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Dissertations / Theses on the topic 'Inclusive paradigm of disability'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Nguyen, Thi Xuan Thuy. "Policy, power, and the paradigm shift in the Vietnamese discourses of disability and inclusion." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106369.

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This study examines the inclusion of people with disabilities into Vietnamese social and educational systems. Using a Foucauldian perspective on discourse, power, and the governing of individuals in the modern context, I trace the shift in the global and local policies on disability and inclusion through three levels of analysis: global, national, and educational. At the global and national levels, I argue that this shift in social and educational policy has reconstructed a vision about disability and citizenship through the forces exercised by global and local institutions. This is indicated

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2

Marsiglia, Priscila Munhoz. "Homo deficiens: tecendo metáforas para os abismos e progressos do eu." Universidade Nove de Julho, 2016. http://bibliotecadigital.uninove.br/handle/tede/1399.

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Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T14:37:09Z No. of bitstreams: 1 Priscila Munhoz Marsiglia.pdf: 1063911 bytes, checksum: a39134bc5350a7f3fddbea0677ef6959 (MD5)<br>Made available in DSpace on 2016-06-09T14:37:09Z (GMT). No. of bitstreams: 1 Priscila Munhoz Marsiglia.pdf: 1063911 bytes, checksum: a39134bc5350a7f3fddbea0677ef6959 (MD5) Previous issue date: 2016-03-29<br>This research has as its theme the issue of inclusion processesof homo deficiens, tracing a historical path of exclusion and segregation, which remains in scholar environment and in the roots of curre

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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.

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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates

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Bucknor, Elizabeth Lee. "Implementing Inclusive Education in West Africa| Achieving Sustainable Development." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931628.

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<p>This study examined key factors germane to achieving long-term sustainability of inclusive education for children with disabilities in West Africa. International initiatives such as Education for All (EFA) have been driving forces in increasing access to primary education for children worldwide; however, reports show that children with disabilities in developing countries are still not being provided with equal educational opportunities. With the launch of the Sustainable Development Goals (SDGs), there is renewed momentum to ensure that children in marginalized groups, specifically those w

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Moss, Julianne, and j. moss@unimelb edu au. "Inclusive schooling : contexts, texts and politics." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132.

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The title Inclusive schooling: contexts, texts and politics, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state of Tasmania between 1996 and 1998. The Inclusion of Students with Disabilities policy, introduced in 1995 by the Tasmanian Department of Education, Community and Cultural Development, provides an opportunity to understand the cultural context and politics of change in schooling over this period. The qualitative methodology deployed here is informed by poststructuralism and captures the everyday experiences of univ

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Ethabti, Mohamed. "Inclusive education? : disability, culture, teaching and classroom management in Libya." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27177/.

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Inclusive education is a recent phenomenon in the education system in Libya. It is about giving equal educational opportunities to all students, whether with disabilities or, not in the mainstream school or classroom. Schools are considered as social institutions that should endeavour to enhance all children’s lives through appropriate teaching and learning practices. However, the school culture, which is generally defined as ‘how things are done here’ is vital for the promotion of inclusive education. The aim of this study were to explore teachers’ perceptions and attitudes towards inclusive

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Marshall, Nina Anne. "Disability, inclusive development and the World Bank : the construction and problematisation of disability in international development policy." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601106.

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Since the mid 19905 disability has attracted increasing attention within international development efforts, with general convergence on the strategy of 'inclusive development', However, this policy proposal has attracted little analytical attention in either development or disability scholarship. Where discussed it tends to be framed as inherently positive, even if implementation remains elusive. This thesis engages in a detailed interrogation of 'inclusive development' policy that draws attention to the powerful normative work it does and the complex effects it may bring. Drawing on the theor

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Fort, Megan. "Inclusive Recreation: The Malleability of Attitudes Toward Disability Through Peer Interaction." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5687.

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This study explored the malleability of attitudes with the goal of improving social inclusion for a stigmatized group, specifically individuals with developmental disabilities. Contact Theory was used as an intentional structure for meaningful intergroup contact to assess, understand, and improve meanings applied to individuals with disabilities at an inclusive summer day camp. Adolescent volunteers were administered quantitative questionnaires utilizing the Contact with Disabled Persons Scale (CDP) and the Multi-Dimensional Attitude Scale (MAS). Collected data were used to determine the effic

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Hamilton, Arthur. "India and Intellectual Disability: An Intersectional Comparison of Disability Rights Law and Real Needs." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40282.

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Given its vast population, India has one of the highest absolute numbers of people with intellectual disability (PwIDs) in the world. Studies have placed the prevalence as high as 3.1% of children aged between 2 to 5 years and 5.2% of children aged between 6 to 9 years. India recently passed the Rights of Persons with Disabilities Act, 2016 (RPwD Act), to align itself with the United Nations Convention on the Rights of Persons with Disabilities. This thesis applied the complementary methods of the review of academic and grey literature, document analysis of the RPwD Act, and in-depth inform

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Ruvolo, Maddy. "Sick Of Being Excluded: Chronically Ill Young Adults, Social Isolation, and the Need for a More Inclusive Disability Community." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/464.

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In a culture that values independence and productivity, non-normative bodies are understood as broken and useless. Disability is framed in medical terms, as a problem that should be resolved with prevention or cure. In response to this ableist perception of disability, the disability community has long argued that disability is not a medical issue but a social one, and its focus has been on increasing physical access and ending discrimination. Though the disability rights movement has made gains for some disabled people with this approach, they have excluded many others, including the chronica

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Ward, Margaret L. "Inclusive housing in Australia : a question of responsibility and distributive justice." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63493/1/Margaret_Ward_Thesis.pdf.

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This thesis challenged the assumption that the Australian housing industry will voluntarily and independently transform its practices to build inclusive communities. Through its focus on perceptions of responsibility and the development of a theoretical framework for voluntary initiatives, the thesis offers key stakeholders and advocates a way to work towards the provision of inclusive housing as an instrument of distributive justice.

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Woodruff, Mary Margaret. "Inclusive Teaching in Faith Communities: Examining the Effects of Brief Video Trainings on Planning Inclusive Teaching for Individuals with Disabilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8514.

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Many individuals within faith congregations are primarily taught by volunteers desiring to edify and support those they teach. Unfortunately, these devoted teachers also feel heightening insecurity in accomplishing this task because they lack professional training and experience working with individuals with disabilities. As volunteer teachers, many of these instructors do not have access to training that is efficient and affordable. The purpose of this study was to examine the how brief training videos on inclusive teaching practices, gleaned from empirically-supported practices promoted in

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Robinson, Deborah Christine. "Developing initial teacher education for special education needs, disability and inclusive practice." Thesis, Open University, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664283.

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The central question explored in this study is how can Initial Teacher Education (ITE) be developed to enhance the skills, confidence and preparedness of student teachers for Special Educational Needs and Disability (SEND) and inclusive practice? It involved an inclusive action research (IAR) project involving teachers, teaching assistants, student teachers and a university tutor within one partnership school. The IAR focused on the actions that participants agreed were immediately relevant to preparation for inclusive classrooms. To deepen the potential transferability of the study, additiona

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Pearce, Michelle. "Towards inclusive standards." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/241.

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The context of this study is the inclusion of students with dillabilities in secondary schools. The introduction of legislation in the United States and Australia has resulted in large numbers of students with disabilities being included in regular classes by subject teachers. Inclusion in secondary schools has proved especially challenging to teachers. Reviews and research highlight the need for teacher training. but do not specify the knowledge and skills that teachers need to become inclusive. It has been proposed that professional teaching standards have the potential to guide preservice a

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Taiwo, Mary Moyosore. "Teachers' negotiations of inclusive practice in Nigerian classrooms." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21055.

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This research investigates the practices of teachers in Nigerian classrooms where children with disabilities are being educated alongside their peers. The research objective was to develop an understanding of how teachers in Nigerian classrooms are developing their practice. Since the commitment the Nigerian government to the provision of universal basic and inclusive education for all children, research and reports on what the implementation of inclusive practice entails have been carried out. These have been largely quantitative, focusing on the percentage of children with disabilities who n

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Boston-Kemple, Thomas Ernest. "A conceptual analysis of key concepts in inclusive education." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.

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The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Revie

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Mclachlan, David. "A critical examination of the interaction of disability theology and ideas of atonement." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/a-critical-examination-of-the-interaction-of-disability-theology-and-ideas-of-atonement(a3136aab-ce53-45b4-b40d-a2351d452574).html.

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This thesis brings together two fields of theological ideas. On the one hand, at the heart of Christian theology and faith are the person and work of Jesus Christ, centred on God's initiative of Atonement through the cross. Here God addresses the whole condition of creation and humanity, usually expressed in terms of dealing with sin. On the other hand, the growing field of Christian disability theology is seeking a positive theological account of disability, viewing it as an integral part of the variety of humanity, and resisting normate assumptions that cast what is regarded as disability in

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Gous, Jennifer Glenda. "How inclusive education is understood by principals of independent schools." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/24118.

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In recognition that every child matters, inclusive education has become a practice that has been adopted by many schools across the globe and most usually in first world countries. As a whole-school system it occurs less frequently in developing countries including South Africa which, unlike many developing countries, has a sound infrastructure and many excellent schools in both the state and the independent sectors. ‘Education White Paper 6: Special education: Building an inclusive education and training system’ was published in 2001 with the express intention of developing an inclusive educa

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Soe, Sai Kyi Zin. "Influence of Donor Aid Policy on Disability Inclusion in Myanmar." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20373.

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Article 32 of the UNCRPD requires that international aid programs are inclusive and accessible to people with disabilities. Myanmar is both a signatory to the UNCRPD and is also a major recipient of aid from signatory countries. This study aimed to identify if the requirements of Article 32. 1 (a) are reflected in donor-funded aid programmes in Myanmar. The primary purpose was to analyse compliance along ‘the aid delivery chain’ understood to encompass policy commitment by donor agencies and in-country partners, identifying influencing factors on disability-inclusive development practices. Th

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Adjei-Amoako, Yaw. "Experiences of disability and inclusive development in Ghana : facilitating factors and barriers to participation." Thesis, University of Reading, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657597.

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The need to address poverty issues in the global South, particularly in Sub-Saharan Africa, provides a compelling rationale for promoting the inclusion and participation of disabled people in society. However, disabled people face difficulties to participate in society due not only to societal barriers, but also to particular impairments that they may have. This study explores disabled people's experiences in the domains of the family and wider community, including in education/training, economic activities and strategic decision-making processes in Ghana The study is based on qualitative, par

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Chhetri, Kishore Kumar. "Preparing teachers for inclusive education in Bhutan." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134082/1/Kishore%20Kumar%20Chhetri%20Thesis_Redacted.pdf.

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This research examined pre-service and beginning teachers' understandings of inclusive education, confidence and preparation for teaching in inclusive classrooms. The study was a descriptive case study with twelve pre-service and twenty beginning teachers in six inclusive schools. Research findings inform five recommendations: enhanced training and development of the teachers, enhanced policy and practice including with community, improved teaching and learning materials, better articulation of duties and responsibilities of all teachers, and transforming class size. This study will make a sig

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Johnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.

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General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innov

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Mattiussi, Monica S. "Disabled Evangelization: Theology of Disability and Inclusive Education as a Means of Sharing the Gospel." Walsh University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1524428915151838.

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Bucheli, Marco. "Inclusive Business A New Strategic Paradigm at the Bottom of the Pyramid Markets : a case study analysis /." St. Gallen, 2009. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02605426101/$FILE/02605426101.pdf.

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Trammell, John K. "Development of the Postsecondary Student Survey of Disability-Related Stigma (SSDRS)." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/645.

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Qualitative interviews of college students with disabilities indicated that students were reporting significant discrimination and disability stigma effects. Until recently, however, no formal instruments had been developed specifically to measure disability stigma in college students. The purpose of this study was to develop the Postsecondary Student Survey of Disability-Related Stigma (SSDRS), a Likert-type scale that measured amount of perceived stigma in college students with disabilities. The SSDRS was patterned after similar instruments developed to measure race-related stigma and other

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Wang, Yuchen. "Imagining inclusive schooling : an ethnographic inquiry into disabled children's learning and participation in regular schools in Shanghai." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22829.

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In Mainland China, a national education policy called ‘Learning in Regular Classrooms’ (LRC) has been implemented for over 25 years to support the inclusion of disabled children in regular schools. Although the LRC policy framework has been gradually adapted in response to the global movement for inclusive education, little is known about what is happening in classrooms and schools. In particular, disabled children’s views and experiences of their school lives remain unknown. Drawing on perspectives from inclusive education, pupil voice, disability studies and childhood studies, this research

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Sloan, David R. "The effectiveness of the web accessibility audit as a motivational and educational tool in inclusive web design." Thesis, University of Dundee, 2006. https://discovery.dundee.ac.uk/en/studentTheses/f5c9d678-64be-4253-89a2-cf693b2e6f47.

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The importance of Web sites that can be accessed and used regardless of an individual?s disability is critical. One barrier to improved accessibility of Web sites relates to the gap between Web authors? technical knowledge of Web accessibility guidelines and a broader understanding of the challenges facing disabled people when interacting with Web sites.This thesis describes the development and evaluation of a Web accessibility auditing methodology with the dual aims of accurately identifying accessibility barriers present in a Web site, and presenting the audit findings and recommended action

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Kutlu, Ozdal. "An Inclusive Workplace Accommodation Evaluation For Employees With Disabilities." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608143/index.pdf.

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The status of the people with disabilities can be summarized as marginalisation and exclusion from the mainstream of the society. It is accepted that the process of exclusion of people with disabilities is grounded in time and history. Demographic, economic, legislative data, humanistic reasons and historical evaluation of disability indicate that employment is the most vital item for the participation of people with disabilities in social life. The status of people with disabilities related with employment can be summarized with the terms<br>unemployment or underemployment, discrimination, la

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Roberts-Dahm, Louise Danielle. "Inclusive Higher Education and Employment: A Secondary Analysis of Program Components." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7012.

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Through secondary analyses of quantitative data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database from the first cohort (2010-2015) of model demonstration sites in Florida, this study examined components of the postsecondary education programs for students with intellectual disabilities that are correlated with employment upon program exit. This study adds to the emergent knowledge base on inclusive higher education by identifying the programmatic components of the postsecondary

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Maxwell, Gregor. "Bringing more to participation : Participation in school activities of persons with disability within the framework of the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY)." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18079.

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As societies the world over move towards defining inclusive and effective education systems this presents the educator with the new challenge of providing an equal and democratic education environment for all students. With children the nature of functioning and environmental settings varies greatly in comparison with adults and assessing children’s involvement in activities is of particular importance to ensure effective and inclusive society building through education. Building on the existing and previous participation research this thesis specifically aims to provide a means to theorize pa

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Quinn, Jayne M. "The Catholic School Principal and Inclusive Leadership: A Quantitative Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/270.

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The Holy See (2008) and the United States Conference of Catholic Bishops (1995) stated that all students, including those with disabilities, have the right to a quality education and special attention should be given to those who are disenfranchised by having a disability (National Conference of Catholic Bishops, 1972). Based on a literature review of characteristics that embrace inclusive Catholic school leadership in elementary schools in the Archdiocese of Los Angeles, the following research question was developed and used as the focus for this study: How prepared do Catholic elementary sch

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Duke, Jennifer Kay. "Powering a curriculum for all : a critical ethnographic study of inclusive education." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75651/1/Jennifer_Duke_Thesis.pdf.

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This project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary School. The project used a critical ethnographic approach with a variety of data collection methods and analysis. For example, the use of work diaries, semi-structured interviews, document analysis and observation. These leadership practices were found to be relevant to the development of inclusive schools for all learners.The most powerful leadership practices found were those used by the leader to challenge, interupt and

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Millecamps, Pascale Michel Rachel. "Contributos para a construção de uma sociedade inclusiva: utopia ou evolução? O trabalho da Associação "Pais em Rede"." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21132.

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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

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Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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<p> The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This

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Gallagher, Jeanine E. "Understanding curriculum planning practices that promote equity and excellence for students with disability." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/94843/1/Jeanine_Gallagher_Thesis.pdf.

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This thesis analyses how primary teachers plan from the Australian Curriculum for students with disabilities as part of their curriculum planning to achieve equity and excellence for all. The researcher used an institutional ethnographic approach to create data maps that visually represented how these teachers navigated across thirty-one curriculum organising texts in their individual and classroom planning. By identifying the complexity of the process, types of texts that were most influential, and the everyday/night work of curriculum planning, leaders can strategically plan to support teach

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Bland, C., and Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.

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Chirwa, Masauso. "Inclusive Education : A Study of Opportunities and Challenges for Children with Disabilities. A case of Zambia." Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12230.

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Cartner, Kelly. "CASE STUDY ON INCLUSIVE DESIGN AND OPERATIONS AT ONE CAMPUS RECREATION CENTER." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3536.

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The case study highlights the evaluation of one campus recreation center in terms of its inclusive design and operation on the basis of physical disability inclusion. Because of the plethora of barriers in campus recreation centers, those with physical disabilities are limited in their recreation choices and do not take part in recreation as their able-bodied counterparts. This study measures, observers, and evaluates one campus recreation center to determine its level of inclusiveness for those with physical disabilities. The AIMFREE survey was conducted along with observations and extensive

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Sipuka, Olwethu. "Exploring a framework for decolonised disability-inclusive student walk support practices in an open and distance learning institution." Doctoral thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/34003.

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This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is

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Öman, Béatrice. "Implementation of the 2030 Agenda in Sweden : Interpretation and application of disability inclusive goals at the local level." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181859.

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This thesis studies the transfer of disability targets in the 2030 Agenda for Sustainable Development to the local level in Sweden and how this implementation contributes to the Agenda’s result on a global scale. In the summary of its final official report to the Swedish Government (SOU 2019:13), the Swedish Delegation for the 2030 Agenda states that the expression ‘sustainable development’ is applied in Sweden in two ways: while it is used witha focus on its environmental dimension, there is another, broader definition that also encompasses its social and economic dimensions. In its own terms

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Castell, Lindsay Maurice. "The Influence of Building Features on Wayfinding by Adults with Intellectual Disability: Towards Achieving More Inclusive Building Design." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59026.

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Wayfinding in buildings is a necessary activity for everyday living. This thesis observed and analysed the influence of built environment features on wayfinding success by adults with intellectual disability in comparison with typically developing adults. Analysis of results found that people with intellectual disability had greater difficulty in wayfinding. A wayfinding feature framework has been developed to show the relative influence of individual features on wayfinding success by adults with and without intellectual disability.

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Kumar, Pinky Pritika. "Listening to the voices of students with disabilities in an inclusive school in Fiji." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228735/1/Pinky%20Pritika_Kumar_Thesis.pdf.

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This study aimed to explore the inclusive practices implemented in inclusive demonstration primary schools in Fiji from the perspective of students with disability, after the introduction of the inclusive education policy in 2016. The present study employed qualitative methods to explore the learning and social experiences of students with disability.

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Kelly, Molly Dames. "A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722.

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Kramer-Roy, Debbie. "Exploring the support needs of Pakistani families with disabled children : a participatory action research study." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4377.

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Pakistani families with disabled children are among the most disadvantaged population groups in the UK. Previous research has indicated difficulties with accessing support services as well as problematic attitudes towards disability within the Pakistani community. As no substantial improvement in their situation was evidenced since early studies in the 1990s, a participatory action research study was undertaken with six Pakistani families to explore how an actionoriented, emancipatory approach could facilitate them to explore their support needs and how these might be met, in further depth. An

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Holmes, Heather Jeanette. "Students with Osteogenesis Imperfecta: A Comparative Intergenerational Study of Inclusive Participation in New Zealand schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2467.

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Osteogenesis imperfecta (OI) is a genetic condition commonly known as Brittle Bones. The purpose of this study was to listen to and document the experiences of those with OI to investigate if there were barriers to inclusive education for students with osteogenesis imperfecta (OI). Persons with OI are often small in stature, have limited strength and varying degrees of mobility. Adventurous behaviour or everyday activities may result in fractures. Often in the world of disability the focus is on the medical condition rather than the personal experiences of those with the condition. This study

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Ritchey, Alicia D. "Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/789.

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The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009). The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation

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Kimball, Pauline Aines. "Disability resources for the educator." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2358.

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This thesis identifies what disability resources are currently accessible and needed by the educator in order to service the disabled student in the classroom. It is a compilation of medical, academic, financial and equipment resources currently available to the educator.

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Paul, Jeremy Suresh. "Inclusive adventure by design : the development of opportunities in outdoor sport for disabled people through co-ordinated people centred research and development in design and coaching." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4521.

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Structured to help readers from a range of disciplines, the thesis looks at the creation of opportunities for participation in adventure sport, specifically the development of a postural support for intermediate level performers with spinal cord injury in sea kayaking. The research has shown that it is possible to increase the performance level of disabled athletes in paddle sport through the development of appropriate adaptive equipment, which in turn promotes inclusion and the broadening of opportunities. This research project takes place against a backdrop of national events and development

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Polli, Mirna Tordin 1981. "Expectativas de aprendizagem e estratégias pedagógicas : o olhar de professoras que atuam com alunos com deficiência múltipla." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312317.

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Orientador: Zilda Maria Gesueli Oliveira da Paz<br>Dissertação (mestrado) - Universdade Estadual de Campinas, Faculdade de Ciências Médicas<br>Made available in DSpace on 2018-08-21T03:24:35Z (GMT). No. of bitstreams: 1 Polli_MirnaTordin_M.pdf: 665676 bytes, checksum: 09a790117ed39ee0f18822f66f29d126 (MD5) Previous issue date: 2012<br>Resumo: Sabe-se que o âmbito escolar é um lugar propicio para o uso e desenvolvimento da linguagem, entretanto é necessário que o aluno com deficiência encontre possibilidades de participação no conteúdo e no contexto escolar. Portanto, além da necessidade de q

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Brenneise, Allison D. "Social Experiences of Young Adults with an Autism Spectrum Disorder: Toward an Understanding of Communication." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1504.

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In this study, I used to use a variety of accommodative techniques to conduct oral interviews with young adult participants who presented with unique social language needs. Their needs highlighted and allowed critique of the research methods that I have learned, bringing up important ethical and pedagogical issues regarding difference and (dis)ability in research and research populations. I asked them what they thought about and wanted from their social experiences and learned that they perceive themselves as being perpetually misunderstood. I analyzed the data for potential misunderstandings

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