Zoekresultaten

Working on sustainable development in International MSc Programmes

This article discusses some characteristics of the educational framework of the programme and tries to compare the results of the programme as reported by graduates with the 'professional competencies for Sustainable Development’, as formulated by DHO (the organisation for Sustainable Higher Education in the Netherlands). Because of the strong international character of the programme (students from more than 50 different countries in all continents of the world graduated since 1996), a specific issue of concern is the applicability of the Dutch Sustainable Competences in an international setting, and the implications for the teaching and learning approach. The experiental learning theory and the learning styles as defined by Kolb (1984) and the cultural dimensions as described by Hofstede (2009) are used to check this. Results from short online interviews with graduates all over the world illustrate the results of this comparison.

Developing Tourist Profiles. SASTDes WP4 Report Interviews

Developing Tourist Profiles. SASTDes WP4 Report Interviews

Veerkracht ondersteunen en versterken

In dit gesprekshulpmiddel vind je praktische tips en voorwaarden voor het gesprek met de GRZcliënt. Daarnaast vind je concrete voorbeeldvragen (onderverdeeld in zeven onderwerpen) die je aan de cliënt kunt stellen. Dit helpt jou om de persoon zelf en zijn sterke kanten beter te leren kennen. Evenals zijn behoeften, wensen, eigen mogelijkheden en andere hulpbronnen. Met deze gesprekstips kun jij de veerkracht van cliënten ondersteunen en versterken.

Veerkracht ondersteunen en versterken

In dit gesprekshulpmiddel vind je praktische tips en voorwaarden voor het gesprek met de GRZcliënt. Daarnaast vind je concrete voorbeeldvragen (onderverdeeld in zeven onderwerpen) die je aan de cliënt kunt stellen. Dit helpt jou om de persoon zelf en zijn sterke kanten beter te leren kennen. Evenals zijn behoeften, wensen, eigen mogelijkheden en andere hulpbronnen. Met deze gesprekstips kun jij de veerkracht van cliënten ondersteunen en versterken.

parents' role in enabling the participation of their child with a physical disability

Parental involvement is a crucial force in children’s development, learning and success at school and in life [1]. Participation, defined by the World Health Organization as ‘a person’s involvement in life situations’ [2] for children means involvement in everyday activities, such as recreational, leisure, school and household activities [3]. Several authors use the term social participation emphasising the importance of engagement in social situations [4, 5]. Children’s participation in daily life is vital for healthy development, social and physical competencies, social-emotional well-being, sense of meaning and purpose in life [6]. Through participation in different social contexts, children gather the knowledge and skills needed to interact, play, work, and live with other people [4, 7, 8]. Unfortunately, research shows that children with a physical disability are at risk of lower participation in everyday activities [9]; they participate less frequently in almost all activities compared with children without physical disabilities [10, 11], have fewer friends and often feel socially isolated [12-14]. Parents, in particular, positively influence the participation of their children with a physical disability at school, at home and in the community [15]. They undertake many actions to improve their child’s participation in daily life [15, 16]. However, little information is available about what parents of children with a physical disability do to enable their child’s participation, what they come across and what kind of needs they have. The overall aim of this thesis was to investigate parents’ actions, challenges, and needs while enhancing the participation of their school-aged child with a physical disability. In order to achieve this aim, two steps have been made. In the first step, the literature has been examined to explore the topic of this thesis (actions, challenges and needs) and to clarify definitions for the concepts of participation and social participation. Second, for the purposes of giving breadth and depth of understanding of the topic of this thesis a mixed methods approach using three different empirical research methods [17-19], was applied to gather information from parents regarding their actions, challenges and needs.