eds. A national evaluation of residential camp programs serving persons with disabilities. Alexandria, Va: Institute for Career & Leisure Development, 1996.

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Steve, Jensen, ed. The unforgettable summer. Wheaton, Ill: Crossway Books, 2000.

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Ludwig, Irene. Directory of camps for blind and visually impaired children, youths, and adults. New York: American Foundation for the Blind, 1989.

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Association, American Diabetes, ed. Getting the most out of diabetes camp: A guide for parents and kids. Alexandria, Va: American Diabetes Association, 2002.

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Evans, Lynette. Camp extreme. New York: Childrens Press, 2008.

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Hubler, Marsha. Summer camp adventure. Grand Rapids, MI: Zonderkidz, 2009.

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Educational Resources Information Center (U.S.), ed. Educating students with disabilities on campus: Strategies of successful projects. [Washington, DC]: HEATH Resource Center, American Council on Education, 1994.

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Crandell, Bethany. Summer on the short bus. Philadelphia: RP Teens, 2014.

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Book chapters on the topic "Camps for people with disabilities"

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Freddi, Alessandro, Catia Giaconi, Sabrina Iarlori, Sauro Longhi, Andrea Monteriù, and Daniele Proietti Pagnotta. "Assistive Robot for Mobility Enhancement of Impaired Students for Barrier-Free Education: A Proof of Concept." In Makers at School, Educational Robotics and Innovative Learning Environments, 333–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_44.

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AbstractSmart wheelchairs are in the category of assistive robots, which interact physically and/or non-physically with people with physical disabilities to extend their autonomy. Smart wheelchairs are assistive robots that enhance mobility, and can be especially useful for improving access to university premises. This paper proposes a smart wheelchair that can be integrated with an academic management system to enable students who have serious leg problems and cannot walk on their own to reach any academic building or room on a university campus autonomously. The proposed smart wheelchair receives information from the academic management system about the spaces on campus, the lesson schedule, the office hours of lecturers, and so on. Students can select the desired task from the user interface. The smart wheelchair can then guide the student autonomously to the desired point of interest, while planning the best barrier-free route inside the campus/building and, simultaneously, avoiding fixed and moving obstacles. The assistive robot has localization and navigation capabilities, which allow students to move about campus freely and autonomously, and benefit from a barrier-free education.
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Carson, David, Jonathan Montgomery, and Elsa Montgomery. "People with disabilities." In Nursing and the Law, 103–5. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10961-6_10.

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Johnson, Louise C., Richard Tucker, and Valerie Watchorn. "People with Disabilities." In Alternative Planning History and Theory, 64–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003157588-5.

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Gilger, Kristin. "People with Disabilities." In The Diversity Style Guide, 199–218. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119407256.ch10.

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Das, Ashmita, Sayak Mitra, and Shampa Sen. "People with Disabilities." In Machine Learning and IoT, 299–311. Boca Raton : Taylor & Francis, 2019.: CRC Press, 2018. http://dx.doi.org/10.1201/9781351029940-18.

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Hall, Edward. "People with Disabilities." In COVID-19 and Similar Futures, 349–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70179-6_46.

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Breen, Jonathon S., and Susan J. Forwell. "People With Disabilities." In Disability in the Workplace, 116–51. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003220695-7.

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Pulla, Venkat, and Prahlad Dahal. "Life in Refugee Camps." In The Lhotsampa People of Bhutan, 31–45. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137551429_3.

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Møller, Bjørn. "Camps for People in Flight." In Refugees, Prisoners and Camps, 72–128. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137502797_5.

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Williams, Val. "People with Learning Disabilities." In Learning Disability Policy and Practice, 12–28. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29669-6_2.

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Conference papers on the topic "Camps for people with disabilities"

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Manhães, Mônica Muniz, Raphaela Ribeiro, Maria Thereza de Oliveira, Raphaela Batista Ferreira Sales, and Patrick Wagner Azevedo. "Disabilities in kids and the unveiled senses by the mothers in the family context. The formation of a therapeutic group for mothers of people with disabilities in APAE in Campos dos Goytacazes." In V Seminário de Pesquisa e Desenvolvimento PROVIC/PIBIC - II Encontro de Iniciação Científica CNPq. Perspectivas Online: Humanas e Sociais Aplicadas, 2020. http://dx.doi.org/10.25242/8876102820202180.

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Hattori, Fumio, Kazuhiro Kuwabara, Noriaki Kuwahara, Shinji Abe, and Kiyoshi Yasuda. "Socialware for People with Disabilities." In 6th IEEE International Conference on Cognitive Informatics. IEEE, 2007. http://dx.doi.org/10.1109/coginf.2007.4341905.

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Rajapakse, Ravihansa, Margot Brereton, Paul Roe, and Laurianne Sitbon. "Designing with people with disabilities." In OzCHI '14: the Future of Design. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2686612.2686694.

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Hrytsyk, Volodymyr, Andrii Grondzal, and Andrij Bilenkyj. "Augmented reality for people with disabilities." In 2015 Xth International Scientific and Technical Conference "Computer Sciences and Information Technologies" (CSIT). IEEE, 2015. http://dx.doi.org/10.1109/stc-csit.2015.7325462.

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Gotfrid, Taylor. "Games for People with Developmental Disabilities." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2982142.2982148.

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Kulakov, Kirill A., Yulia V. Zavyalova, and Irina M. Shabalina. "Navigation infrastructure for people with disabilities." In 2017 20th Conference of Open Innovations Association (FRUCT). IEEE, 2017. http://dx.doi.org/10.23919/fruct.2017.8071313.

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"Assistive Technologies for People with Disabilities." In 2019 Amity International Conference on Artificial Intelligence (AICAI). IEEE, 2019. http://dx.doi.org/10.1109/aicai.2019.8701309.

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Helm, Melina, Felix Carros, Johannes Schädler, and Volker Wulf. "Zoomorphic Robots and People with Disabilities." In MuC '22: Mensch und Computer 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3543758.3547552.

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Fruchterman, James R. "Document recognition serving people with disabilities." In Electronic Imaging 2007, edited by Xiaofan Lin and Berrin A. Yanikoglu. SPIE, 2007. http://dx.doi.org/10.1117/12.713247.

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Larkina, Victoria A. "Social capital of people with disabilities." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-40.

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Reports on the topic "Camps for people with disabilities"

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Iemmi*, Valentina, Hannah Kuper*, Lorna Gibson, K. Suresh Kumar, Santosh Rath, Sally Hartley, Gudlavalleti VS Murthy, Vikram Patel, Joerg Weber, and Karl Blanchet. Community-based rehabilitation for people with disabilities. International Initiative for Impact Evaluation (3ie), July 2016. http://dx.doi.org/10.23846/srs004.

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Rotenberg, Sara, Matthew B. Downer, Hilary Brown, Jane Cooper, Sabrina Campanella, Yousef Safar, Gabrielle M. Katz, et al. COVID-19 Vaccination for People with Disabilities. Ontario COVID-19 Science Advisory Table, June 2021. http://dx.doi.org/10.47326/ocsat.2021.02.35.1.0.

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Thompson, Stephen, Brigitte Rohwerder, and Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: A Case Study of People with Disabilities from Religious Minorities in Chennai, India. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/creid.2021.003.

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India has a unique and complex religious history, with faith and spirituality playing an important role in everyday life. Hinduism is the majority religion, and there are many minority religions. India also has a complicated class system and entrenched gender structures. Disability is another important identity. Many of these factors determine people’s experiences of social inclusion or exclusion. This paper explores how these intersecting identities influence the experience of inequality and marginalisation, with a particular focus on people with disabilities from minority religious backgrounds. A participatory qualitative methodology was employed in Chennai, to gather case studies that describe in-depth experiences of participants. Our findings show that many factors that make up a person’s identity intersect in India and impact how someone is included or excluded by society, with religious minority affiliation, caste, disability status, and gender all having the potential to add layers of marginalisation. These various identity factors, and how individuals and society react to them, impact on how people experience their social existence. Identity factors that form the basis for discrimination can be either visible or invisible, and discrimination may be explicit or implicit. Despite various legal and human rights frameworks at the national and international level that aim to prevent marginalisation, discrimination based on these factors is still prevalent in India. While some tokenistic interventions and schemes are in place to overcome marginalisation, such initiatives often only focus on one factor of identity, rather than considering intersecting factors. People with disabilities continue to experience exclusion in all aspects of their lives. Discrimination can exist both between, as well as within, religious communities, and is particularly prevalent in formal environments. Caste-based exclusion continues to be a major problem in India. The current socioeconomic environment and political climate can be seen to perpetuate marginalisation based on these factors. However, when people are included in society, regardless of belonging to a religious minority, having a disability, or being a certain caste, the impact on their life can be very positive.
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Duryea, Suzanne, Juan Pablo Salazar Salamanca, and Mariana Pinzon Caicedo. We the People: Inclusion of People with Disabilities in Latin America and the Caribbean. Inter-American Development Bank, November 2019. http://dx.doi.org/10.18235/0002010.

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Brown, S. Kathi. The Sharing Economy: Challenges and Opportunities for People with Disabilities. AARP Research, December 2016. http://dx.doi.org/10.26419/res.00141.001.

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Burkhauser, Richard, Jeff Larrimore, and Sean Lyons. Measuring Health Insurance Benefits: The Case of People with Disabilities. Cambridge, MA: National Bureau of Economic Research, October 2015. http://dx.doi.org/10.3386/w21629.

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Brown, S. Kathi. The Sharing Economy: Challenges and Opportunities for People with Disabilities: Infographic. AARP Research, December 2016. http://dx.doi.org/10.26419/res.00141.002.

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Thompson, Stephen, Brigitte Rohwerder, and Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: Evidence from India. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/creid.2021.004.

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Around the world, people with disabilities can be the most marginalised in society. Having a disability and being a member of a religious minority or an excluded social group can compound the reasons why some people find themselves on the outskirts of social systems which normally provide financial and moral support and a sense of identity and belonging. A recent study from India found that identity markers such as religion, caste and gender can exacerbate the exclusion already experienced by people with disabilities. Taking deliberate steps to strengthen the social inclusion of people with disabilities who also come from minority religious groups and socioeconomically marginalised backgrounds can help them fulfil their potential to fully and effectively participle in society on an equal basis with others, and strengthen community ties, making the society in which they live more inclusive.
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Sarker, Debashis. Can fintech facilitate financial inclusion of people with disabilities in Bangladesh? East Asia Forum, November 2023. http://dx.doi.org/10.59425/eabc.1699092036.

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Wilbur, Jane, and Chloe Morrison. Adapting Menstrual Health Interventions for People with Intellectual Disabilities in Emergencies. The Sanitation Learning Hub, Institute of Development Studies, August 2023. http://dx.doi.org/10.19088/slh.2023.012.

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The Bishesta campaign – a menstrual health intervention for people with intellectual disabilities and their caregivers in Nepal, was developed to help improve menstrual health for this population in non-humanitarian settings (Wilbur et al. 2021a). The campaign was developed by the London School of Hygiene & Tropical Medicine (LSHTM) and WaterAid and delivered in collaboration with the disability service provider, the Down Syndrome Society Nepal, and the Centre for Integrated Urban Development, a local WASH non-government organisation. Following a positive feasibility study (Wilbur et al. 2019a), the Bishesta campaign was ready for efficacy testing or adapting for another context. Due to the lack of attention to people with disabilities’ menstrual health during emergencies, World Vision and the LSHTM adapted the Bishesta campaign for humanitarian responses in Vanuatu and called it the Veivanua campaign. This Frontiers of Sanitation issue presents: the research that preceded the development of these campaigns, the two campaigns, explains the adaptation process, and documents critical considerations for others wishing to revise the campaigns for different settings. This issue will interest practitioners working in menstrual health for people with and without disabilities in the development or humanitarian context.
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