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    Enabling participation through partnership : emancipatory research : the potential for change for disabled people : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Social Policy and Social Work at Massey University
    (Massey University, 1998) Boyles, Pauline; Boyles, Pauline
    This thesis presents an example of emancipatory research used within the field of disability studies. It argues that research can be conducted in a way which more directly addresses the needs of disabled people and involves them in its design and delivery. The key questions examine the role of emancipatory research in enabling disabled people to take control of their lives and to accomplish change in their immediate environment. Secondary questions explore the contribution of critical theorists Brian Fay and Stuart Rees in informing a model of emancipatory research and their work has been adapted to act as a framework for the thesis. The challenges researchers face when embarking on this type of research are confronted in a realistic and constructive way. It is argued that the achievement of a definition of 'emancipatory' more often depends on the attitudes and values of the researcher and the resulting impact on those whose lives are central to the research. The thesis describes how a group of twelve disabled students formed the Disability Action Research Group (DARG), identified some goals for change in their immediate environment and subsequently developed a disability equity training package to be delivered to the staff of Victoria University. The journey from action research group to the development of a training group with a legal status instigated by the students of DARG is presented, offering some landmarks for others wishing to engage in similar activities.. The key theme of partnership represents the potential for alliances between disabled people as well as with their nondisabled allies. "Enabling participation through partnership" underpins every aspect of this thesis and reflects its fundamental principles.
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    Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2009) Kearney, Alison
    Research evidence suggests that disabled students are experiencing forms of exclusion from and within schools, however little is known of the nature of this phenomenon. This study investigated the nature of school exclusion in relation to disabled students. It sought to uncover the factors that exclude disabled students from and within schools, and make recommendations to reduce and eliminate these factors. Using a grounded theory methodology, this research investigated the nature of school exclusion. It explored parents of disabled student’s views about their children’s experiences of school exclusion both from school, and within school. The themes identified by parents were then further investigated with school principals, teachers, teacher aides and school students. This study revealed that disabled students are being excluded from and within school in New Zealand in a number of ways. These include being denied enrolment and/or fulltime attendance at school; being denied access to, and participation within the curriculum; being bullied; inappropriate teacher and/or principal beliefs and practices in relation to funding; a lack of caring, valuing and responsibility by school staff; limited teacher knowledge and understanding; poor relationships between parents and school staff; and exclusionary beliefs and practices in relation to teacher aides. Based on the findings of the study, four propositions were put forward to explain why disabled students are being excluded from and within school. These are that disabled students are considered to be less entitled to human rights than non-disabled students; that there is a lack of school accountability in relation to legal and human rights obligations to disabled students; that inclusive education is predicated on issues of funding and resourcing; and that there is prejudice towards disabled students. Based on the findings of how and why disabled students are excluded from and within school, prompts for classroom teachers and school principals/senior management staff were developed in seven areas shown to be important to this phenomenon. These areas are access, accountability, attitudes, knowledge, responsibility, and funding and resourcing. The prompts are intended to help guide attention and discussion to the issues that are important if exclusion is to be reduced and eliminated. As well as this, recommendations are made for government and government agencies outlining ways that they can contribute to the reduction and elimination of school exclusion for disabled students.