To see the other types of publications on this topic, follow the link: Inclusive recreation.
Dissertations / Theses on the topic 'Inclusive recreation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 32 dissertations / theses for your research on the topic 'Inclusive recreation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Fort, Megan. "Inclusive Recreation: The Malleability of Attitudes Toward Disability Through Peer Interaction." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5687.
Full textAbstract:
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 efficacy of involvement in an inclusive recreation program on adolescent participants' attitudes toward disability. After a covariate-adjusted regression analysis, contact with individuals with disabilities was found to significantly predict change in attitudes toward disability. Dyadic interviews were held after camp participation to provide additional sources of data with potential for deeper understanding of the camp experience for the volunteers. The data suggested participants perceived camp as a setting for the development of reciprocal relationships with peers who have developmental disabilities. These relationships further framed participants' understanding of the experience as fun, difficult, and resulting in perceived personal change. Implications for future research are discussed.
2
Bowen, David. "Consumer satisfaction and dis-satisfaction with long-haul inclusive tours." Thesis, Oxford Brookes University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264532.
Full text
3
Cartner, Kelly. "CASE STUDY ON INCLUSIVE DESIGN AND OPERATIONS AT ONE CAMPUS RECREATION CENTER." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3536.
Full textAbstract:
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 interviews with staff that run the campus recreation center and those with physical disabilities that have attended the recreation facility. Results from six interviews, a focus group, the AIMFREE survey, and observations have yielded four main themes. The environment lacks inclusivity that results from financial, attitudinal, and social barriers. Attitudinal barriers to inclusivity occur at three main levels: administration, the staff and users of the facility. As a result, the recreation center is also not socially constructed for inclusivity. The goal of this research is to create change in the studied setting. As a result of investigating inclusivity at one recreation center, several areas of improvement emerged and can be used to implement change at campus recreation centers alike.
4
Rousell, Davina. "Understanding leadership's role in inclusive, culturally-appropriate recreation programming in K'atlodeeche First NationHay River Reserve and the town of Hay River, Northwest Territories." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28066.
Full textAbstract:
This thesis employs Foucaultian and postcolonial theories to identify, discuss, and trouble discourses surrounding leadership styles in two communities in the Northwest Territories: the Town of Hay River and the nearby community of K'atlodeeche First Nation/Hay River Reserve. The thesis is composed of two papers. The first paper analyzes the tendency of lifeguards at the Hay River swimming pool to embody an authoritarian leadership style. Further, this paper discusses how an authoritarian leadership style can foster an unwelcoming environment for Aboriginal patrons. The second paper looks at Dene women's leadership in K'atlodeeche First Nation/Hay River Reserve's Summer Day Camp and discusses its impact on one particular Eurocanadian leader. Both papers shed light on the necessity for southern-based, Euro-Canadian recreation leaders to understand Aboriginal communities' practices and norms surrounding culturally appropriate ways of leading in order to plan and implement effective and inclusive programming.
5
Rich, Kyle. "Bridging Troubled Waters: Examining Culture in the Canadian Red Cross' Swimming and Water Safety Program." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24278.
Full textAbstract:
The Canadian Red Cross (CRC) offers its Swimming and Water Safety Program throughout Canada. The program is delivered by over 35 000 active instructors to over one million participants every year. The research in this thesis is part of a collaborative, interdisciplinary project in partnership with the CRC that examined ways to improve programming for cultural and ethnic minority populations. The thesis is written in the stand alone paper format. The first paper evaluates the program’s content, through a critical whiteness lens, to identify obstacles to offering effective programming to people of diverse cultural and ethnic backgrounds. Based on these findings, I created and piloted a cultural safety training module for program instructors. The second paper then evaluates the effectiveness of this training module to provide recommendations for the CRC to optimize its management of diversity within its organization and aquatics facilities across the country. Collectively, this thesis bridges both understandings of Eurocanadian and whiteness discourses as well as critical whiteness and organizational theories to more holistically understand processes of inclusion, exclusion, accommodation, and the management of diversity in the context of a nation-wide Canadian sport and recreation program.
6
Warner, Robert P. "Understanding Outward Bound Instructors’ Inclusive Praxis: Practices and Influential Factors." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152434502743163.
Full text
7
Wilson, Susan April. "Product development in the leisure software industry : a design methodology for the development of inclusive interactive digital media." Thesis, University of Kent, 2005. http://www.research.ucreative.ac.uk/id/eprint/1082.
Full textAbstract:
The goal of this research project was to develop a methodology for designers that assists and quantifies concept design decisions so designers can; enable increase user access; widen the user demographic of interactive digital media; and improve participation and competence with technolgy through play.
8
Chambers, Cynthia R. "Inclusive Art, Social, and Recreational Opportunities for Persons with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3890.
Full text
9
Gustafsson, Johan. "Modelling recreational angling demand in Sweden based on region-specific inclusive values." Thesis, Umeå universitet, Nationalekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137153.
Full textAbstract:
This thesis endeavours to model a trip demand function for recreationalangling in Sweden, including the individual expected per-trip utility of regionalattributes. The analysis is conducted with the use of a Random Utility Model (RUM)for the estimation of ‘site-specific’ utility, and a negative binomial logit model fortrip demand. The site quality variable is stated as expected catch-rates (CR) definedin terms of three different specifications: sample mean CR, individually perfectlyforesighted CR, and an econometrically predicted individual CR. Results indicatethat the econometrically estimated individual catch-rate specification performs wellas an explanatory variable both when modelling discrete site choice and trip demand,while the sample mean and perfectly foresighted CR specifications provide withunintuitive and insignificant parameter values. The inclusive value of the regionchosen by the angler, estimated with the RUM, was subsequently found to be asignificant predicting variable for the number of recreational angling trips conductedby Swedish anglers.
10
Gupta, Shelly. "Inclusion in Recreational Programs| A Case Study of Youth with Intellectual Disabilities Participating in Kids Included Together (KIT) Affiliated Programs." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810227.
Full textAbstract:
The purpose of this qualitative case study was to determine how to make out-of-school programs more inclusive of youth with intellectual disabilities (ID) by analyzing inclusive out-of-school programs affiliated with Kids Included Together (KIT). KIT is an organization that provides training and resources for meaningfully including children with and without disabilities into community-based, out-of-school programs. The study examined the perspective of current and former youth with and without ID, their parents, KIT-affiliated staff members, and KIT’s staff members via interviews. Observations of youth participating in recreational activities were completed. The sample consisted of 27 participants. Participants yielded 9 salient themes with multiple categories that emerged from the data. Each theme served as elements of inclusion toward meaningful inclusion of individuals with ID in out-of-school programs. Participants addressed key elements of inclusion required to create social change in out-of-school programs, educational settings, and community programs. The study also highlighted the barriers associated with inclusion and discussed specific strategies to address these challenges based on findings of this research. The knowledge gained from the study may have relevance for community-based programs that are interested in fostering a supportive and inclusive organizational culture. This study may raise awareness and training on how to support individuals with ID and it may provide opportunities to build resources and additional inclusive programs. The study provides practitioner recommendations on how youth with and without disabilities, their parents, staff members of out-of-school programs, school teachers, staff and administrators can implement inclusive practices in the community, out-of-school programs and educational settings.
11
Martins, José Luiz Germano. "Educação Inclusiva: formação de grupamentos afetivos, intelectuais e recreativos entre deficiente mental incluído em escola regular e seus grupos de pares." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10579.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:33:19Z (GMT). No. of bitstreams: 1
Jose Luiz Germano Martins.pdf: 3157599 bytes, checksum: d390715e78bc40634190511093e20b32 (MD5)
Previous issue date: 2007-03-20Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present study aims at investigating the interaction between mentally impaired students enrolled on regular school courses and their classmates, and identifies evidences of rejection or acceptance behaviors. This work verifies the variation in the levels of acceptance or rejection by comparing two schools, one with an implemented inclusion program and other with no such concern. It is based upon the concept that inclusion processes bring about new questions that require investigation and in the presumption that a mental impairment (as a negative characteristic of a student) brings difficulties to his social relationships which can be reduced by well defined inclusion policies. Two hypotheses are proposed considering this: first, that the rejection levels towards mentally disabled students are high, especially in terms of study matters, due to their learning capability; and second, that the existence of a pedagogic program on school inclusion favors interpersonal relationships between the mentally impaired student and his classmates. Pursuing a broader view of the students relationships and answers to these questions, the main data collection tool was the sociometric test. It has been chosen due to its competency for denoting multiple aspects of the social processes in a more vivid and spontaneous manner, and for its versatility and universality. The research was conducted with students of the second grade of one school and with students of the fourth grade of a different one. It verifies the effects of a pedagogic program on school inclusion, present in only one of the two schools, in the relationships established by the disabled students. Considering the interaction between regular students and disabled ones, it was found that penalty truly existed in all fields surveyed, named affectivity, playing and study. But differences were observed as the rejection levels towards the disabled student were not the highest in one school meanwhile the presence of the disabled student was not even noticed in the other. This was expected and had been registered before in the literature (Moreno, Bastin). The hypothesis of highest disadvantage in terms of study, probably due to learning deficiencies of the impaired students, has not been verified as they have not been the most reject students. Similarly, their rejection levels in terms of study were not above their average regarding the other topics of the survey. Finally, there has been no confirmation regarding the hypothesis of social relationships benefits for the disabled student in a school with a pedagogic program on school inclusion. In fact, the study pointed that regular students seemed to consider the disabled student more like a classmate than in the school with the inclusion policy
O presente trabalho teve por objetivo investigar como ocorrem as interações entre o aluno deficiente mental incluído em escola regular e os demais colegas de classe, buscando verificar as manifestações de rejeição e de aceitação do primeiro e de verificar se esses níveis de rejeição e aceitação sofrem alteração entre uma escola que tenha um projeto definido de inclusão escolar e outra que não tenha. Partiu-se do princípio de que os processos de inclusão trazem à tona novas questões que merecem ser investigadas e que a deficiência mental, como marca negativa do sujeito, interfere nas relações sociais, mas que estas tendem a diminuir em escola com projeto definido de inclusão escolar. Nesse sentido, formulamos duas hipóteses: 1) que os índices de rejeição dos alunos com deficiência mental são altos, especialmente no quesito estudos, dada as suas dificuldades de aprendizagem; 2) a existência de um projeto político-pedagógico explícito de inclusão escolar favorece as relações interpessoais entre o aluno deficiente mental e seus pares. No intuito de se obter uma visão mais abrangente das relações entre os alunos e respostas aos questionamentos que movem o estudo a ser realizado, o instrumento básico adotado para a coleta de dados foi o teste sociométrico, porque possui grande capacidade para ressaltar os espaços múltiplos do processo social de forma mais viva e espontânea e por seu caráter de versatilidade e universalidade. A pesquisa foi realizada em duas escolas distintas (em uma delas em classe de 2ª série e, na outra, de 4ª), sendo que uma delas possui projeto político pedagógico voltado à inclusão e a outra não, com o intuito de verificar quais as possíveis repercussões desse fato nas relações estabelecidas entre os alunos estudados. Com relação às interações entre os alunos normais e o aluno com deficiência mental, pode-se constatar que, se é verdade que existem prejuízos em todos os quesitos estudados, ou seja, afetividade, brincadeiras e estudos, eles se manifestam de maneira diferente, pois enquanto em uma escola o aluno deficiente praticamente não existe para seus colegas, na outra, os índices de rejeição do aluno deficiente não são os mais elevados da classe, situando-se dentro de parâmetros esperados apontados pela literatura especializada (Moreno, Bastin). Quanto ao maior índice de prejuízos quando se trata na área de estudos, pela provável maior dificuldade dos alunos incluídos em aprender, a hipótese não se confirmou, posto que os alunos não foram os mais rejeitados das classes, bem como, para cada um deles, o número de rejeições nesse quesito não foi superior aos dos demais quesitos. Finalmente, a hipótese de que um projeto político-pedagógico sobre inclusão escolar deveria favorecer as relações sociais entre o aluno deficiente e seus pares não se confirmou, já que nos pareceu que nesta última, o aluno foi tratado muito mais como um colega como tantos outros do que na primeira escola
12
Bam, Armand. "The perceptions of recreation officers towards the inclusion of visually impaired children within the City of Cape Town Come and Play Programme." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10141.
Full textAbstract:
Includes abstract.Includes bibliographical references.
The City of Cape Town Sport, Recreation and Amenities Department (COCT SRA) has drafted its own policy document on sport and recreation in order to align with national policy to guide efficient recreational service delivery. The COCT SRA should play a role in the development of all children within the communities it serves. The implementers of the recreational services thus play a vital role in ensuring efficient service delivery to all. The aim of the study was to explore the perceptions of recreation officers regarding their contribution to enabling the inclusion of visually impaired children in the Come and Play Programme. Furthermore to illuminate potential barriers and facilitators to the inclusion of visually impaired children in order to facilitate policy implementation.
13
Espírito, Santo Maria do Rosário. "Aplicação de matemática recreativa no ensino de alunos com deficiência visual." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16133.
Full textAbstract:
O presente trabalho tem por objetivo a criação de materiais que sejam facilitadores do processo
de ensino/aprendizagem da Matemática, direcionados quer a alunos cegos ou com baixa visão,
quer a alunos normovisuais. Uma abordagem de carácter lúdico da matemática, sem descurar o
seu lado “sério” e rigoroso, poderá ser uma boa opção, para proporcionar estímulos positivos face
à disciplina e originar situações de verdadeira aprendizagem.
Neste sentido, optou-se pela criação de um jogo de tabuleiro – O Jogo MAGIC-MAT – com o qual
se pretende desenvolver competências como o raciocínio lógico, a aptidão para resolver
problemas, a criatividade, a capacidade de visualização, o cálculo mental e as interações sociais,
e que promova um ensino inclusivo.
A implementação deste jogo envolveu alunos com deficiências da visão e alunos normovisuais,
integrados em três escolas da Direção Regional da Lezíria e Médio Tejo, que frequentavam os 7.º,
8.º, 9.º e 11.º anos de escolaridade; ABSTRACT: This study aims to create materials that act as facilitators of the teaching/learning of mathematics,
targeted either to students who are blind or have low vision, or the sighted students. A playful
approach to mathematics, provided it does not neglect its "serious" and rigorous side, it may be a
good option to provide positive stimuli face to discipline and lead to real learning situations.
In this sense, it was decided to create a board game - The Game MAGIC MAT - with which one
intends to develop skills such as logical thinking ability, the aptitude to solve problems, creativity,
viewing capability, development of mental calculation and social interactions, and that promotes an
inclusive education.
The implementation of this game has involved students with visual impairments and sighted
students, integrated into three schools of Direção Regional da Lezíria e Médio Tejo, who
frequented the 7th, 8th, 9th
and 11th
schooling years.
14
De, Swardt Junita. "Leisure functioning of learners with learning and physical disabilities a case study at an ELSEN school in the Tshwane area /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08202008-155351.
Full text
15
Martin, Shawn. "An Evaluation of Inclusion Criteria for Highly Migratory Species in the Magnuson-Stevens Fishery Conservation and Management Act." NSUWorks, 2014. http://nsuworks.nova.edu/occ_stuetd/148.
Full textAbstract:
Blackfin tuna Thunnus atlanticus, dolphinfish Coryphaena hippurus, and wahoo Acanthocybium solandri currently are not managed under the highly migratory species (HMS) fishery management plan (FMP) despite being biologically highly migratory and co-occurring in major fisheries. A review of past international, domestic and regional management regimes; recent consolidations of FMPs; the re-classification of some species within the FMPs and of the migratory patterns of these three species clearly draws into question the application of the inclusion criteria for the HMS FMP. In order to collect stakeholder opinion on including these three species into the HMS FMP, a survey was launched via online fishing forums. However, only 87 respondents participated in the 2 months-long survey process, with 43 % not even completing the whole of the survey. Aside from refusal to participate, the responses on the forums were that of extreme opposition. So, although the nature of these species certainly qualifies them to fall under this FMP, the reaction from the recreational fishing community would make these changes difficult. Given that these three stocks are not stressed nor overfished, the need to place these species under the HMS FMP may not be the best course of action at this time. Moreover, such an action could potentially hurt the recreational fishing industry by adding additional and unnecessary regulations.
16
Ottosson, Emma. "Det är som värsta mötesplatsen : En kvalitativ studie om fritidsgården som gränslandsarena." Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7999.
Full textAbstract:
Bakgrunden till studien är dels att förstå vilken betydelse känslan av delaktighet har för ungdomar, dels hur fritidsverksamheter kan utgöra en social arena som främjar delaktighet hos ungdomar. Jag vill få kunskap om fritidsgården kan vara en accepterande miljö där fler ungdomar kan känna gemenskap samt vilken roll fritidsledare och deras samverkan med andra aktörer har i arbetet med att få fler ungdomar att känna delaktighet. Syftet med studien är att beskriva och analysera vilken betydelse de kommunala fritidsgårdarna som mötesplats har för att främja delaktighet och motverka utanförskap bland ungdomar.Jag har genomfört en mikroetnografisk studie där jag i min empiriska del använt mig av en kombination av intervjuer samt deltagande observationer på en fritidsgård på en mindre ort. Detta i syfte att fånga upp karaktäriseringar som skulle kunna visa fritidsgårdens betydelse som en gränslandsarena. Med hjälp av ett sociokulturellt perspektiv samt Erving Goffmansdramaturgi har jag beskrivit begreppet delaktighet och har tillsammans med studiens empiri och tidigare forskning växt fram till en analys och ett resultat. Resultatet i studien visar att fritidsgården har möjlighet till att vara en arena för delaktighet, men att de måste ha viss struktur och innehåll för att kunna gynna ungdomarna. Vidare visar den vilken betydelse fritidsledaren har i arbetet med ungdomar, relationen mellan dem är den största faktorn till om ungdomen kan känna delaktighet. Samverkan mellan aktörer i ungdomarnas vardag kan vara en möjlighet till att fler ungdomar fångas upp, särskilt utmärkande för att samverkan ska fungera är god kommunikation och tydlig rollfördelning.The background to the study is to understand the importance of the sense of belonging is for young people, and how leisure activities can constitute a social arena that promotes social inclusion of adolescents. I want to gain knowledge of the recreation center and if it can be an accepting environment where more young people can feel solidarity. And also what the recreationleader and their interaction with other actors can manage in the process of getting more young people to feel involved.The purpose of the study is to describe and analyze the significance of the recreation centers have to promote social inclusion and work against social exclusion among young people. I have made an ethnographic study in which I used a combination of interviews and participant observations at a recreation center in a small town, in order to capture characterizations that would demonstrate leisure's importance as a transitional arena. With the help of a socio-cultural perspective, and Erving Goffman's dramaturgy I have explained the concept of participation and, together with the study's empirical data and previous research evolved into an analysis and result. The result of the study shows that the recreation center has a chance to be an arena for social inclusion, but they need to have a specific structure and contents in order to benefit young people. Furthermore, on the importance of leadership is in work with young people, the relationship between them is the main factors for youth to feel social inclusion. Cooperation between the recreationleader and other actors who works with young people can together help more adolscents, by a holistic perspective on the adolscents everydaylife.
17
Bayewumi, Oladunni Oluwabunmi. "Barriers to inclusion of students with disabilities in sports: an assessment of special schools in the Amathole District of Eastern Cape, South Africa." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006800.
Full textAbstract:
According to the recent Statistics South Africa (2007), there are 668 176 children with disability between 6 – 23 years old of which 337 660 are males and 330 516 females in the Amathole District of the Eastern Cape. This number consists of schoolchildren with visual, auditory, physical, mental, multiple and non- specified types of disabilities. However, there are limited research studies on the challenges around opportunities for children to participate in variety of sporting activities within the school settings. The purpose of this study was to provide a more accurate picture of the barriers against inclusion of students with disabilities in sports, among the identified Special Schools in the Amathole district, Eastern Cape. Data collection involved interviews, questionnaire and participant observation methods. Results showed that 87 percent of the students with disabilities participated in one sport or the other with male student participating more (92.2 percent than the female participants (86.7 percent). Overall, the participation rate was 86.7 percent. Further analysis of data revealed that 44 percent female and 41.5 percent male students agreed strongly that sporting activities are beneficial to their health. 7.1 percent of the sample indicated that their disability prevented them from sports participation. The reported main barriers towards sports participation include; lack of trained personnel; lack of adequate funding; lack of cooperation from parents and guardians and inadequate facilities and equipment. Although students with disabilities were using the limited resources at their disposal to participate in sports, they need support to sustain their efforts.
18
Martins, Vanessa Regina de Oliveira 1982. "Educação de surdos no paradoxo da inclusão com interprete de lingua de sinais : relações de poder e (re)criação do sujeito." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251917.
Full textAbstract:
Orientador: Regina Maria de SouzaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-11T07:56:44Z (GMT). No. of bitstreams: 1 Martins_VanessaReginadeOliveira_M.pdf: 1002306 bytes, checksum: a701884a4ca1144fb3e0fbd6882f41a2 (MD5) Previous issue date: 2008
Resumo : O presente trabalho propõe uma análise das relações de saber e poder na inserção do intérprete de língua de sinais na inclusão escolar dos surdos no ensino superior, com o objetivo de deslocar a atuação, usualmente técnica, do intérprete educacional, apostando no processo de encontro pedagógico e não somente instrumental, numa relação educativa entre o intérprete e o estudante surdo. Para tal proposta, faço uma leitura teórica de autores que discutem a inclusão ¿ no caso dos surdos, com a presença do intérprete, entendido como aquele que não deve substituir o professor, mas buscar ser seu porta-voz de modo fiel ¿ e apresento alguns paradoxos gerados nesse contexto: inclusão-exclusão; tradução-ensino. Como fundamento para a pesquisa, retomo o modo de invenção da surdez na sociedade, as produções de saberes e poderes sociais, as relações de invenção das normas, e a emergência de sujeitos; todavia, nesses jogos de forças, mostro as resistências e recriações que o sujeito (surdo, intérprete, professor) se faz no decorrer dos movimentos históricos e de luta, e discuto o ensino como efeito de acontecimento e saber. No caso da inclusão, penso ser a resistência surda efeito do movimento contra a normalização ouvinte-falante, em oposição às suas singularidades lingüísticas, de natureza, visual e gestual. É na criação da aula como acontecimento marginal, como ensino-acontecimento, que o surdo e o intérprete de língua de sinais educacional se permitem enlaçar e fazer o ensino. Nessa falta de enlace entre aluno surdo e professor ouvinte, convoca-se o intérprete, e é nessa frustração simbólica instaurada pelo não conhecimento lingüístico, por parte do professor ouvinte, que a inclusão instaura paradoxos que, por sua vez, criam fissuras, interrompem rotas, através das quais o aluno surdo encontra também armas e possibilidades de inventar e produzir novas formas de aprender também e com o intérprete educacional
Abstract : This research proposes an analysis of the power and knowledge relations in the insertion of the sign language interpreter regarding deaf students¿ inclusion in the university context. The aim is to dislocate the performance, usually technical, of the educational interpreter, in favor of the pedagogical meeting process, not only instrumental, in an educative relation between the interpreter and the deaf student. For such proposal, I start by doing a careful reading taking into account the authors who discuss the inclusion ¿ in the case of the deaf, with the presence of the interpreter, understood as the one who must not replace the teacher, but in the search to be his/her faithful spokesman ¿ and I present some paradoxes generated in this context: inclusion-exclusion; translation-teaching. As for the theoretical background, I take the form of invention of deafness in the society, and the productions of knowledge and social powers, the relations of the inventions of the norms, and the emergence of subjects; therefore, in these games of strengths, I show the resignations and recreations the subject (deaf, interpreter, teacher) does in the course of the historical moves and of fight, and I discuss the teaching as an effect of the movement against the normalization hearing-speaker, in opposition to their linguistics singularities, that is, naturally visual and manual. It is in the creation of the class as a marginal event, as teaching- event, that the deaf student and the educational sign language interpreter allow
Mestrado
Psicologia, Desenvolvimento Humano e Educação
Mestre em Educação
19
Salem, Nidal Eleanor. "Using Design Thinking to Explore Millennial Segmentation Gaps and Improve Relevancy within Cuyahoga Valley National Park." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524496515760127.
Full text
20
Terneborg, Kea. "Konsten att fördela min uppmärksamhet på bästa sätt." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19034.
Full textAbstract:
Min uppsats handlar om situationer där jag har svårt att fördela min uppmärksamhet. Mitt fokus läggs antingen på barnet med speciella behov eller på barngruppen. I essän för jag en diskussion runt mitt eget förhållningssätt kring detta. Den senaste tiden har vi upplevt en trend att barn med särskilda behov ska inkluderas i all skolverksamhet. Syftet är naturligtvis gott, men min upplevelse är att det ibland kan leda till en ny form av exkludering. Det vill säga att de barn som inte fungerar som förväntat kan känna sig ännu mer utanför vilket kan få konsekvenser för att uppnå kunskapsmålen. Hur kan jag hantera detta som pedagog? I min essä undersöker jag problemet med hjälp av ett antal etiska teorier, pliktetik, utilitarism, diskursetik och fronetisk etik.
21
Johnston, Jacqueline Lucille. "Status and needs for inclusive recreation in New York A focus group approach /." 2008. http://dspace.sunyconnect.suny.edu/handle/.
Full text
22
Mayer, Whitney E. "An exploration of the influence of specialized recreation program participation on inclusive recreation involvement /." 2009. http://dspace.sunyconnect.suny.edu/handle/.
Full text
23
Roeder, Melissa D. "The development and evaluation of a recreation referral service protocol for persons with disabilities at the inclusive recreation resource center /." 2007. http://dspace.sunyconnect.suny.edu/handle/.
Full text
24
Plourde, Melissa. "Equip for recreation: a collaborative problem-solving approach for increasing inclusive participation of children with disabilities in organized community-based recreation." Thesis, 2019. https://hdl.handle.net/2144/38158.
Full textAbstract:
Recreation is one of the most significant childhood occupations and participation in meaningful inclusive recreational activities is the right of all children. However, children with disabilities report not participating in their preferred activities, such as team sports, individual physical activities, and athletics (Shields & Synnot, 2016). This limitation is further complicated by caregivers, most often parents, not having the time and resources to support their child’s meaningful participation in community-based inclusive programs and address the environmental and social barriers they encounter. To date, there is limited research literature specific to children with disabilities who reside in rural areas and the reported barriers are relative to all children in this context, with or without an identified disability (Robinson, Wakely, Marquez, & Rae, 2018; Wakely, Langham, Johnston, & Rae, 2017). Geographical distance of programs and facilities, financial barriers and resources, as well as the designed infrastructure, such as sidewalks and playgrounds for physical activity, are more problematic and limited in rural areas compared to urban communities (Robinson et al., 2018; Wakely et al., 2017). Often, living in a rural community limits the number of available recreational choices and makes it challenging to find a program that is suitable for a child with a disability. On a positive note, the literature highlights a number of malleable environmental factors, suggesting that a shift from targeting specific skill deficits of the child to intervention approaches that focus on modifying the activity and/or the environment would promote greater meaningful participation. This project draws on the existing literature to propose the evidence-based program, EQUIP for Recreation. The overall aim of EQUIP for Recreation is to increase inclusive participation of children with disabilities in community-based organized recreation programs, specifically in rural communities. The program design includes a 5-hour day caregiver education course and training consultation, utilizing evidence-based elements of a participation and environment adaptation approach (Imms et al., 2016; Kramer, Helfrich, et al., 2018; Law, Anaby, Imms, Teplicky, & Turner, 2015). The long-term goal of this project is to contribute an evidence-based health and wellness community population program for occupational therapy practitioners working in rural communities.
25
Rafferty, Zara. "“Everybody Can Dance the Colour Pink”: A Phenomenological Exploration of the Meanings and Experiences of Inclusive Arts Programs for Practitioners." Thesis, 2010. http://hdl.handle.net/10012/5039.
Full textAbstract:
While the arts have gained a more prominent place in inclusive educational settings, inclusive arts programming in the context of community recreation requires further exploration. In my practice I have found that while inclusive arts opportunities are in high-demand, programs that run are typically infrequent and short-term, leaving many potential participants without a space to explore the arts. In this research I undertook a phenomenological inquiry into the experience of ten practitioners providing inclusive arts programs. Practitioners were drawn from Southwestern and Northwestern Ontario, and from a variety of arts-based fields. This exploration examined practitioners’ images and understandings of inclusion, disability, the arts, and their experiences with inclusive arts programs. The key essences which emerged as components of the inclusive arts experience for practitioners were: Inclusive Arts as an Enabling Space; Exploring Potential through Creative Expression; Flexibility, Adaptations, and Possibilities for Inclusion; Valuing Sameness and Difference in Ability and the Arts; Practitioners’ Experiences of Receiving Gifts and Feeling Strained; and, Embodying Inclusive Arts Values. Practitioners’ experiences within inclusive arts programs were impacted by the values associated with inclusion and the arts. Practitioners who embodied those values in their everyday life found inclusive arts programming to be highly rewarding and meaningful, despite sometimes significant financial and emotional challenges. The essences are also discussed in relation to three cross-cutting aspects of the practitioners’ experience: the medical and social construction of disability, art as inclusion, and the notion of embodiment.
26
Baptista, Maria Albuquerque Ferreira. "Iniciativas de economia social e solidária, a integração económica‟ e o desenvolvimento local: a experiência do Grupo de Solidariedade Social, Desportivo, Cultural e Recreativo de Miro." Master's thesis, 2015. http://hdl.handle.net/10071/10877.
Full textAbstract:
Através da presente investigação pretende-se contribuir para uma clarificação e compreensão da importância da „integração económica‟ num contexto de crescente desemprego e de formas cada vez mais precárias de trabalho. A abordagem desta temática parece ser tão mais importante, quanto nas sociedades ocidentais, o emprego é assumido como um factor marcante de inclusão social e o desemprego uma forma de desestruturação, quer pelo facto de deixar de existir a fonte de rendimento e portanto potenciar a pobreza, quer pela privação da rede de relações interpessoais estabelecidas a partir do emprego. Outro problema resulta do facto de este tipo de sociedades manifestarem uma capacidade deficitária de gerar emprego.
Assim, o domínio teórico-conceptual permite fazer o enquadramento da possibilidade „integração económica‟, através do „empreendedorismo inclusivo‟ e de estratégias de desenvolvimento local, como modo de combate à situação de desemprego crescente, aliado às diversas formas de pobreza.
Na análise empírica procede-se a um estudo de caso do Grupo de Solidariedade Social, Desportivo, Cultural e Recreativo de Miro, como forma de organização criada para resolver problemas coletivos, promotor de emprego e fomentador do espírito empreendedor, bem como fator de desenvolvimento local.
É discutida a forma como através de mecanismos diferenciados e sem recurso a fontes de financiamento, se propicia o desenvolvimento de atividades que geram fontes de subsistência e autonomia, a pessoas que se encontram em situação de alguma vulnerabilidade económica e social, ao mesmo tempo que se promove o desenvolvimento local e regional, através de recursos endógenos.This research aims to contribute to the clarification and understanding of the importance of „economic integration‟, in a context of rising unemployment and increasingly precarious forms of work. The approach of this issue seems to be so important, as in western societies, that employment is assumed to be a defining factor of social inclusion and unemployment a form of deconstruction. This is either because a disappearance by source of income and thus enhanced poverty or by deprivation of the network of interpersonal relationships established from employment. Another problem results from the fact that this type of societies manifest a deficit ability to generate employment. Thus, the theoretical and conceptual domain allows the framework of possibility „economic integration‟ through „inclusive entrepreneurship‟ and the local development strategies, as a way to combat the growing unemployment situation, combined with various forms of poverty. The empirical analysis proceeds to a case study of Grupo de Solidariedade Social, Desportivo, Cultural e Recreativo de Miro, as a form of organization created to solve collective problems, employment promoter and developer of entrepreneurship and local development factor. It's discussed how through different mechanisms and without the use of funding sources, whether it enables the development of activities that generate sources of livelihood and autonomy, people who find themselves in a situation of some economic and social vulnerability, while it promotes local and regional development through local resources
27
Van, der Klashorst Engela. "Deconstructing the roles and expectations of change agents using sport and recreation in a South African context." Thesis, 2015. http://hdl.handle.net/2263/44238.
Full textAbstract:
Sport and recreation have the inherent power to bring communities together; to provide a sense of inclusion to people living on the fringes of society and to solve a myriad of social problems such as social inclusion. The current sport and recreation provision system focusing on social inclusion in marginalised communities in South Africa includes a variety of change agents with seemingly contradictory roles and expectations related to the goal of social inclusion. The discrepancy regarding the possible and actual benefits of sport and recreation participation necessitates the deconstruction of roles and expectations of change agents working towards social inclusion through the provision of sport and recreation opportunities. The overall aim of the study was to deconstruct the roles and expectations of change agents and marginalised community members in social inclusion through sport and recreation provision. Post-structuralism was utilised as a theoretical lens through which change agents’ roles and expectations were deconstructed in order to emphasise the role of discourse and power in social reality. The presumption that the social world can be accurately known, and truthfully and objectively represented, is questioned by post-structural theorists. Reality, knowledge and perceptions of the world are therefore perceived as discursive. Post-structuralism emphasises the role of discourse and power in the reproduction of knowledge, social reality and social regulation in society. Discourses informing the provision of sport and recreation opportunities as a vehicle for social inclusion in marginalised communities include the marginalised community discourse and the discourse promoting sport and recreation as solely beneficial. This study utilised a qualitative ethnographic approach to answer the research question: How does deconstructing the roles and expectations of change agents operating in marginalised communities facilitate social inclusion through sport and recreation?
Based on abovementioned research question it was postulated that discrepancies exist between transparent and non-transparent expectations held, and roles played by change agents and marginalised communities in the provision of sport and recreation as social inclusion intervention; that discourses construct and maintain current practices in the provision of sport and recreation as vehicle to improve social inclusion; and that notions of power are constructed in the relationship between change agents and marginalised communities within the provision of sport and recreation as vehicle to social inclusion.
Results of the study included the corroboration of two discourses that influence the roles and expectations of change agents providing sport and recreation opportunities related to the goal of social inclusion. The conclusion of the study emphasised that the current sport and recreation provision system in marginalised communities in South Africa is structured in such a way that the status quo in these communities is maintained, which contribute to the difficulty in facilitating social inclusion.
The conclusion of the study confirmed that the current sport and recreation provision system in marginalised communities in South Africa is structured in such a way that the status quo in these communities is maintained which contribute to the difficulty in facilitating social inclusion. The study concludes with recommending that social inclusion of marginalised communities should be addressed at a structural level in social policy, and that change agents involved in sport and recreation provision in marginalised communities be recognised as stakeholders. Implications for further study centre around the repositioning of sport and recreation provision in marginalised communities in South Africa; exploring monitoring of grants and funding of sport and recreation opportunities in marginalised communities in South Africa; the development of a toolkit to assist change agents in measurement and evaluation; and, the development of a toolkit to assist in information-sharing amongst change agents.
Key words: change agents; community; discourse; expectations; marginalised communities; post-structuralism; roles; social inclusion.Thesis (DPhil)--University of Pretoria, 2015.
Biokinetics, Sport and Leisure Sciences
Unrestricted
28
Söderström, Jennie, and Helène Jonsson. "När det enkla blir svårt : Svårigheten med att veta om vi arbetar inkluderande." Thesis, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30043.
Full textAbstract:
This work are based on two different stories which both describes the challenges in incorporating the children in work. In the first story we meet a 7-year-old girl, Nina. She is misunderstanding an art assignment. She is interacting with the pedagogue that is trying to understand what made Nina choose that specific picture. This pedagogue is doubting her teaching methods when she is faced with the fact that she does not understand Nina. In the second story we meet another child, Joel. Joel is faced with a punishment due to disobedience and the child is therefore risking to be excluded from a specific activity that he has looked forward to. The main point with this essay is to reflect and problematise in how our actions of participation with the children effects our work. We have used a hermeneutic method, based on reflection and interpretations of the stories. In our study, we have chosen to immerse ourselves in the concept of inclusion, what affects us as educators in our work on inclusion and the importance of our experience in this work.Our conclusion is that, despite all the knowledge and the experience we dedicated ourselves, we end up in situations where we do not know how we should act. But by reflect, discuss and share research and literature we will be able to get support on how we can deal with the dilemmas we encounter.
29
Fortune, Darla. "Participatory Approaches to Re-Imagining Women’s Social Inclusion as Social Justice: Experiences of Community after Federal Incarceration in Canada." Thesis, 2011. http://hdl.handle.net/10012/6155.
Full textAbstract:
Women who have been incarcerated are disadvantaged in many respects as they enter community (Pedlar, Arai, Yuen, & Fortune, 2008). When putting their lives back together upon release they typically face tremendous hardships which are often intensified by the absence of healthy and supportive relationships (Richie, 2001). Hannah-Moffatt (2000) identified several gender-specific barriers facing women in prison that impede their chances for inclusion once they enter community. Women in prison, she explained, are often poorly educated, unemployed, and many have survived some form of physical or sexual abuse. Furthermore, feelings of guilt, fear, anxiety, and alienation are often compounded when women are apprehended and sentenced. This combination of challenges tends to produce a group of women with low self-esteem who will have difficulty readjusting in the community and are at risk of being socially isolated and excluded (Hannah-Moffatt, 2000; Maidment, 2006; Pollack, 2008).
Structural determinants and individual agency both lie at the heart of social inclusion (Dominelli, 2005; Lister, 2000). Often overlooked in the literature is the fact that women who have been incarcerated have agency and possess a capacity to resist, overcome oppression, and counteract exclusion. As I embarked on this research project, an emphasis on women’s capacity was both a starting point and rationale for adopting a participatory approach.
Very little is known about how women’s experiences with inclusion or exclusion shape their entry process. Thus, the purpose of this study was to examine inclusion from the perspective of women entering community after release from a federal prison. Using a feminist participatory action research (FPAR) approach guided by anti-oppressive research (AOR) as my theoretical framework, I asked women living in community in a region of southern Ontario and who had been incarcerated to come together to discuss ideas around inclusion and explore ways to foster a more inclusive environment.
This research project was rooted in a concern for social justice. Hall (2005) argues that negotiating the discourse of inclusion and exclusion requires a critical re-imagining of inclusion as social justice. Consequently, this study was designed to encourage dialogue and a critical re-imagining of what inclusion means among women entering community after incarceration, with an emphasis on collaborative learning. Plans and strategies were shaped and altered based on decisions of the research team and resulted in the development of three distinct phases of research involving team meetings, individual conversations, and engagement in photovoice.
Data explored in each phase of the project, as well as my own reflexive knowledge acquired through ongoing critical self-reflection, provided insight into the complexities of difference, power, and identity. These findings are presented in four chapters beginning with a description of how the FPAR process based on principles of inclusion, participation, action, and social change unfolded. Then, themes were identified which revealed the swings of a FPAR process including: assumptions of collective identity and difference impede inclusion and participation, grappling with tensions around partnerships and power, and negotiating identity and resisting stigma. Findings also explored the contested nature of community and its role in inclusion. This chapter describes the kind of community women experienced before and after incarceration. Themes of feeling pushed out of community, being pulled into community, and negotiating issues of responsibility upon community entry highlight the ambiguous nature of community and social inclusion for women who have broken the law.
Deep exclusion experienced by women who have been placed outside of community and sent to prison is arguably unparalleled, and this study was ultimately concerned with society’s tendency to exclude people based on difference. Experiences of inclusion/exclusion are often a result of normative social beliefs that construct difference as “less than” (Moosa-Mitha, 2005). Indeed when difference is viewed negatively, it often results in the exclusion and marginalization of those who are defined as the other (Woodward, 1997). Alternatively, social inclusion involves respect for differences and the removal of barriers to participate in public life (Salojee, 2005). When women in this study felt free to participate in the life of their community in ways that did not undermine their sense of self and their differences they were in the process of being included. Supportive relationships and judgment free spaces seemed to remove pressures for women to conform to dominant expectations of behaviour to gain acceptance. Findings from this study suggest we need to create space for difference and social inclusion to co-exist in community. This space would be one that centres difference, promotes social justice, values different forms and levels of participation, acknowledges that relationships grow and change over time, interrogates taken for granted assumptions of power and privilege, and emphasizes dialoguing through difference.
30
Guerra, Carmen Cristina Silva de Oliveira. "A importância do lúdico no processo inclusivo de crianças com necessidades educativas especiais no pré-escolar." Master's thesis, 2013. http://hdl.handle.net/10437/4905.
Full textAbstract:
Orientação: Luís de SousaA presença de crianças com NEE é uma realidade nas salas de aula e é da responsabilidade do educador desenvolver metas e estratégias de aprendizagem dos seus educandos. A integração do lúdico nos conteúdos curriculares nos primeiros anos de vida, promove competências e potencia-as, provocando na criança uma consciência de si mesma, dos outros e da sociedade. Neste sentido, a perceção dos educadores de infância em relação à importância do lúdico como ferramenta pedagógica no processo inclusivo de crianças com NEE no pré-escolar, é de extrema relevância. O lúdico no processo de socialização das crianças e a verificação do seu contributo no processo de ensino-aprendizagem, por meio de jogos, brincadeiras ou brinquedos foi estudado através da aplicação de um questionário a educadoras que, de modo individual manifestaram a sua sensibilidade, conhecimento e experiência. À luz de alguns autores e suas considerações, procuraram-se definir bases para a planificação da ação educativa integral e plena, contemplando o ato do brincar como meio de desenvolvimento físico e intelectual de toda e qualquer criança. Os resultados do estudo apontam para o valor pedagógico do lúdico em que, de uma forma natural não só promove o desenvolvimento integral das crianças, como também, permite a aceitação e aproximação entre elas.
The presence of children with Special Educational Needs inside the classroom is a reality these days. The educator has the responsibility to develop the child’s learning strategies and main goals. The introduction of playfulness in the early years' curricula promotes and improves these learning strategies, allowing the child to have greater consciousness of herself, of others and the world around her. Therefore, it is extremely important that the educator is aware of the inclusion of playfulness as a pedagogic tool for preschool children with special needs. In the socialization process and the verification of how playfulness is effective in the learning process, through games, play or toys, it was studied through a questionnaire done to educators, who answered with knowledge, sensibility and experience. Having in mind key authors and theories, this study helps to set the paradigm of planing the educational action that should be fundamental and adequate if based on the act of play as a tool for development, physical and intellectual, of each and every child. The study results point to the pedagogical value of playfulness that, in a natural way not only promotes the integral development of children, but also allows the acceptance and closeness between them.
31
Barlow, Heather. "Gaining Access at Historic Tourism Sites: A Narrative Case Study of Physical Accessibility at Glamis Castle." Thesis, 2012. http://hdl.handle.net/10012/7176.
Full textAbstract:
Today, tourists seek authentic experiences from places they visit. For countries where the historic environment is a key component of tourism, the concept of maintaining authenticity is vital to encourage potential visitors. Historic buildings, such as castles, were built in a time when accessibility for people with disabilities was not a major concern. Today, the number of people living with a disability is increasing and is expected to continue to grow as a result of the aging population and longer life expectancy. While all people may have a desire to participate in tourism, and a similar growing interest in an authentic experience, a historic site is enjoyed by all interested visitors only when it is accessible to all. How does a service provider enhance accessibility while continuing to preserve authenticity of the historic site? A service provider of a historic site is faced with the extra challenge of juggling both disability and heritage policy requirements. Satisfying the needs of both can be difficult and may, at times, feel like accessibility at a historic site is an impossible goal. Researching the interaction between these two types of policy and the influence they have on accessibility and disability at historic sites assists in the discovery of policy areas that interfere with a service provider’s ability to enhance accessibility. This may increase knowledge of how to increase accessibility, and how policy currently influences the perpetuation of accessibility and disability at these tourist sites.
The purpose of this case study is to explore Glamis Castle in Scotland to illuminate accessibility at the confluence of three power contexts: the economics of tourism, the preservation of historic buildings, and the inclusion of people with disabilities. Stories uncovering the confluence of the three power contexts and its influence on Glamis Castle were created. Using narrative case study methodology and Roe’s (1994) approach to narrative policy analysis, stories about accessibility and disability at Glamis Castle were created through visual and textual data, and a review of policy and other related documentation.
The stories reveal the current state of disability and heritage policy and its effect on Glamis Castle, the current perpetuation of disability and accessibility at the site, and current challenges that service providers may face at historic sites. The stories reveal the need for service providers, staff, and the public to be provided with more educational opportunities to help enhance accessibility at historic sites and encourage inclusion; specifically, they provide insight into the influence choice has on enhancing accessibility at the macro, organizational and individual levels.
32
Silveira, Ana Isabel Machado Lima da. "A importância das atividades lúdicas no desenvolvimento motor de uma criança com Paralisia Cerebral." Master's thesis, 2012. http://hdl.handle.net/10437/3241.
Full textAbstract:
Orientação: Luís de SousaAs atividades lúdicas normalmente são utilizadas com duas ou mais pessoas. Por vezes tendemos a colocar de parte crianças que sofram de algum tipo de problema como é o caso das crianças com paralisia cerebral, pois em muitos dos casos pensamos que estas crianças não conseguem realizar a maior parte destas atividades, deixando assim que fiquem ausentes das mesmas. A inclusão destas crianças com Necessidades Educativas Especiais é fundamental nas escolas, pois é lá que as crianças passam a maior parte do tempo. Assim, as crianças com necessidades educativas especiais devem ter a possibilidade de percorrer o ensino regular, e as escolas devem adaptar-se e ter as condições necessárias para acolher qualquer tipo de criança, para que existam escolas inclusivas que consigam chegar ás necessidades de todas as criança. A presente investigação pretende responder á questão: A criança com Paralisia Cerebral pode ter um maior desenvolvimento através de atividades lúdicas? Assim, este trabalho é um estudo de caso, pois o investigador pretende desenvolver o trabalho com um aluno com paralisia cerebral, trabalhando com ele diretamente de forma a compreender se esta criança consegue ou não desenvolver as suas capacidades motoras através de atividades lúdicas. Pretende-se, também, que o investigador possa participar em determinadas atividades escolares ou extracurriculares para conseguir perceber a atitude da criança com os colegas de escola e de que forma este aluno é incluído na mesma. Com a realização deste trabalho foi possível compreender que ao realizar as atividades lúdicas a aluna desenvolveu, não só a nível motor como também social, pois antes do presente trabalho, a aluna não cooperava em determinadas atividades que agora faz parte.
Play activities are typically used with two or more people. Sometimes we tend to put aside children suffering from some sort of problem as is the case for children with cerebral palsy, because in many cases we think that these children cannot perform most of these activities, leaving so they are absent from. The inclusion of children with special educational needs in schools is crucial, because that's where children spend most of their time. Thus, children with special educational needs should be able to go through the regular schools, and schools must adapt and be made ready to welcome any child, for that inclusive school exist that are able to reach the needs of all child. This research aims to answer the question: A child with cerebral palsy may have a greater development through play activities? This work is a case study, because the researcher wishes to work with a student with cerebral palsy, working directly with him in order to understand whether or not this child can develop their motor skills through play activities. It is intended also that the investigator may participate in certain extracurricular school activities or to achieve perceive the attitude of the child with classmates and how this student is included in it. With this work it was possible to understand that performing the play activities the student has developed, not only in motor but also social, because prior to this work, the student would not cooperate in certain activities that are now a part.