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1
Betz, Cecily L., Wendy M. Nehring, and Marie L. Lobo. "Transition Needs of Parents of Adolescents and Emerging Adults With Special Health Care Needs and Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6516.
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The period of health care transition (HCT) for adolescents and emerging adults with special health care needs and disabilities involves a complex realignment of the parent–child relationship, including alterations in role responsibilities and decision making. The purpose of this systematic review was to analyze the research designs, methodology, and findings reported in studies of parents during this transition period to provide new insights for research and clinical practice. Results showed that parents were unable to clearly envision what the future held for their children and were not well prepared by the service system to anticipate future prospects. These parents have a myriad of needs that are not yet fully understood, as HCT research is in the early stages of development.
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Elliott, Natasha Anne. "Effective interventions for children and adolescents with autism spectrum disorders and other special educational needs." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6844/.
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The need for cost-effective interventions for individuals with Autism Spectrum Disorders (ASD) and related conditions is growing rapidly. Recent research suggests that only a limited number of individuals who are eligible for intervention are actually receiving such services. This thesis first discusses the current evidence-base for interventions aimed at young children with ASD. It then outlines a frequent oversight in the literature regarding motor development and resonance difficulties in this population, which forms the basis for developing motor-based interventions for these individuals. Two large-scale experimental school-based studies are then presented which examine the effects of an ABA-based high-intensity physical exercise as an effective intervention for children with ASD and other Special Educational Needs (SEN). In one study, this intervention is compared with a low-intensity exercise program. Results indicate that high-intensity physical exercise results in significant short-term (0-to-90 minute), but not long-term (24 hours+), improvements in cognitive/behavioral flexibility (executive functions) in students with ASD and students with SEN. Furthermore, both high-intensity and low-intensity exercise resulted in significant reductions in stress, in both the short-term and long-term in students with ASD and students with SEN. These findings provide direct evidence for the effectiveness of physical exercise as a school-based intervention.
3
Moynihan, Melissa Mary. "Assessing adolescents with special health care needs : readiness to transition from paediatric to adult medical care." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43753.
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Successful transition to adult care is critical for adolescents with special health care needs (SHCN), but there are no well-validated measures to assess transition readiness. This study evaluated the Transition Readiness Assessment Questionnaire (TRAQ) with a younger population and validated the updated Am I ON TRAC for Adult Care questionnaire.
During routine clinic appointments 200 youth, ages 12-19 years, from four outpatient clinics at BC Children’s Hospital, Vancouver participated in the study. The instruments included a demographics information page, the TRAQ, the ON TRAC questionnaire, and two Psychosocial Maturity Inventory (PMI) subscales. Psychometric properties of the PMI, TRAQ and ON TRAC knowledge items were evaluated using principal components analysis (PCA)
with parallel analysis and scree plots. ON TRAC behaviour items were summed as an index to measure consistent patterns of behaviour; theorized cut-off scores for behaviour items were set at minimally accepted frequency of behaviours required for successful transition to adult care. Relationships between participant age, psychosocial maturity and ON TRAC scores were
examined.
Youth were from the diabetes (36%), cardiology (27%), gastroenterology (27%), and neurology (10%) clinics, and 57.5% were male. The PCA of the TRAQ yielded a markedly different factor structure from the original validation study and consequently could not be compared with the ON TRAC for convergent validity. The PCA of ON TRAC knowledge items identified a 14-item unidimensional scale with a Cronbach’s α=.84. ON TRAC knowledge and behaviour scores increased with age, with a stronger relationship for knowledge (r=.43, p<.01), while psychosocial maturity correlated with both ON TRAC scores, with a stronger association to behaviour (r=.39, p<.01). Psychosocial maturity and age had a weak but significant correlation (r=.16, p<.05) suggesting age is a loose proxy for maturity. Only 27% of 17-year-olds, but 62% 18-year-olds scored above the behaviour cut-off for transition readiness.
The ON TRAC questionnaire is a psychometrically sound measure with strong internal consistency, and has potential to be used as a readiness assessment tool in clinical practice. Results of the TRAQ psychometric evaluation raise questions about whether it is a suitable measure to evaluate transition readiness among younger adolescents.
4
Ameigh, Asia L. "Inclusion beyond the classroom: A qualitative program evaluation of the sparkle effect." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1533318376614074.
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Murphy, Christel A. "The Development of an Educational and Vocational Needs Survey for Adults with Childhood-Onset Chronic Health Conditions." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1540565225128269.
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Webber, Kristin. "How Adolescents in an Alternative School Program Use Instructional Technology to Create Meaning While Reading and Writing." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365806315.
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Betz, Cecily L., Marie L. Lobo, Wendy M. Nehring, and Kim Bui. "Voices Not Heard: A Systematic Review of Adolescents' and Emerging Adults' Perspectives of Health Care Transition." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6515.
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Background: A better understanding of the needs of adolescents and emerging adults with special health care needs (AEA-SHCNs) is essential to provide health care transition services that represent best practices. The purpose of this systematic review was to evaluate the research on health care transition for AEA-SHCNs from their perspectives.
Methods: A comprehensive literature review of research publications since 2005 was performed using the PubMed, Cumulative Index to Nursing and Allied Health Literature, and EBSCO databases. Thirty-five studies met the final review criteria.
Results: The process of transition from child to adult for AEA-SHCNs is complex. Individuals experiencing the transition desire to be a part of the process and want providers who will listen and be sensitive to their needs, which are often different from others receiving health care at the same facility.
Conclusions: More research that considers the voice of the AEA-SHCNs related to transition from pediatric to adult care is needed.
8
Josephs, Nikki L. "Using Peer-Mediated Fluency Instruction to Address the Needs of Adolescent Struggling Readers." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/60.
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Teaching oral reading fluency is an important aspect of effective literacy instruction. Researchers have investigated a number of strategies shown to be effective with beginning readers; however, less empirical evidence is available for older, struggling readers. The secondary curriculum presents adolescent struggling readers with different challenges, including successful completion of higher level comprehension skill activities, high-stakes assessments, and limited classroom time with practice with oral reading fluency exercises. These conditions may lead to academic failure or school drop-out for students who have limited reading ability. An alternating conditions design (Kazdin, 1982) was used to examine the influence of peer-mediated fluency instruction (repeated reading and continuous reading) on the oral reading fluency and comprehension skills of five high school-aged struggling readers from an urban alternative high school setting. The three dependent variables measured were (a) words correct per minute, (b) number of errors, and (c) number of comprehension questions answered correctly. Results of the alternating treatments design indicate that all students increased their correct words per minute with implementation of peer-mediated repeated reading fluency instruction as compared to the peer-mediated continuous reading instruction. However, mixed results were found regarding accuracy of comprehension questions. Limitations were noted with regard to working within an alternative high school setting, variability in student outcomes, and the use of narrative text. Future research suggestions for using peer-mediated oral reading fluency instruction with students with and without disabilities in alternative high school settings are provided.
9
Dwyer-Matzky, Keely, Amy Blatt, Barbara L. Asselin, and David L. Wood. "Lack of Preparedness for Pediatric to Adult-Oriented Health Care Transition in Hospitalized Adolescents and Young Adults." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5141.
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ObjectiveWe examined the self-reported preparedness of hospitalized adolescents and young adults (AYA) for transition from pediatric to adult-oriented health care with regard to: 1) previous health care transition (HCT) preparation, 2) Self-Determination Theory (SDT) constructs of health self-management autonomy and competence, and 3) their perception of medical knowledge, attitudes, and concerns.MethodsFrom 2013 to 2015, 139 hospitalized patients aged 15 to 21 years completed a 40-item survey on HCT preparation, attitudes, concerns, and perception of knowledge adapted in part from validated questionnaires of the Department of Health and Human Services, Maternal and Child Health Bureau, and SDT Treatment Self-Regulation Study.ResultsFewer than 40% of all respondents endorsed previous HCT preparation such as providers discussing taking responsibility for their health, transitioning to adult providers, and only 20% had discussed future health insurance needs. Of our AYA population, 84% had 1 or more special health care needs. Older patients, female patients, and those with increased HCT preparation scores had increased autonomous motivation, positive attitudes toward transition, yet also increased transition concerns. Higher autonomous motivation and perceived competence correlated with increased perception of knowledge (P = .002, < .001 respectively) and more positive attitudes toward transition planning (P < .001, .054 respectively). Multivariate regression analysis revealed those with increased HCT preparation and those with increased perceived competence had increased perception of knowledge (β = .25, P = .005 and β = .35, P < .001).ConclusionsOur findings suggest that hospitalized AYA received limited education and preparation regarding key elements of HCT to adult-oriented health care. Moreover, those previously exposed to transition preparation efforts were more likely to have motivation and a sense of competence in HCT skills.
10
Srivastava, Gautam. "The impact of the COVID-19 pandemic on mental health of children and adolescents." Thesis, Uppsala universitet, Institutionen för medicinsk biokemi och mikrobiologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414191.
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The rapidly spreading pandemic of SARS-CoV-2 (COVID-19) infection with high morbidity and mortality has overwhelmed the global healthcare services. With mysterious origins and the capacity of affecting multiple types of tissues, SARS-CoV-2 has baffled many scientists - which has posed great challenges in the development of pharmaceutical treatments and preventions (i.e., vaccination). The COVID-19 pandemic has also led to a slew of non-pharmaceutical interventions (NPIs) to slow down the spread of the virus. The sudden imposition of these NPIs including social distancing, lock-down, school closures, isolation, and quarantine of suspected cases or contacts, has greatly affected the mental health of children and adolescents. Concerns about the impact of these NPIs on mental health, especially for vulnerable populations such as children and adolescents, have emerged. This study discusses several different aspects of the impact of the COVID-19 pandemic on the mental health of children and adolescents.Accumulating evidence has shown that the vast majority of children and adolescents exposed to the SARS-CoV-2 virus are asymptomatic, although few cases turned unfortunately severely ill. The genomics, microbiology, and biochemistry of this novel coronavirus reveal several peculiarities, making it a tough entity. The profound impact of social distancing along with the closure of schools, parks, and other recreational activities on the delicate minds of children and adolescents makes them irritable, angry, and rebellious. This assumes a major challenge in children with mental health issues or in those with special needs. Lock-down, quarantine and isolation further complicate the mental health issues and are discussed along with remedial measures. The impact of an already overwhelmed medical care system on the mental healthcare quality can be profound and needs a specially chartered approach by the psychiatrists supplementing the COVID-19 control activities. Children/adolescents with neuropsychiatric issues need special care, as they have abnormal impulsive behaviour and actions such as running away, unhygienic acts, spitting etc. All these mental health issues in children and adolescents, who form a sizable population of the society and are the future of the planet, forms the subject matter of this work. Thus, all programmes of COVID-19 control must simultaneously address these important mental health issues of children and adolescents to prevent this ‘parallel pandemic’ of psychiatric disorders. The latter may persist much longer and prove equally challenging and costly.
11
Nehring, Wendy M., Cecily L. Betz, and Marie L. Lobo. "Uncharted Territory: Systematic Review of Providers' Roles, Understanding, and Views Pertaining to Health Care Transition." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6517.
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Background: Health care transition (HCT) for adolescents and emerging adults (AEA) with special health care needs is an emerging field of interdisciplinary field of practice and research that is based upon an intergenerational approach involving care coordination between pediatric and adult systems of health care. Informed understanding of the state of the HCT science pertaining to this group of providers is needed in order to develop and implement service programs that will meet the comprehensive needs of AEA with special health care needs.
Methods: The authors conducted a systematic review of the literature on the transition from child to adult care for adolescents and emerging adults (AEA) with special health care needs from 2004 to 2013. Fifty-five articles were selected for this review. An adaptation of the PRISMA guidelines was applied because all studies in this review used descriptive designs.
Results: Findings revealed lack of evidence due to the limitations of the research designs and methodology of the studies included in this systematic review. Study findings were categorized the following four types: adult provider competency, provider perspectives, provider attitudes, and HCT service models. The discipline of medicine was predominant; interdisciplinary frameworks based upon integrated care were not reported. Few studies included samples of adult providers.
Conclusions: Empirical-based data are lacking pertaining to the role of providers involved in this specialty area of practice. Evidence is hampered by the limitations of the lack of rigorous research designs and methodology.
12
Heinz, Maria Marta Vargas de Oliveira. "Em direção à escola : desdobramentos da clínica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/13283.
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A presente pesquisa situa-se na intersecção entre a Psicanálise e a Educação e investigou processos de Inclusão Escolar a partir de estudos de caso de pacientes com distúrbios no desenvolvimento. Como desdobramento do atendimento clínico, o trabalho realizado pelo psicanalista com professores ofereceu um espaço de escuta e de interlocução sobre a prática do educador e as dificuldades enfrentadas em cada caso. A experiência de falar em transferência contribuiu para a implicação do professor na relação estabelecida com o aluno e para a responsabilização por seus atos frente a ele. O encontro com o aluno “diferente” e a aposta em jogo para o professor foram lidas a partir do que Lacan nos ensina sobre o real impossível de ser simbolizado pelo sujeito, e a singularidade necessária para a Inclusão Escolar se relacionou diretamente com a dimensão da falta experienciada por cada sujeito envolvido neste processo. A Psicanálise aliou-se à Educação em experiências que mostraram seus efeitos no trabalho de estruturação psíquica do sujeito, fazendo valer seu direito à escola dentro de uma perspectiva de singularidade.<br>This dissertation is located at the intersection between psychoanalysis and education. It investigates processes of school inclusion on the basis of case studies on patients with development disorders. As an unfolding of the clinical treatment, the work carried out by the psychoanalyst with teachers offered a space for listening and dialog on the educator’s practice and the difficulties faced in each case. The experience of talking in transference contributed to the teacher’s involvement in the relationship established with the student and to their accountability for their acts towards the student. The encounter with a student who is “different” and the bet that was at stake for the teacher were read on the basis of what Lacan teaches about the real that cannot be symbolized by the subject. The singularity that is necessary for school inclusion was directly related to the dimension of lack experienced by each subject involved in the process. Psychoanalysis became an ally of education in experiments that showed their effects on the work of psychic structuring by the subject, enforcing their right to school education within a perspective of singularity.
13
Volpato, Laura <1990>. "Language comprehension and production by an Italian 14-year-old adolescent: a case study on a student with Special Educational Needs." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/5925.
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M. is a 14-year-old student in his second year of high school. In spite of his clear difficulties in following a regular program, he has been included in a normal classroom. According to the Italian legislation he is a student with Special Educational Needs (SEN in the UK; Bisogni Educativi Speciali BES in Italy), therefore a specific teaching plan has been modeled on him at the beginning of his high school career. The plan does not consider his difficulties in detail. Focusing only on the distinction between dyslexia and Specific Language Impairment (SLI), the aim of this thesis is to investigate his language impairment through the submission of standardized tests (Peabody PPVT-R, Test di Comprensione Grammaticale per Bambini TCGB and Prove di Valutazione Grammaticale dell’Italiano Scritto) and non-standardized tests (Sentence repetition task, Passive sentence comprehension task, Passive sentence production task and Relative clause comprehension task). The analysis of his performance in the standardized tests made it possible to detect poor vocabulary skills; difficulties with negative, relative and dative sentences; low accuracy in the use of pronouns, articles and prepositions. Non-standardized tests revealed that memory and passive sentences are more preserved than relative clauses. The analysis and the comparison of results with normative data highlight that M.’s impairment is more probably related to SLI and that the plan stated by the school board is not adequate to his needs.
14
Derrington, Philippa. "Music therapy for youth at risk : an exploration of clinical practice through research." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/295485/.
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This outcome study investigates whether music therapy can improve the emotional well-being of adolescents who are at risk of exclusion or underachievement. Specifically, it addresses music therapy’s impact on students’ self-esteem, anxiety, attitude towards learning, behaviour and relationships with peers. The setting for the research was a mainstream secondary school and its federated special school for students with emotional and behavioural difficulties. Over nineteen months, a mixed methods design was used to observe change in students before and after music therapy. One group received twenty, weekly, individual sessions, and the other formed a wait-list group for comparison and then received the same treatment. At four different times during the project quantitative data were collected from students, teaching staff and school records, and qualitative data from semi-structured interviews with the students before and after their period of intervention. The study found that music therapy made a positive difference. The high level of treatment adherence (95%) of all twenty-two students confirmed music therapy’s appeal to this client group. The majority of teachers (58%) reported improvement in students’ social development and attitude overall, and for some mainstream students (56%) recognition of self-concept increased. The conviction with which students conveyed their positive experiences of music therapy was striking. The study supports the author’s argument for therapeutic support to be made available at secondary schools and promotes a student-centred approach, as exemplified in the thesis. It concludes that music therapy can be effective for youth at risk but requires more participants in subsequent investigations for it to be proved statistically.
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Derrington, Philippa. "Music therapy for youth at risk: an exploration of clinical practice through research." Thesis, Anglia Ruskin University, 2012. https://arro.anglia.ac.uk/id/eprint/295485/2/Derrington%202012%20thesis.pdf.
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This outcome study investigates whether music therapy can improve the emotional
well-being of adolescents who are at risk of exclusion or underachievement.
Specifically, it addresses music therapy’s impact on students’ self-esteem, anxiety,
attitude towards learning, behaviour and relationships with peers.
The setting for the research was a mainstream secondary school and its federated
special school for students with emotional and behavioural difficulties. Over nineteen
months, a mixed methods design was used to observe change in students before and
after music therapy. One group received twenty, weekly, individual sessions, and the
other formed a wait-list group for comparison and then received the same treatment.
At four different times during the project quantitative data were collected from
students, teaching staff and school records, and qualitative data from semi-structured
interviews with the students before and after their period of intervention.
The study found that music therapy made a positive difference. The high level of
treatment adherence (95%) of all twenty-two students confirmed music therapy’s
appeal to this client group. The majority of teachers (58%) reported improvement in
students’ social development and attitude overall, and for some mainstream students
(56%) recognition of self-concept increased. The conviction with which students
conveyed their positive experiences of music therapy was striking.
The study supports the author’s argument for therapeutic support to be made
available at secondary schools and promotes a student-centred approach, as
exemplified in the thesis. It concludes that music therapy can be effective for youth at
risk but requires more participants in subsequent investigations for it to be proved
statistically.
16
Gaulot, Céline. "Inclusion et handicap à dominante visible ou invisible au collège : représentations du handicap, pratiques d'inclusion en contexte scolaire et construction individuelle et interactionnelle d’adolescents en situation de handicap." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0242/document.
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Le traitement du handicap et la place des personnes handicapées a varié selon les époques. Actuellement, dans la lignée des droits de l’homme, les politiques nationales et internationales tendent à promouvoir l’égalité pour tous les hommes et la lutte contre les discriminations se concrétise par des politiques publiques actives, dans la plupart des pays. Au niveau de l’Éducation, le concept d’inclusion a été avalisé à la Conférence de Salamanque (UNESCO 1994), et sa mise en oeuvre est décrite comme « une réforme qui appuie et accueille favorablement la diversité de tous les apprenants » (UNESCO 2001). En France, la loi du 11 février 2005 a introduit une évolution majeure dans le traitement social des personnes handicapées. L’éducation inclusive dans son paradigme appelle à une prise en compte de la complexité de l’humain et des institutions auxquelles il appartient. La présente recherche tend à rendre compte de certains aspects de cette complexité en mettant au jour les représentations et les pratiques d’inclusion en collège auprès d’élèves en situation de handicap à dominante visible ou invisible et en les mettant en lien avec la construction individuelle et interactionnelle de ces adolescents. Quatre dimensions ont été étudiées à partir de la situation de cinq élèves en situation de handicap à dominante visible ou invisible. Le contexte scolaire est le premier niveau : il apporte une structuration objective au processus d’inclusion par la présence d’un dispositif, d’une organisation et de personnes investies dans ce projet. Les représentations du handicap et les pratiques pédagogiques des enseignants sont interrogées dans le deuxième niveau. Le troisième niveau est celui des pairs des élèves en situation de handicap, où ont été questionnés les réseaux socio-affectifs des classes. Enfin, le quatrième niveau concerne la dimension individuelle des cinq élèves. Les résultats de cette recherche de type ethnographique indiquent que la structuration du contexte inclusif a une influence sur la représentation du handicap activée : plus elle est visible car portée par un dispositif et des personnels qui lui sont dédiés, plus la représentation du handicap est riche. Le noyau de la représentation du handicap chez les enseignants (constitué des éléments « monstre », « mort », « handicap physique », « fauteuil roulant » et « autisme ») est identique à celui rencontré dans la population générale, avec une variation spécifique professionnelle (« dyslexie ») entrant dans le champ de la réparation possible du handicap. Lorsque la structuration de l’inclusion est humainement investie, une représentation dite « de reliance » intègre les différents niveaux antérieurs de la représentation et y intègre la situation de handicap. En ce sens, elle est évoluée car elle prend en considération les dernières avancées sociétales en la matière ; on peut la penser aussi transitoire, au même titre que la forme actuelle de l’Éducation inclusive. Des archétypes sont sous-jacents à ces représentations et diffèrent selon la visibilité (où l’archétype activé est celui du monstre et de l’altérité fondamentale) ou l’invisibilité du handicap (où l’archétype activé est celui de l’étranger et de l’inconnaissable), cette notion faisant le lien entre la perception et la représentation dans la dimension intrapsychique de l’individu. Les représentations peuvent évoluer par mise au jour, acceptation et intégration de ses différentes composantes d’une part, par l’expérience concrète discutée et réfléchie du processus inclusif par ses acteurs d’autre part. Ceci induit alors une co-construction entre les différents partenaires et la nécessité de formation pour accéder à une compréhension des singularités des élèves porteurs d’altérité dans l’objectif d’identifier et de répondre à leurs besoins éducatifs particuliers<br>The treatment of the handicap and the of persons with disabilities has varied over time. Currently, in line with human rights, national and international policies tend to promote équality for all men and the fight against discrimination becomes a reality by active public policies in most countries. At the education level, the concept of inclusion was endorsed at the Salamanca conference (UNESCO, 1994) and its implementation is described as « a reform that supports and welcomes the diversity of all the learners » (UNESCO, 2001). In France, the law of 11 February 2005 introduced a major change into the social treatment of disabled people. Inclusive Education calls to a consideration of the complexity of the human person and the institutions to which he belongs. This research aims to account for some aspects of this complexity by bringing to light the representations and practices of inclusion in middle school among pupils with dominant visible or invisible disabilities and by linking them to the individual and interactionnal construction of these adolescents. Four dimensions were studied based on the situation of five students with visible or invisible disabilities. The school context is the first level : it provides an objective structure to the inclusion process by the presence of a device, an organization and people involved in this project. We then questioned the representations of disability and the pedagogical practices of the teachers in the second level. The third level is the one of the peers of the disabled pupils, where the socio-affective networks were questioned. Finally, the fourth level concerns the individual dimension of the five selected pupils. The results of this ethnograhic research indicate that the structuring of the inclusive context has an influence on the activated representation of the handicap : the more it is visibly carried by a system and a dedicated staff, the richer is the representation. The core-representation of disability among teachers (consisting in « monster », « death », « physical disability »,« wheelchair » and « autism » elements) is identical to the one found in the general population, with a professional specific variation (« dyslexia ») within th scope of possible disability repair. When the structuring of inclusion is carried by a lot of invested people, a representation called « linking » integrates the different previous levels of the representation and joins the situation of disability. In this sense, it is evolved because it considers the latest sociatal advances in this field ; it can be thought as transitional, in the same way as the current form of inclusive education. Archetypes are underlying these representations and differ according to the visibility (where the activated archetype is the one of the monster and fondamental alterity) or the invisibility (which activate the archetype of the stranger and the unknowable), this motion making the link between perception and representation in the psychic dimension of the individual. Representations may evolve by uncovering, accepting and integrating its diffrents components by the individual on the one hand, and by the concrete experience discussed and reflected by the actors on the other. This then leads to a co-construction between partners and the need for training to access an understanding of the singularities of students with alterities in order to identify and respond to their special educationnal needs
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Daspet, Vanessa. "Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2113/document.
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Depuis la loi du 11 février 2005 pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École s’est engagée sur la voie de l’inclusion des élèves en situation de handicap. Pour répondre à la nécessité de rendre accessibles les apprentissages à ces élèves, l'Education Nationale finance notamment du « matériel pédagogique adapté ». Plus spécifiquement, la possibilité offerte aux élèves dyslexiques de contourner ou de surmonter leurs difficultés en langage écrit grâce à l’utilisation d’aides technologiques ouvre de nouvelles perspectives d’apprentissage et d’enseignement mais suscite aussi bon nombre d’interrogations. Au coeur de notre thèse qui s’inscrit dans ce contexte, nous conduisons une étude sur l’efficacité des outils de compensation attribués aux élèves dyslexiques et dysorthographiques scolarisés dans le second degré, corrélée à leurs contextes d’usage et d’appropriation. Le recours à deux démarches, l’une expérimentale, comprenant des tests de lecture et d’écriture, et l’autre compréhensive, combinant les questionnaires et les entretiens semidirigées, permet d’aborder les phénomènes et les enjeux qui s’opèrent dans l’utilisation des outils informatiques par les adolescents dyslexiques dans le cadre de leur apprentissage de la lecture et de l’écriture en classe ordinaire. Par l’analyse et le croisement de l’ensemble des données recueillies, nous tentons de décrire les facteurs personnels et environnementaux qui sous-tendent la réalisation du projet de compensation et de mettre en lumière les obstacles et les facilitateurs à l’utilisation efficace des aides technologiques. L’approche de la complexité des processus et des interactions en jeu dans la mise en oeuvre du projet de compensation nous permet finalement d’exposer quels sont les leviers fondamentaux et indispensables à un usage efficient des outils informatiques en classe par les élèves dyslexiques-dysorthographiques mais aussi de proposer les axes dominants d’un contexte éducatif inclusif susceptible de soutenir leur usage<br>Since the act of February 11, 2005 on equal rights and opportunities and the inclusion and citizenship of the disabled was passed, French schools have embarked on the path of the inclusion of pupils with disabilities. To respond to the need of making learning accessible to these pupils, the French Education system does finance some appropriate educational learning materials. More precisely, the opportunity for dyslexic pupils to avoid or overcome the difficulties with written language thanks to new technologies opens up new prospects for learning and teaching but also raises concerns.At the very core of this thesis lies the study I have carried out on the effectiveness of those compensatory tools given to dyslexic and dysorthographic pupils in secondary education depending on the way they use these tools and become familiar with them. Two different approaches have been used, one being experimental including reading and writing tests and the other one being comprehensive combining questionnaires and semi-structured interviews. Both have permitted to identify the phenomena and the issues related to those pupils’ use of computer tools when they learn how to read and write in a mainstream class. By analysing and crossing data, I have tried to describe the personal and environmental factors which lead to the successful completion of the compensatory project and to identify the barriers but also the facilitators leading to a more effective use of these technological tools.Examining the complexity of the processes and the interactions involved in a compensatory project not only helps to identify key leverage actions to enhance the effectiveness of the use of computer tools but also permits to define priority axes to create an inclusive learning environment that is most likely to support this usage
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Hess, Janet S. "Residency Education in Preparing Adolescent and Young Adults for Transition to Adult Care: A Mixed Methods Pilot Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5039.
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Background: There is considerable evidence that physicians lack sufficient training in facilitating transition from pediatric to adult care systems for adolescents and young adults (A/YA). While several primary care residency programs have introduced health care transition (HCT) curricula in recent years, there are few studies that assess the effectiveness of HCT teaching models.
Purpose: To assess the impact of a residency education program that uses electronic health records (EHR) and other methods to teach residents how to prepare A/YA for transition to adult care.
Methods: In a mixed methods, quasi-experimental research design, quantitative methods were used to measure change in knowledge, confidence and experience among 67 Pediatrics and Med-Peds residents who participated in the program. All residents and a comparison group were invited to complete a 35-item pre/post-survey; a retrospective chart review provided documentation of age-specific HCT preparation tasks completed by residents during well visits for A/YA aged 12-21. Descriptive and correlational analyses were conducted to compare differences between resident and control test scores for 5 outcome variables, and to measure resident utilization of the HCT tool in the EHR. Using the Reach Effectiveness-Adoption Implementation Maintenance (RE-AIM) evaluation model as a guide, semi-structured interviews were conducted concurrently with residents and faculty to assess program acceptability, feasibility, and other important attributes. Interviews were transcribed and analyzed using a constant comparative, iterative process.
Results: Survey results showed residents (11 matched pairs) scored significantly higher than controls (13 matched pairs) in 2 of 5 outcomes: exposure to HCT learning activities (p=.0005) and confidence in providing primary care for YSHCN (p=.0377). Overall utilization of the EHR tool among 51 residents was 52.8% (57 of 108 patient visits). In interviews conducted with 16 residents and 6 faculty, both groups said that HCT training is a highly relevant need. Residents said they had little knowledge or experience in HCT prior to the intervention but felt more confident in their abilities afterwards. The HCT tool in the EHR was the only intervention element among multiple modalities that reached all study participants, with more than 80% of residents interviewed reporting they used the HCT tool "usually" or "always." Factors that influenced program adoption included accessibility of educational materials, ease of use, time constraints, patient age and health condition, and attending physicians' enforcement of the protocol.
Conclusion: This study contributes to the body of knowledge concerning HCT by increasing our understanding of ways to effectively educate residents about transition preparation. Results show a positive intervention effect on selected dimensions of resident knowledge, confidence, and practice in HCT, highlighting program strengths and weaknesses. The program is distinctive in educating residents to prepare all A/YA for HCT, as recommended by major medical associations for pediatric and adult care physicians, and in its use of the EHR as a primary teaching tool, a consideration for reducing time-intensive didactic instruction. It provides a model that can be adapted by other residency and provider training programs, and suggests a need to integrate acquisition of health care self-management skills more broadly in child and adolescent health preventive care tools and policies.
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Petry-Genay, Isabelle. "Les processus d’orientation des élèves en situation de handicap cognitif dans le second degré : le dispositif ULIS dans ses dimensions socialisante et capacitante." Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2043.
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La scolarisation des élèves en situation de handicap sur le plan cognitif, désignés comme handicapés mentaux, connaît en France une forte expansion depuis la loi du 11 février 2005. Le paradigme inclusif, encadré par une législation européenne et internationale, y contribue largement, tout comme l’influence des disability studies. Assurant un accompagnement pédagogique à l’inclusion des élèves dans les classes ordinaires, l’Unité Localisée pour l’Inclusion Scolaire est un dispositif dont les modalités d’organisation, particulièrement en second degré, varient selon les contextes académiques. Si l’inclusion se développe significativement au collège, la présence de ces élèves au lycée professionnel date seulement d’une dizaine d’années et se confronte à des résistances créant des effets de liminalité. À travers un recueil de données ethnographiques (observations, documents de terrain) et l’analyse d’entretiens semi-directifs de type compréhensif réalisés auprès de trente-six élèves et d’une trentaine de professionnels de l’école (coordonnateurs, enseignants, COP, responsables institutionnels), nous analysons les processus en œuvre dans les procédures d’orientation scolaire des élèves du second degré bénéficiant du cadre de l’ULIS. Fondées sur la mise en place du Parcours Avenir, ces pratiques empruntent de nouvelles voies pour des élèves dont l’orientation a été, jusque récemment, majoritairement tournée vers la filière médico-sociale. Notre analyse s’attache à montrer comment l’ULIS peut, dans certaines conditions, fournir les bases d’un environnement socialisant et capacitant afin d’ouvrir des perspectives de formation aux élèves en situation de handicap cognitif<br>In France, the education of students with cognitive disorders, labelled as mentally disabled, has been growing since the act of the 11 of February 2005. The inclusion paradigm that is ruled by law at the European and international levels, has greatly influenced this development as well as the disability studies. The ULIS, provide some pedagogical support to include Special Education Needs students into mainstream classrooms. The organization of such a device varies according to context and education areas. If inclusion has significantly increased in lower secondary schools, the attendance of students with cognitive disabilities in vocational schools has started only ten years ago and the process faces liminality challenges. Thanks to the collection of ethnographic data based on observation and documents analysis as well as the completion of semi-directive face-to-face interviews conducted with 36 students and 30 educational professionals (coordinators, teachers, orientation counsellors, management staff), we set out to analyse the undergoing process for the orientation practices of ULIS students in secondary education. Based on the implementation of the Parcours Avenir project, these guidance practices open up new perspectives for these students whose orientation has been mainly guided by socio-therapeutic approaches. We show how the ULIS device, under specific conditions, can offer the basis for a socializing and empowering environment that contributes to open up new training perspectives to students with cognitive disabilities
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Marsh, Alan John. "Formula funding and special educational needs." Thesis, Open University, 1998. http://oro.open.ac.uk/18863/.
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This thesis is based on a six year research study and is set against the implementation of Local Management of Schools and the formula funding arrangements for pupils with special educational needs (SEN). The main aim of the research is to investigate the principles and practice for allocating additional resources to provide for pupils with SEN but without statements. Two theoretical perspectives are used: the 'special needs pupil' discourse and the 'school and teacher effectiveness' discourse (Galloway, Armstrong and Tomlinson, 1994). The study is in two main parts. First the theoretical component whereby a critical examination is given to the conceptualisation of special educational needs, to the principles or criteria for evaluating a funding formula and to the historical arrangements for funding pupils with SEN. The second part of the thesis is the empirical component consisting of two national surveys, a case study carried out in two LEAS Mercia and Whiteshire, and computer budget modelling for different funding formulae for all primary and secondary schools in Whiteshire (n=690 schools). Evidence is obtained throughout the study relating to the design of an 'improved' SEN formula which is evaluated according to the principles or criteria of simplicity, equity, effectiveness, responsiveness to needs, efficiency, stability of funding, cost containment and accountability
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Kenney, Laurence P. J. "Flight simulator for special educational needs." Thesis, University of Salford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357202.
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Gordon, Tamara Rae. "Comprehensive school programming, an assessment of adolescents' needs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ49616.pdf.
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Montgomery, Brenda Elizabeth. "Implementing the Special Educational Needs and Disability (Northern Ireland) Order 2005 : implications for special educational needs co-ordinators." Thesis, Queen's University Belfast, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486572.
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The Special Educational Needs and Disability (Northern Ireland) Order (2005) (SENDO) which became operative on lSI September 2005 was the catalyst for this study. Set within the context of change, the purpose of the research was to investigate the implications for Special Educational Needs Co-ordinators (SENCOs) in Northern Ireland in implementing SENDO. Quantitative and qualitative data was obtained using a mixed method approach; a questiollilaire, which was constructed and forwarded to SENCOs throughout Northern Ireland, revealed a number of themes which were further explored through semI structured interviews with focus groups of SENCOs. The findings, which were representative of the overali situation in Northern Ireland, revealed that while there is general positivity about the principles of SENDO, there are differing approaches to inclusion throughout schools in Northern Ireland. Whilst there has been a shift from the traditional role as a special needs teacher to a co-ordinating . role, it would appear that a number of SENCOs are not totally ready to fully embrace the new legislation. The main implications for SENCOs include lack of status, with orily a small number on senior management teams, insufficient resources, especially classroom assistants and a lack of time to effectively manage very demanding workloads. In addition a lack of qualifications, training and support within the area of special education, especially managing challenging behaviour and dealing with medical issues, were highlighted as major implications. The study concluded with a number of recommendations for schools, Education and Library Boards and the Department of Education to consider 'In order to support SENCOs with the successful implementation of SENDO.
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Tobias, Eliana R. "Learning environments for special needs preschool children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.
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This study looked at four types of learning environments for developmentally delayed 3-5 year old preschool children, namely segregated programs, reversed mainstreamed programs, day care centres, and nursery schools in order to describe and analyze the experiences children have in these settings.
Twenty preschool classroom environments were analyzed, forty children were observed to obtain child-child interaction data, twenty teachers were observed and interviewed in order to gather information on teacher-child interaction and type and amount of support services available to the programs and sixty parents of special needs children were interviewed to obtain information on parental involvement.
The analysis of the environment indicated that statistically significant differences existed in the data between the scores obtained by the different types of centres. Higher scores were obtained by segregated and reversed mainstreamed programs than day care centres.
No significant statistical differences were found between types of settings for child-child interaction and teacher-child interaction, although there were large differences among centres within a type. Special needs children across settings were observed mostly in parallel, solitary, and associative play. Little cooperative and dramatic play was observed across types of settings.
Teachers in all types of settings spent a high portion of their time talking to children on a one-to-one basis. Teachers in day care centres spent significantly more time talking to children about matters related to misbehavior rather than academics. Little use of praise and corrective feedback was observed by teachers of special needs preschool children. Greater availability and higher expectations for parental involvement existed both in segregated and reversed mainstreamed programs than in day care centres for parents of special needs children.
Support services for preschool programs were very low in the community the research sampled.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Rubindal, Robin. "Educational reading for youths with special needs." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-81866.
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Children with intellectual disabilities often struggle with reading, and traditional ways of learning can be frustrating and difficult. This thesis investigates the ability to adapt gaming as a more creative and engaging way for these children to practice sentence structure and reading comprehension. The result is a prototype that makes use of reading scenes mixed with interactive scenes where the user gets to build sentences through different game mechanics such as drag & drop, marking of words and point & click. Depending on what sentence is built, the story changes. The overall evaluation feedback of this prototype is positive and that it has potential but would require further work since reading is a complex activity and the reading levels of children with special needs are very individual.
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Boggs, Teresa. "Adapting Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1515.
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Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.
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Huyssoon, William Lee. "Exploratory vocational course for special needs students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1939.
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Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.
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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.
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Parker, Insauf. "Meeting the occupational needs of recovering drug addicted adolescents." University of the Western Cape, 2014. http://hdl.handle.net/11394/4193.
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Magister Scientiae (Occupational Therapy) - MSc(OT)<br>The growing phenomenon of drug abuse has alerted the attention of health professionals, addiction counsellors, school educators, the media and community members. Susceptible sub groups of the population such as adolescents have been seriously affected as addiction destroys their identities, health, daily performance, family structure and ultimately results in social disintegration. Consequently, rehabilitation facilities have been established and addicts are entering the treatment system via referrals from school principals, the judiciary court or desperate parents and family members. Despite this, after having spent a reasonable amount of time and money in rehabilitation centres, relapse rates are significantly high and addicts are returning to treatment. The question was then raised as to whether recurrent relapses were as a result of their occupational needs not being met in treatment. To understand whether the occupational needs of these recovering adolescents are met, a true client-centred approach was employed. A descriptive approach was used within a qualitative research paradigm. The participants that were selected from four drug rehabilitation facilities in the Cape Town Metropolis, included 8 recovering drug addicted adolescents, 2 rehabilitation workers employed at two different facilities, and a sum of 26 parents of recovering addicts. Purposeful sampling was used for the adolescents and rehabilitation workers while convenient sampling was used for the parents. To access the perspectives and perceptions of the participants the researcher used individual semi-structured interviews for the recovering adolescents and drug rehabilitation workers, and focus groups for the parents. The data was analysed thematically using Lincoln & Guba’s (1985) method of qualitative data analysis. All data was managed manually. The objectives of the study explored perceptions of drug addicted adolescents with regard to relapse, to describe the barriers with regard to drug rehabilitation and their occupational needs, to reveal facilitators with reference to the recovery process, and to present suitable strategies which may improve drug treatment practice. Three themes were constructed based on the findings of the study. The themes were: 1) easy to get in, difficult to get out, 2) breakdown on life caused by drug addiction, and 3) moving forward towards recovery. Since adolescence is known as a transitional period characterised by identity development, adolescents are naturally influenced by their social and physical environment, particularly their peer groups at school and in the community. Consequently, adolescents enter treatment with numerous physical, psychological, social, intrapersonal, and legal needs. The constant pursuit of drugs and its lifestyle leads to dysfunction and imbalance in the individual’s daily performances with relapse remaining a common element in the recovery process. The lack of knowledge from participants pertaining to the concept of relapse was perceived as a barrier to recovery. The physical and social environment such as the general availability and accessibility of drugs in adolescent’s community, the unfavourable influence that peers and family relationships play, organisational challenges such as staff handling principles regarding their developmental stage and ineffective communication within the rehabilitation centre, and personal barriers including manipulative and behavioural difficulties, emerged as contra-indicative to the recovery process. Many of the recovering drug addicted adolescents were unable to cope with the array of needs and triggers, and found themselves relapsing and returning to the rehabilitation facility. Among the many facilitators as perceived by the participants, the actual programme at the rehabilitation centre was significant in promoting progress. If it included education groups, where clients are taught about substance abuse, relapse and how to restructure their lifestyle of recovery, it was deemed as beneficial. Another facilitator highlighted by the participants was the involvement of family by incorporating parent support sessions, and an interesting factor suc Recommendations for the study included that adolescents who abuse substances need to be treated very differently to adults or children, and that maintaining communication or a connection with them via aftercare for example, will enable them to sustain their sobriety outside of the rehabilitation facility. Since addiction affects the individual’s identity, roles, and habits on an occupational performance level it is paramount that treatment should be addressed from an occupation-based perspective in collaboration with existing evidence-based addiction models. Occupational therapists are uniquely equipped to deal with these components. h as including spirituality as a resource was raised as valuable in their recovery process.
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McGinnis-Garner, Lynn Curtis Deborah J. Crawford Kathleen Marie. "Addressing young adolescents' needs through middle school advisory programs." Normal, Ill. : Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088027.
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Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed Aug. 13, 2004. Dissertation Committee: Deborah J. Curtis, Kathleen Marie Crawford (co-chairs), Robert L. Fisher. Includes bibliographical references (leaves 117-119) and abstract. Also available in print.
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Wagner, Le-Vérne. "The counselling needs of adolescents expressed through text messaging." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45899.
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The advent of text messaging as a popular and cheaper form of communication has offered a new research perspective on adolescent development. Erikson’s identity formation theory, the core tenets of existentialism, and the developmental factors of adolescence provided a conceptual framework for the present investigation, which was guided by two research questions: What are the needs of adolescents seeking assistance through text-based messaging? How do the needs expressed align with the stage of development that adolescents are in? Since the data set had already been established from text messaging between learners and tutors in the Dr Math online tutoring programme, secondary data analysis was employed. A qualitative approach, rooted in an interpretivist paradigm, was used. In total 143, of the 5284, messages were included based on the inclusion and exclusion criteria. Thematic network analysis served to enable coding and grouping of the data into thematic networks for analysis. A bottom-to-top hierarchy of codes, basic themes, and organising themes led to the formulation of the global themes of romantic curiosity, emotional expression, academic and career concerns, personal counselling, and social interactions as central to arriving at a better understanding of adolescents’ psychosocial needs in an increasingly technological communication environment. Further research is recommended into ways in which training and development in technology can be used for aiding adolescents in South Africa, as well as into the role of technology in advancing practice and research for professionals.<br>Mini-dissertation (MEd)--University of Pretoria, 2014.<br>tm2015<br>Educational Psychology<br>MEd<br>Unrestricted
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Tysoe, K. "The role of special educational needs coordinators in implementing the 2014 Special Educational Needs and Disability legislation : a juggling act." Thesis, Nottingham Trent University, 2018. http://irep.ntu.ac.uk/id/eprint/33931/.
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The purpose of this research was to investigate the role of special educational needs coordinators (SENCOs) and discover how the new Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE 2015) was being enacted in schools. The main argument presented through this thesis is that the SENCO role is currently overly focused on carrying out bureaucratic tasks rather than supporting inclusive classroom practice. The literature review situates the research within its historical and cultural context by considering the development of special educational needs and disability (SEND) provision, including the role of the SENCO. A conceptual framework for the SENCO role and identity is advanced which adds to our understanding of the SENCO role. This applied social research adopted a phenomenological methodology where the self-reported experience of individuals is the source of data (Creswell 2007; Husserl 1970). The field work for the research involved two sets of interviews, separated by an interval of 12 months, with seven SENCOs from across several London boroughs. The qualitative data gathered was analysed using categorisation and coding, a method drawn from grounded theory (Charmaz 2006; Glaser and Strauss 1967). A rating scale and analysis of threats, opportunities, weaknesses and strengths (TOWS) was also used to gauge the confidence and attitudes of SENCOs towards aspects of the new SEND legislation (Children and Families Act 2014). The research contributes to our evidence base on how the SEND reforms are being implemented in schools. The findings demonstrate that SENCOs broadly welcome the principles underpinning the new SEND Code of Practice (ibid). However, SENCOs find that some of the procedures associated with the Code of Practice (ibid) are proving problematic. The thesis concludes by asserting that, if these issues are not addressed, then the aspirations of the new SEND legislation will not be fully realised and SENCOs will be yet further removed from their work in supporting colleagues in developing inclusive practice. The thesis makes a number of recommendations at school, local and national level to support further the implementation of the SEND reforms. It also identifies areas for future research including: investigating the SEND reforms from the perspective of children, their parents or carers and young people; and evaluating the effectiveness and impact of the SENCO role.
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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.
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Al-Abdulghafour, M. M. "Special educational needs in the state of Kuwait." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384492.
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Hart, Susan. "The innovative practitioner : reconceptualising the special needs task." Thesis, University of Greenwich, 1994. http://gala.gre.ac.uk/6443/.
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This study has two main themes. The first is concerned with re-examining the relationship between 'ordinary' and 'special' education in the light of developments in thinking and practice over the past decade. A case study approach was used to explore the limits and limitations of the thesis that 'special educational needs' can be most effectively addressed as part of a process of general curriculum critique and development designed to benefit all children. Pursuing questions and concerns arising from my own experience as a support teacher, the aim of the research was to establish if there is still a place for a concept of 'special' education consistent with this interpretation of the task and, if so, on what basis a distinction might now legitimately be made. Individual children's responses to a particular instance of general curriculum development (in the teaching and learning of writing) were observed, and samples of their writing collected, over a period of several months. The analysis of this material highlighted the need for, and the means to articulate, a discourse and interpretive procedure for responding to concerns about individual children's learning which reflect and enact the critique of 'learning difficulties' understood as an individual problem. Having reformulated the original thesis to include an individual dimension, the study concludes that what is needed to resolve the questions raised initially is not, after all, a new distinction between 'ordinary' and 'special' education, but a distinction of a quite different order: one which draws attention to different kinds of professional thinking, and highlights the critical and innovative nature of the thinking required. The second, subsidiary theme is a methodological one. It explores what the study itself may have to contribute to the establishment of a mode of research derived from teaching. Claiming to use no 'methods' other than the interpretive resources and experience of a teacher, the study uses its own processes to explore and establish its methodological status, and in particular to consider the significance of prior experience in the development of new knowledge about education.
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Davis, Monique E. A. "Exploring transition for young people with special needs." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654431.
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This study explores the impact of moving from a special secondary school to an inclusive Sixth Form for students with Statements of Special Educational Needs. Transition to sixth form is an under-researched area but will become ever more important as the compulsory schooling age increases to 18 and Education, Health and Care Plans provide support until young people are 25. It considers the literature on the way in which people with learning disabilities have been treated at different periods in time, and the role of historical trauma and internalised ableism for this marginalised group. The birth of a child with learning difficulties can be a source of trauma within a family, for whom it may stir up feelings of shame and grief over the loss of the imagined 'perfect' child . Such feelings can be re-evoked at times of transition, and affect the systems around the family. Loosely structured free association ~ based interviews were used to gain views about three students from their parents, teachers and students themselves. Focus groups with students before (N=15) and after (N=8) the transition were also used. Thematic Analysis influenced by a psychosocial/psychoanalytic approach (Hollway & Jefferson, 2012) revealed four major themes; Internalised Ableism, Pain of Change, Understanding of SEN, and Support. The findings are discussed in the context of the psychosocial tradition, considering implications for practice for staff in the school, Sixth Form and Educational Psychology Service.
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Harland, Linda Ann. "Supporting teachers supporting children with special educational needs." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019145/.
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The research which forms the basis of this thesis focuses on the developing practice of two local authority support services working in primary schools with the aim of changing the nature of provision for children with special educational needs. In the first case study, four support teachers work, half a week each, for one year in a junior school which appeared to have a high number of children with learning and behavioural difficulties. These support teachers were attempting to change the practice of the classroom teachers in this school. In the second case study, the work of four support teachers is observed, as they begin a change of role, moving from centre-based work with children to supporting the children in class, and trying to change the nature of provision for these children in school. Each case study was conducted over one year. The methodological approach was located within a constructivist paradigm. The methods were interview, observation, questionnaire and documentary analysis. The review of the literature, after examining the background to change within special educational needs provision, and within primary schools, goes on to consider issues particularly pertinent to this research, such as consultant and collaborative teaching skills, personal change and interpersonal skills needed for effective instigation of change. These issues support both the implementation and the analysis of the research. The final part of the thesis addresses the issues arising from the research, such as the training needs of the support teachers and class teachers regarding knowledge of the change process and an awareness of theoretical issues surrounding special educational needs, and dichotomies within the approach of the support teachers towards the process of change. The conclusion examines themes which have emerged from the research and which are applicable to current changes in special educational needs provision.
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Rifo, Ivanka, and Anita Trenchevski. "Municipal sensemaking around Special Educational Needs Coordinator assignment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28958.
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AbstraktRifo, Ivanka och Trenchevski, Anita (2016). Kommunalt meningsskapande kring specialpedagogens uppdrag. Municipal sensemaking around Special Educational Needs Coordinator assignment. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola, 90hp.Förväntat kunskapsbidragAnalysen i studien har med hjälp av Weicks enactment teori bidragit till att synliggöra politikers och utbildningschefers uppfattningar kring specialpedagogens uppdrag och profession på organisationsnivå inom en vald kommun. BakgrundDet upplevs att det råder en övergripande okunnighet och otydlighet om specialpedagogens uppdrag och yrkesroll. Specialpedagogerna får oftast rättfärdiga sin professionsroll samt klargöra sina arbetsuppgifter trots att de besitter den högsta kompetensen för utförandet. Det finns stora variationer i uppdragsbeskrivningar, ansvarsområde och funktion även för specialpedagoger inom en och samma kommun. Dessutom handlar förvaltningarna inom kommunen utifrån egna beslut av specialpedagogiska behov, fristående från andra yrkesutövare och oberoende av varandra. Otydligheten i de statliga skrivelserna resulterar i att organisationerna väljer att själva skapa egen mening och struktur. Meningsskapandeprocessen utgår oftast utifrån det som anses vara rimligt just för berörda enheter.SyfteSyftet med vår studie är att skapa kunskap om hur utdrag ur statliga skrivelser rörande specialpedagogens uppdrag har tolkats och tillskrivits mening av tre politiker och tre utbildningschefer i en sydsvensk kommun. Frågeställningar•Hur stor variation förekommer vid tolkning av de statliga utdragen kring specialpedagogen på kommunnivå?•Vilka hinder och möjligheter kan uppstå i tolknings- och meningsskapandeprocessen kring specialpedagogens uppdrag?TeoriDet teoretiska ramverket i studien baseras på Karl E. Weicks enactment teori eller teori om meningsskapande i organisationer. Weicks teori ligger till grund för studien och den ger en logisk utgångspunkt för att skilja på strategiska beteenden och grundbeteenden. Sensemaking är ett begrepp som Weick utvecklade kring enactment.MetodEmpirin utgörs av intervjuer och kvalitativ textanalys av utdrag ur statliga skrivelser rörande specialpedagogen. Deltagande respondenter var tre kommunpolitiker och tre utbildningschefer inom en förvaltningsorganisation.Resultat•Det förekommer stor tolkningsfrihet av de statliga utdragen kring specialpedagogen av både politiker och utbildningschefer inom den valda kommunen. Analysen genomsyras i sin helhet av hur olika man ser på och använder specialpedagogens kompetens. •Analysen av respondenternas tankar om vilka hinder och möjligheter som kan uppstå i tolknings- och meningsskapandeprocessen rörande specialpedagogens uppdrag leder till följande resultat:Hinder:-Specialpedagogen lyser med sin frånvaro i Skollagen (2010:800) och andra viktiga styrdokument-Obefintlig lagstiftning kring professionen-Budgetnedskärningar inom kommunen-De nya karriärtjänsterna som förstelärare och förste förskollärare har ytterligare försvårat för specialpedagogen att få legitimitet inom samma område Möjligheter:-Att skapa och införa uppdragsbeskrivning för specialpedagogen -Att både politiker och utbildningschefer inom den undersökta kommunen ser specialpedagogen som en kvalitetförstärkare-Specialpedagogen kan ha en central roll i det kollegiala lärandetImplikationerDe centralpolitiska skrivelser kring specialpedagogens profession och uppdrag bör förtydligas och uppdateras, vilket borde leda till att yrkesgruppens legitimitet förstärks. För att uppnå en samsyn kring specialpedagogens yrkesroll bör staten ställa krav på att varje kommun inför en uppdragsbeskrivning för specialpedagogen så att den blir likvärdig i hela kommunen. En tydlig lagstadgad uppdragsbeskrivning för specialpedagogen, borde befästa bilden av yrkesgruppen inom förvaltningsorganisationen på både makro och mikronivå.
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Pierce, LaRue A. "High school special needs students attitudes about inclusion." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000piercel.pdf.
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Boggs, Teresa, and M. Baker. "Creating Together; Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1533.
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Marks, Lori J. "Educating Tomorrow’s Educators for Students with Special Needs." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3685.
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Bouwhuis, Korinne Knowlton. "Psychoeducation Groups for Parents Adopting Special-Needs Children." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2631.
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This thesis evaluated training groups for adoptive parents of special-needs children. It was hypothesized that training would influence parenting stress, stress symptoms, and marital satisfaction, and that helpfulness of training sections would depend upon the status of the participants' children (i.e., foster, adopted, or adoption in process). Data were collected from 15 participants who were sampled through agencies that typically interact with adoptive parents.
Repeated measures ANOY As were computed to compare scores on the PSI/SF Parental Distress Subscale, OQ-45, and RDAS across three time intervals. No significant differences were found. Data from a scale of helpfulness were analyzed using descriptive statistics. There was a general trend such that foster parents reported the training groups as least helpful, adoptive parents reported them as more helpful, and participants in the process of adoption reported the highest ratings of helpfulness. Explanations for results are discussed along with implications and recommendations for future research.
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Benavides, Ida. "Stress Among Caregivers of Individuals with Special Needs." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/864.
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This research study focuses on gathering data on stress among caregivers caring for an individual with special needs. The participants selected were from three agencies in Southern California. Once the participants were selected, an interview was conducted using an audio recording device to gather and analyze the data collected. The researcher dictated the responses provided during the interview if the participants did not wish to be recorded. All participants received a $5 Starbucks gift card for their participation. This study was conducted to inform clinicians and any reader on the daily struggles and challenges caregivers face by caring for individuals with a disability. This study had a sample size of eight participants. Themes that were used were service utilization, social support systems, mental and physical health and self-care. Social workers working with individuals who care for individuals with special needs should be knowledgeable in coping strategies.
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Earl, Stephen R. "The role of young adolescents' psychological needs at secondary school : applying basic psychological needs theory." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/60986/.
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Drawing on basic psychological needs theory (BPNT; Deci & Ryan, 2000), the aim of this thesis was to investigate the influence that pupils' autonomy, competence and relatedness may have upon their personal and academic functioning at school. The purpose was to provide new conceptual insights into BPNT within young adolescents' schools and to identify practically viable interventions that could enhance educational practise. Specifically, this thesis addresses two methodological vacancies within BPNT research and two practically driven investigations. The first methodological consideration involved a person-centred examination that identified distinct pupil profiles based on differences in their psychological need satisfaction composition. Hierarchal cluster analysis revealed four distinct pupil groups. Pupils reporting the highest satisfaction across the three needs displayed the highest levels of well-being, autonomous motivation, teacher rated performance, and the least ill-being. These person-centred findings emphasise the necessity for the satisfaction of all three psychological needs, as well as highlighting specific need deficits that some pupils may experience in classrooms. The second methodological consideration explored how the satisfaction of each psychological need may predict changes in school attainment patterns. Hierarchal growth modelling revealed that higher pupil competence satisfaction was a driving stimulus for temporal attainment increases across the school year, whereas higher pupil relatedness satisfaction buffered against the summer decay of school grades following the summer vacation. These findings offer unique insights into the dynamic nature of school attainment. From a practical perspective, the thesis explored if the candid frustration of different psychological needs underpins active and passive types of classroom disengagement. Structural equation modelling demonstrated the frustration of pupil competence uniquely explained passive disengagement via reduced subjective vitality, whereas experiences of autonomy frustration underpinned both active and passive disengagement but not via subjective vitality. All three disengaging processes were found as a consequence of perceived psychologically controlling teaching. Finally, the thesis explored the feasibility of conducting a novel pupil-focused intervention to enhance pupils' perceptual awareness of their own psychological needs. Using a pupil completed diary-log as a methodology, a two week pilot and focus group discussion highlighted practical issues and recommendations for the potential implementation of a future intervention. These findings indicated that the diary-log may need to be in the form of an electronic application and would need to be combined with existing need supportive sessions. Overall, the thesis findings add to existing knowledge by indicating how pupils' psychological needs may enhance or diminish their academic and psychological development at school. The findings allude to the interplay between the three needs within school contexts and provide insights into the unique role the different psychological needs may have on school attainment and disengagement. The findings also suggest there may be scope to advance existing teacher-focused BPNT interventions by helping pupils become more active in their own experiences of psychological need satisfaction.
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Al, rubiyea Ahmad Ibrahim. "Children with special needs in the Kingdom of Saudi Arabia : their needs and rights." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/27864.
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Kingdom of Saudi Arabia is in the process of developing and modernising its organisations to meet and cope with the challenges posed by national and international changes. Child and family issues have become an integral part of the Kingdom strategies, vision and policies. There is a lack of comprehensive research that focuses on children with special needs rights and needs in Saudi Arabia and the role of the Kingdom of Saudi Arabia in meeting and protecting their rights. This research represents the first research in this area. The research aims to examine the rights and needs of children with special needs in the Kingdom of Saudi Arabia. Extensive quantitative and qualitative data collected from Saudi Arabia children special needs sector using semi-structured questionnaires, focus groups and in-depth interviews. The collected data analysis with outcome of the literature survey used to discuss the main outcome of the research. A number of conclusions have been drawn from this research. The Kingdom of Saudi Arabia has taken several steps towards ensuring children with special needs rights and needs such as the introduction of inclusion of children with special needs with the main stream primary school education. However, the child with special needs in the Kingdom is still in its early stage in the Kingdom. The Saudi parents with children with special needs under stress due to a lack of appropriate policies and guidelines for their children with special needs. The research has identified social barriers as one of the main obstacles for children with special needs rights and needs. The research also provides practical recommendation for prompting children with special needs in Kingdom of Saudi Arabia.
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Boggs, Teresa. "Adapting Parks and Recreation Programs to Meet the Needs of Children with Special Needs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1513.
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Jimenez, Jessica Joanna, and Winnie Wing Yang Lee. "SOCIAL WORKERS' PERCEPTION ON THE NEEDS AND SERVICES FOR FOSTER CHILDREN WITH SPECIAL NEEDS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/867.
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Foster children are already at a disadvantage given that they tend to live in a home without their parents. Social workers have direct interactions working with children with special needs, and through interviews with the workers, we aimed to understand whether or not the services available are able to meet foster children’s special needs. The research on special needs children in foster care is quite limited. The purpose of the study was to identify social workers’ perceptions of the needs of special needs foster children and their access to services.
This study used qualitative interviews with open-ended questions to gather qualitative data from ten social worker participants. The researchers employed thematic analysis techniques to analyze the qualitative data. The themes that emerged from analyzing the data were social workers’ challenges in providing services to special needs foster children, social workers’ access to services, and the need for institutional support to effectively manage service delivery for special needs foster children. This study found that social workers face challenges in obtaining training for parents and social workers, navigating complex funding processes, managing inconsistent desires between parents and court officials, and dealing with the limited number of capable foster homes. The social workers interviewed identified different tactics that could be implemented in order to improve services for the special needs foster children through changes and improvements within the department. Understanding large-scale policy and practice issues, such as organizational change or resource management, can lead county agency social workers to advocate for the challenges of special needs children in child welfare.
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Klingberg-Allvin, Marie. "Pregnant Adolescents in Vietnam : Social context and health care needs." Doctoral thesis, Stockholm : Karolinska institutet, 2007. http://diss.kib.ki.se/2007/978-91-7357-128-9/.
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Kotb, Heba Mohamed Wagih. "The integration of pupils with special educational needs from special school into mainstream school." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/488/.
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This research was conducted in order to find out what takes place in the process of integration of pupils with special educational needs from special schools into mainstream schools. A design was chosen that allowed the study of the various stages of transfer from a special school into a mainstream school. The design chosen was an "overlapping longitudinal" design i.e. pupils going through the different phases of the transfer process were studied in parallel. Three phases were identified: the pre transition phase. the transition phase and the post transition phase. Three groups of pupils were studied representing each phase of the transfer. In total twenty pupils were studied their ages ranging from six to nine with a range of Special Educational Needs. The first group the Pre transition group comprised pupils for whom a decision was not made yet to transfer them to mainstream school. The second group the Transition group comprised pupils for whom a decision had been made to transfer them to a mainstream school. The third group the Post transition group comprised pupils who had already transferred into a mainstream school during the previous academic year. The case study approach was chosen in order to study the three groups and the methods of data collection were interviews, observation and consultation of documents. Interviews were held with parents, special school staff, educational psychologists, mainstream school stff and staff at the Local Educational Authorities' Support Services. Two schedules of observation were devised, one of them aimed to capture the general occurrences in the classroom "Classroom Observation Schedule" and the other aimed at capturing the pupils' interactions in detail, "Classroom Interaction Schedule". Tests of reliability were carried out to ensure the reliability of both schedules. A research diary was kept to compliment the observation gathered from both schedules. As for the documents that were consulted, these were pupils' statements, schools' SEN policies, LEA SEN policies and some examples of pupils' work. The analysis of the data gathered through the different sources were discussed for each group individually and emerging themes from the three groups were discussed in the final chapter.