Matching Items (4)
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- All Subjects: disability
- Creators: Andel, Ross
Description
Children with dis/abilities the world over are widely required to sacrifice their human rights to education, equity, community, and inclusion. Fewer than 10% of children with dis/abilities in developing countries attend school. Namibia, Africa, where this study took place, is no different. Despite Namibia's adoption of international covenants and educational policy initiatives, children with dis/abilities continue to be overwhelmingly excluded from school. The body of literature on exclusion in sub-Saharan Africa is laden with the voices of teachers, principals, government education officials, development organizations, and scholars. This study attempted to foreground the voices of rural Namibian families of children with dis/abilities as they described their lived experiences via phenomenological interviews. Their stories uncovered deeply held assumptions, or cultural models, about dis/abilities. Furthermore, the study examined how policy was appropriated by local actors as mediated by their shared cultural models. Ideas that had been so deeply internalized about dis/abilities emerged from the data that served to illustrate how othering, familial obligation, child protection, supernatural forces, and notions of dis/ability intersect to continue to deny children with dis/abilities full access to educational opportunities. Additionally, the study describes how these cultural models influenced cognition and actions of parents as they appropriated local educational policy vis-à-vis creation and implementation; thereby, leaving authorized education policy for children with dis/abilities essentially obsolete. The top down ways of researching by international organizations and local agencies plus the authorized policy implementation continued to contribute to the perpetuation of exclusion. This study uncovered a need to apply bottom up methods of understanding what parents and children with dis/abilities desire and find reasonable for education, as well as understanding the power parents wield in local policy appropriation.
ContributorsBartlett, Margaret A (Author) / Swadener, Beth Blue (Thesis advisor) / Artiles, Alfredo (Committee member) / Mccarty, Teresa (Committee member) / Arizona State University (Publisher)
Created2010
Description
Libraries provide a needed third place for students to engage with their peers and faculty, both academically and socially. Staff behavior, knowledge, and skills in providing an accessible and inclusive environment are key to helping students with disabilities feel that they belong in the libraries. This makes training in disability and accessibility awareness a necessary component of the overall program for the library. This study assessed a locally-developed, online training program for staff of all levels that was intended to improve staff knowledge and skills in disability etiquette, library services and spaces that support people with disabilities, and the policies that govern this work. The program used the four-part Deines-Jones (1999) model for its content and the core principles of andragogy for its instructional design. Assessment focused on changes in beliefs and knowledge using an adapted standardized scale, and evidence for learning from responses to training program questions, focus group discussions, and survey responses. Further development of the training program was informed by the principles of andragogy. Participants in the training program improved their scores in the knowledge domain but had no change in their beliefs domain. Learning was most evident in spaces where it engaged with previous knowledge and supportive customer service approaches. Participants identified and, in several cases, independently pursued new questions that were prompted by the training program. On the whole, participants found the training to be supportive and engaging, with minor changes to structure and focus recommended for the next iteration.
ContributorsVaughan, K.T. (Author) / Bernstein, Katherine (Thesis advisor) / Puckett, Kathleen (Committee member) / VanScoy, Amy (Committee member) / Arizona State University (Publisher)
Created2019
Description
This thesis examines human trafficking with a focus on vulnerable populations such as those with disabilities through extensive literature review. In order to understand the historical basis of human trafficking, concepts such as ableism and statistics on the extent of human trafficking within this population were investigated. Further review reveals unique perspectives such as the legal front of this issue as well as how vulnerability and the challenges of individuals with disabilities can be gleaned from using theories such as the Demand theory and Victimology theory. This thesis also discusses the process of trafficking in order to better identify warning signs of a victim and implement effective preventative measures as a society. In addition, factors that incentivize human trafficking in the black market were evaluated to implement better preventative policies and procedures, both within the United States and globally. Current preventative approaches are also discussed, with a few examples being investigative journalism, implementing and enforcing protective policies in business, and reintegration programs. Furthermore, effects on the victims were investigated to understand their trauma from a psychosocial perspective in addition to implementing solutions like art therapy as part of their reintegration. Lessons learned from this literature review include supporting advocacy measures with a focus on prevention, prosecution of traffickers and support for the victims to reach the vision of an inclusive society that is free of exploitation.
ContributorsManoj, Athulya (Author) / Joseph, Jolsna (Co-author) / Andel, Ross (Thesis director) / Fedock, Rachel (Committee member) / Griffiths, Carolyn (Committee member) / Barrett, The Honors College (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / Edson College of Nursing and Health Innovation (Contributor)
Created2023-12
Description
This thesis examines human trafficking with a focus on vulnerable populations such as those with disabilities through extensive literature review. In order to understand the historical basis of human trafficking, concepts such as ableism and statistics on the extent of human trafficking within this population were investigated. Further review reveals unique perspectives such as the legal front of this issue as well as how vulnerability and the challenges of individuals with disabilities can be gleaned from using theories such as the Demand theory and Victimology theory. This thesis also discusses the process of trafficking in order to better identify warning signs of a victim and implement effective preventative measures as a society. In addition, factors that incentivize human trafficking in the black market were evaluated to implement better preventative policies and procedures, both within the United States and globally. Current preventative approaches are also discussed, with a few examples being investigative journalism, implementing and enforcing protective policies in business, and reintegration programs. Furthermore, effects on the victims were investigated to understand their trauma from a psychosocial perspective in addition to implementing solutions like art therapy as part of their reintegration. Lessons learned from this literature review include supporting advocacy measures with a focus on prevention, prosecution of traffickers and support for the victims to reach the vision of an inclusive society that is free of exploitation.
ContributorsJoseph, Jolsna (Author) / Manoj, Athulya (Co-author) / Andel, Ross (Thesis director) / Fedock, Rachel (Committee member) / Griffiths, Carolyn (Committee member) / Barrett, The Honors College (Contributor) / Edson College of Nursing and Health Innovation (Contributor)
Created2023-12