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Kilgallon, Pamela A. "Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.
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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, "it's all a huge learning curve."
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Chambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.
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Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.
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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.
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Pang, Cheung-yin Rebecca. "Early education and training centres in Hong Kong a historical and evaluative analysis /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627073.
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Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.
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Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.
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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities.
Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2.
The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.
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Mak, Sau-man Michelle, and 麥綉雯. "Unraveling the barriers to education for children with severe disabilities (Cambodia)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390725.
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Ande, Meseret Kifle. "The right to education of children with disabilities in Ethiopia." Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1731_1380706544.
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Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.
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Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.
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White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.
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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.
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Peterson, Deborah. "Parental participation in special education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.
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Wong, Fung-ying. "Self concept of physically handicapped students : effects of personal and social education /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671571.
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Bains, Randhir S. "The efficacy of the Das Naglieri Cognitive Assessment System to discriminate between children with reading disabilities and children without reading disabilities." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2457.
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The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.
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Llewellyn, Ann. "Perceptions of inclusive education for children and families with physical disabilities." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393658.
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It was the focus of this thesis to examine the influence of the school community and education system upon the children and families of young people with physical disabilities in one 'designated' mainstream school within the United Kingdom. The first phase of the study examined the self-perceptions of ninety three non-disabled peers between the ages of twelve and thirteen from year 8 of the school. The Twenty Statements Test (Rees and Nicholson. 1994) was used to establish sources of influence and values underlying identity in this group. This served as a basis to establish what the young people saw as the major issues affecting themselves and their friendships at this particular stage of their development. The results suggest that there are cultural nonns associated with identity in mainstream education that may serve to exclude young people with physical disabilities who may not meet peer expectations regarding physical appearance, personality and participation in group activities. The results suggest that children with physical disabilities are in a position of disadvantage in relation to friendship fonnation in mainstream education and also in relation to participation in activities considered crucial at this level of development. The second phase of the study examined the perceptions of mainstreaming of 6 pupils with physical disabilities, their parents and seven teaching staff. In-depth interviews were carried out and fonned the basis of a themed case study that highlighted multi-perspective approaches to issues that arose in mainstream schooling. A major theme emerging from this study was the vulnerability of young people with physical disabilities within a rigid system designed for an ablebodied majority. Evidence presented here suggests that clinical issues affecting the development of a child with a physical disability are not readily identified by teaching staff in mainstream education. It appears from interviews conducted that teachers are not provided with the training to recognise difficulties that can arise when teaching children with physical disabilities. An analysis of the case study material in the light of the transactional model (Sameroff, 1991) provides an example of how the personal attitudes and expectations of teachers can affect the way they interact with children with physical disabilities and also highlights the social and psychological barriers to inclusion that support discriminatory practices in mainstream education. Evidence from the case studies suggests that the processes that can serve to exclude the child with a physical disability from themainstream of "chool life appear to be '1ubtle and can abo impact upon the psychological functioning of individual children and their familie:--. The results of both phases of the study suggest that children with phy:--il'al disabilities are only partially included in main:--trcam school life
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Ritzema, Anne Marie. "Stress in parents of children with developmental disabilities over time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94922.
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Stress levels of parents whose children have developmental disabilities (DD) are significantly higher than those of parents with typically developing children. However, few studies have looked at the effects of child characteristics on parent stress over time. The aim of the present study is to assess whether changes in child behaviour problems or adaptive functioning affect parent stress. Using data from the National Early Intervention Research Initiative, predictors and correlates of stress were examined in parents of children with DD who attend early intervention (EI) programs (n = 21). Families participated in two rounds of data collection, approximately two and a half years apart. At Time 1 child behaviour problems significantly predicted parent stress (ß = .71, t (53) = 7.47, p < .0001). Between Time 1 and Time 2 child behaviour problems decreased significantly (t (19) = 2.13, p < .05), as did parent stress (t (19) = 3.58, p = .002). At Time 2, child behaviour problems were significantly related with parent stress (r (19) = .74, p < .0001), and so was child adaptive functioning (r (19) = -.53, p < .05). The results are discussed in the context of current EI practice and policy in Canada.Le niveau de stress chez les parents d'enfants ayant une déficience intellectuelle est plus grand que chez les parents d'enfants ayant un développement typique. Néanmoins, peu de recherches ont été menées sur les effets des variables chez les enfants sur le stress qu'éprouvent les parents à la longue. Le but de cette étude est d'évaluer l'impact des changements dans les comportements adaptatifs et problématiques de l'enfant sur le niveau de stress parental. A partir des donnés du National Early Intervention Research Initiative, cette étude examine les indices du stress chez les parents d'enfants ayant un trouble envahissant du développement qui faisaient partie d'un programme de soins précoces (n = 21). Les familles en question ont participé à deux enquêtes à deux années et demi de différence. Lors de l'enquête 1, les comportements problématiques de l'enfant prédisaient considérablement le niveau de stress parental (ß = .71, t (53) = 7.47, p < .0001). Entre l'enquête 1 et l'enquête 2, les comportements problématiques de l'enfant ont diminué considérablement (t (19) = 2.13, p < .05), ainsi que le stress parental (t (19) = 3.58, p = .002). Lors de l'enquête 2, les comportements problématiques de l'enfant s'avéraient intimement liés au stress parental (r (19) = .74, p < .0001) ainsi que les comportements adaptat ifs de l'enfant (r (19) = -.53, p < .05). Les résultats sont présentés dans le contexte de la pratique des soins précoces et des politiques actuellement en vigueur au Canada.
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Mayton, Michael R., John J. Wheeler, Ann Huang, and Erik Dobosz. "Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/275.
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Penny, Anne Marie. "School access, children with motor disabilities in rural Uganda." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62560.pdf.
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Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.
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Morrier, Michael Joseph. "Disproportionate Representation of Preschool-Aged Children with Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/48.
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Historically, students from ethnically diverse backgrounds in grades K-12 have been over-represented in special education, yet little research on disproportionate representation has been conducted with preschool-aged children. This study examined if 72,525 preschool-aged children with disabilities from ethnically diverse backgrounds were disproportionately represented in special education within and across five southern states. Data were gathered from the 2006 December 1st Child Count reported by each State Department of Education to the U.S. Department of Education. Chosen states offered state-funded pre-kindergarten programs, which should have provided equal opportunities for inclusion across states. Analyses compared children with disabilities for disproportionate representation across state of residence, across special education eligibilities, across educational placements, and amount of inclusion provided. Data were analyzed for child and placement characteristics. Due to data suppression by individual states, analyses were conducted using children from Black and White backgrounds, and children from Hispanic backgrounds were used when reported by individual states. Child characteristics considered included the child’s: (a) type of disability eligibility category, (b) age, and (c) ethnicity. Placement characteristics included: (a) type of educational placement, (b) state in which child resided, and (c) amount of inclusion received. Indices of disproportionate representation were calculated using: (a) composition index, (b) risk index, (c) odds ratio, and (d) relative risk ratio. A 3 x 5 ANOVA was used to calculate placement differences between states. Factorial analysis was used to calculate determinants of placement status for preschool-aged children with disabilities. Results revealed disproportionate representation does occur at the preschool level, although between state variability was great, and patterns differed from the K-12 literature. Children from American Indian backgrounds were over-represented due to high proportions in states of Alabama and North Carolina, while children from Asian and Hispanic backgrounds were under-represented. Children from Black and White backgrounds were represented in special education at expected rates. The most common eligibility categories were speech/language impairments and developmental delay. Placement results revealed over-representation for White preschoolers and males, although type of state-funded pre-k program was a non-significant factor. Inclusion analyses favored Whites and males. Child demographic factors explained the majority of variability in inclusion status.
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Zuiderhof, Louise. "Response to intervention in the classroom educating the educator /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008zuiderhofl.pdf.
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DeCesare, Betsy Harrison. "A college handbook for learning disabled adolescents, adults and their parents, educators and special education professionals /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10296372.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Ellen Condliffe-Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (leaves 172-185).
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DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.
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Thesis (Ed. D.)--Illinois State University, 1989.Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.
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Pang, Cheung-yin Rebecca, and 彭張燕. "Early education and training centres in Hong Kong: a historical and evaluative analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627073.
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Lynn, Kathryn M. "Revamping the classroom improving the education of students with disabilities /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KLynnPartI2006.pdf.
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Tukur, Sani Yusuf, and James Kiyuba. "CHALLENGES OF PROVIDING SPECIAL EDUCATION TO CHILDREN WITH DISABILITIES : View of teachers and education officials." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18019.
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Upon the introduction of the Universal primary education in 1997 by the government of Uganda, the idea of integrated education was put into practice. As of now, children with disabilities are accessing education through the mainstream schools though facing many challenges. However, our study has found out that CWDs are still facing many challenges in accessing special education in Uganda. This includes lack of good physical infrastructure, educational materials, easy access to classrooms, and other services. In addition, teachers are not motivated to take care of the needs of CWDs, resulting in low morale. Corruption among officials within the system is yet another factor affecting special education provision for CWDs. The study was conducted through qualitative method with semi structured interview questions. In one of the districts in Uganda, four teachers in one primary school and four education officials in the same district were interviewed. The aim of this study was to find out the challenges facing children with disabilities, and the possibilities of providing special education to them.
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Sagahutu, Jean Baptiste. "Barriers to school attendance among children with disabilities in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4002_1273603356.
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The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.
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Melling-Williams, Natalie Ruth. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study /." Link to the online version, 2005. http://hdl.handle.net/10019/1109.
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Groskreutz, Nicole Christine. "Generalization of Negatively Reinforced Mands in Children with Developmental Disabilities." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1268.
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Everyone, including children with developmental disabilities, encounters stimuli they find aversive every day (e.g., the sound of a classmate tapping their pencil). These aversive stimuli may not be problematic for typically developing individuals, because they learn to behave in ways that allow them to escape or avoid this aversive stimulation. They could, for example, mand (i.e., request) for something to be changed in the environment (e.g., ask their classmates to stop tapping their pencils). A child with developmental disabilities, however, may not have the communication skills necessary to request the termination of aversive stimuli, which may result in frequent exposure to aversive situations. For these children, it may be useful to acquire a general mand (e.g., saying, "No, thank you") which could be used to avoid or terminate a variety of aversive stimuli. Previous researchers teaching mands for negative reinforcement have focused on replacing problem behavior maintained by escape from task demands. The current study extended the literature on teaching mands for negative reinforcement by teaching children with developmental disabilities to mand for escape from a variety of nonpreferred stimuli, while assessing generalization to untrained stimuli and settings. Participants were two school-aged boys with autism who engaged in problem behavior when they encountered nonpreferred stimuli, and did not use an appropriate mand for negative reinforcement. First, we employed a non-preferred stimulus assessment to identify stimuli for subsequent use in mand training. Next, we conducted mand training sequentially across nonpreferred stimuli until sufficient exemplars were trained for generalization to untrained stimuli to occur. Finally, we conducted probes to assess generalization of the mand response to nontraining contexts outside of the experimental setting. For both participants, training was required across two stimuli before cross-stimulus generalization was observed. Because generalization did not bring the mand to criterion levels with the third stimulus, for either participant, training was introduced to facilitate acquisition. The mand response was acquired with a fourth stimulus in the absence of training. Through the inclusion of appropriate control conditions, we showed that the stimulus control of the mand response was appropriate, occurring almost exclusively in the presence of nonpreferred stimuli. In addition, we showed decreases in problem behavior, for both participants, which corresponded to acquisition of the mand response. We also provided evidence of generalization to nontraining contexts. We discuss limitations of the current study and present suggestions for future research.
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Rytter, Kristin Michelle. "Improving pre-literacy experiences of toddlers with disabilities /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9045.
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Daveta, Mereoni Laveti. "Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes." The University of Waikato, 2009. http://hdl.handle.net/10289/2769.
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The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school settings. Three of the participants were from special schools, three were from primary schools and three were from secondary schools. Data collected showed that teachers support inclusive education, however, they had reservations on the inclusion of students with severe disabilities. Several factors were identified to influence teachers' attitudes towards inclusion. The most common factors were severity of disability that the students had, inadequate training of teachers on teaching students with disabilities, inadequate government funding, lack of specialised resource personnel and lack of appropriate equipment and resources to support students and teachers in the teaching learning process. Limited commitment from the Ministry of Education and limited participation and consultation of teachers on policy and curriculum design were also identified as contributing factors for non inclusion of students with disabilities in regular schools. Teachers need to change their perspectives and attitudes and schools need to be welcoming and prepared to accept all students with disabilities into the general education system in Fiji.
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Corr, Catherine, Carol M. Trivette, Rosa Milagros Santo, and Susan Connor. "The DEC Recommended Practices and Young Abused Children with Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4437.
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Miller, Michael A. "A behavioral curriculum for preschool, handicapped children." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467699.
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Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.
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Giordanella, Kathleen B. "Self-concept in individuals with learning disabilities : influence of educational placement /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974783.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Typescript; issued also on microfilm. Sponsor: Linda Hickson. Dissertation Committee: Dennis Mithaug. Includes bibliographical references (leaves 100-107).
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Matatyaho, Hanna. "Silence Improves Anxiety Levels and Test Scores Among Children With Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1201.
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Students with disabilities may experience more anxiety when taking a test than do students without a disability. The purpose of this study was to assess whether a technique called 1-minute of silence reduces anxiety and improves test scores among students with disabilities. The theoretical framework for this study was the theory of planned behavior/reasoned action and the health belief model. Two research questions were used, one to determine the difference in anxiety levels in students with special needs and the other to determine the difference in New York State (NYS) Math posttest scores in children with special needs (no silence, 1minute of silence). This study was a secondary quantitative data analysis. Convenience sampling rendered data to address 6 variables: dependent variables were (post) anxiety and NYS Math posttest scores; independent variables were intervention type (experimental and control); 2 covariates specified were pre-anxiety levels and NYS Math pretest. ANCOVA was used to assess each research question. Key results revealed that students with special needs who were given the 1-minute of silence technique (N = 27) over 4 weeks had lower levels of anxiety (p 0.001) and higher test scores (p < 0.001), while students with special needs who were not given the 1-minute of silence technique (N = 28) had higher or stable levels of anxiety and lower or similar test scores. This study recommended that all educators use specialized teaching techniques for students with special needs, which can help to ensure their emotional and academic success. This study contributes to positive social change by demonstrating to educators that specialized teaching techniques are useful for students with disabilities and can help them to be as successful as their counterparts who are not disabled.
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Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.
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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.
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Boyd, Andrea. "Cooperative learning in preschool settings: enhancing the social integration of young children with disabilities." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2065.
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An examination was made of the effectiveness of cooperative learning as a strategy for enhancing the social acceptance of preschool children with disabilities who had been included in a mainstream educational setting. Preschool groups accommodating children with special needs were randomly assigned to one of three experimental conditions - cooperative play and social skills training, social skills training on1y, or control (no intervention). Children in the cooperative play programme received significantly higher levels of social acceptance than did those in the social-skills or regular preschool programmes. Moreover, the cooperative play group showed significantly more positive and more frequent social interactions with nondisabled peers than did the children in the other groups. It was also found that following the intervention the children in both the cooperative and social-skills treatment groups were rated significantly higher than were those in the control group on social skills and social play posttest measures. The results thus indicate that the use of structured cooperative play yielded an incremental effect over social-skills training in furthering the social integration of preschool children with disabilities in mainstream settings. The finding that increased social acceptance occurs in situations where social-skills training is undertaken within a framework of structured cooperative play was discussed terms of its implications for the social inclusion of young children with disabilities in integrated educational settings. It was noted that if participation in mainstream preschool settings is to be of real value for young children with disabilities, programmes designed to maximize social acceptance, such as structured cooperative play and social-skills training, need to be utilized to facilitate social interaction. Indeed, in the absence of strategies to enhance social integration, the placement of young children with disabilities in mainstream educational settings may well place such children at risk with respect to their social development.
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Scott, Catherine M. "Perceived general education teacher efficacy and students with high incidence disabilities /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7676.
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Sveinsson, Arni Vikingur. "School Bullying and Disability in Hispanic Youth: Are Special Education Students at Greater Risk of Victimization by School Bullies than Non-Special Education Students?" Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194911.
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There has been a tremendous increase in the study of school bullying over the past 20 years, where research findings have shown that bullying occurs in school settings regardless of particular country or culture. The vast majority of this research has addressed the behavior of the aggressor (i.e., the bully), whereas relatively few studies have focused on children who are the targets of peer aggression (i.e., the victim). Research findings specific to victims of bullying have shown certain characteristics that indicate increased risk of victimization, such as social isolation, insecurity, and physical weakness.Based on circumstances or manifestations associated with having a disability in a school setting, students with disabilities may have some of the characteristics identified as risk factors for victimization. The purpose of the present study was to determine whether Hispanic students who have disabilities report higher rates of victimization by bullies in comparison to their non-disabled peers, and whether having a particular disability, if any, resulted in more frequent victimization. Forty-three (43) students participated in the study and completed the Reynolds Bully Victimization Scale (BVS) and the Olweus' Bully/Victim Questionnaire (OBVQ). The data from these measures were evaluated using Analysis of Variance, Multivariate Analysis of Variance, and Fisher's Exact Test.The results showed that students identified as having a disability obtained significantly higher BVS scores for victimization, and their BVS T-scores reached clinical significance levels significantly more often than those of non-disabled students. However, results from the OBVQ did not yield significant difference between students with and without disabilities. With respect to having different disabilities (specific learning disability, speech language impairment, & mild mental retardation), the results showed no significant differences in victimization rates for the BVS or the OBVQ. Similarly, no significant differences emerged for victimization across grade/school level. Further research is needed in this area, since the present study appears to be the first research in the United States that has attempted to compare bully victimization rates across students having various different disabilities.
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Parikh, Radha Mani. "Computing technology in special education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060692.
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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.
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Bleazard, Adele. "The experiences of two children with intellectual disability : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood.
AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.
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Daniels, Carol D. "Functional behavioral assessment in the general education setting /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052169.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2002.Leaves numbered after leaf 76 are inconsistant in numbering or not numbered at all. Typescript. Vita. Includes bibliographical references (leaves 71-75). Also available on the Internet.
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Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.
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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.Department of Special Education
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Leavitt, Jane Elizabeth Laymon Ronald L. Franklin David L. "Public school financial and educational liability for special education students' placements and provision of related services in non-public schools." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234465.
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Thesis (Ph. D.)--Illinois State University, 1992.Title from title page screen, viewed January 27, 2006. Dissertation Committee: Ronald L. Laymon, David L. Franklin (co-chairs), Robert Arnold, Jack C. Eisele, Jack E. Matheney. Includes bibliographical references (leaves 213-224) and abstract. Also available in print.
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Lee, Mo-ling. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.
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Bergstedt, Jo-Ann. "Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96807.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Learning facilitation is a growing phenomenon in mainstream schools in South Africa, as learning facilitators are increasingly being employed by parents as a conduit in providing individual support for learners with disabilities. An in-depth examination of available knowledge and theory about the phenomenon of learning facilitation revealed that associated research is lacking in the South African education context. Consequently, learning facilitators’ roles lack definition, status and regulation in both policy documents and the practical setting of mainstream education. This study aimed to gain insight from the perspectives of learning facilitators to form a clearer description of what learning facilitation entails. As support structures are still evolving in inclusive education contexts, it is considered important to acknowledge, explore and identify the role learning facilitators play in the implementation of integrated education for learners with disabilities. In order to optimally support the effective development of the learner, consideration must be shown to the individual needs of the learner and the processes within the environment that foster or hinder learning potential. Bronfenbrenner's bioecological theory of human development linked this understanding of the influences on learning and development. The learning support provided by a learning facilitator in the mainstream classroom is prefaced as an aspect of the learner’s environment that ‘fosters’ in contrast with those that ‘interfere’ with the development of proximal processes. This study adopts a basic interpretive design. Qualitative data collection and data analysis research strategies were employed to derive in-depth insights. Verbal accounts and descriptions from learning facilitators were gleaned, both through individual semi-structured interviews and a focus group interview. Research into the daily experiences of learning facilitators revealed that they fulfil important and varied support roles. These roles incorporate academic needs as well as providing care and support for the learner with disabilities. Findings showed that the relational aspect of the learning facilitator’s role is crucial in the collaborative effort of various role players (professionals, therapists, teachers, parents, etc.) to help learners with disabilities achieve engagement and integration into mainstream education as far as possible. It relieves the negative focus on the learner being perceived as “different” and eases the pressure on them to overcome challenges on their own. Thus, recognition and definition of their role – what they are and what they are not, their interaction with teachers and other role players, their responsibilities, training and required skills - in regulations and policy statements will add much significance and clarity to a fairly new resource (in the South African context) of supporting learners with disabilities along with their parents and teachers and the learning facilitators themselves.
AFRIKAANSE OPSOMMING: Leerderfasilitering is ʼn groeiende verskynsel in hoofstroomskole in Suid-Afrika, aangesien al hoe meer leerderfasiliteerders deur ouers aangestel word om ekstra individuele ondersteuning aan veral leerders met gestremdhede te bied. ʼn In-diepte studie van beskikbare kennis en teorie oor die verskynsel van leerderfasilitering het ʼn tekort aan relevante navorsing in die Suid-Afrikaanse konteks aangedui. Duidelike omskrywings van die leerderfasiliteerders se rol en status ontbreek in beleidsdokumente en hul werksomgewings. Die doel van hierdie studie was om insig te verkry uit die perspektiewe van leerderfasiliteerders om sodoende ʼn duideliker beskrywing te vorm van wat leerderfasilitering behels. Aangesien ondersteunende strukture nog in die ontwikkelingsfase is in inklusiewe onderwyskontekste, word die erkenning, verkenning en identifisering van die rol wat leerderfasiliteers in die insluiting en ondersteuning van leerders met gestremdhede kan speel, as belangrik geag. Die individuele behoeftes van leerders en die prosesse in hul omgewing wat leerpotensiaal bevorder of verhinder moet in ag geneem word om die effektiewe ontwikkeling van die leerder so ver as moontlik te kan ondersteun. Bronfenbrenner se bio-ekologiese teorie van menslike ontwikkeling het hierdie begrip van die verbande tussen leer en ontwikkeling getrek. Die ondersteuning wat ʼn leerderfasiliteerder bied in die hoofstroomklaskamer word voorgestel as ʼn beskermende faktor in teenstelling met hindernisse wat “inmeng” met die ontwikkeling van proksimale prosesse. Hierdie interpretatiewe studie het kwalitatiewe datagenerering en -verwerkingstrategieë gebruik om betekenisvolle insigte te verkry. Verbale data en beskrywings van leerderfasiliteerders is gegeneer deur individuele, semi-gestruktureerde onderhoude asook ʼn fokusgroeponderhoud. Navorsing oor die daaglikse ervarings van leerderfasiliteerders het onthul dat hul belangrike, maar ʼn verskeidenheid ondersteuningsrolle vervul. Hierdie rolle spreek die akademiese behoeftes sowel as die voorsiening van sorg en ondersteuning vir leerders met gestremdhede aan Bevindinge het getoon dat die leerfasiliteerder se verhoudinge met verskeie rolspelers (medici, terapeute, onderwysers, ouers, ens.) deurslaggewend is in die gesamentlike poging om leerders met gestremdhede se insluiting en betrokkenheid in hoofstroomskole sover as moontlik te verwerklik. Dit kan die persepsie dat die leerder moet verander om aan te pas by die sisteem ondervang en ook ondersteuningsgeleenthede skep om uitdagings te oorkom. Erkenning en definiëring van leerderfasiliteerders se rol, hul interaksie met onderwysers en ander rolspelers, hul verantwoordelikhede, opleidingsvereistes en vaardighede in regulasies en beleidsdokumente sal meer betekenis en duidelikheid verleen aan ʼn taamlik nuwe werkswyse (in die Suid-Afrikaanse konteks) om leerders met gestremdhede, in samewerking met hul ouers en onderwysers, te ondersteun.
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Cherian, Mary. "Individualized education programs (IEPS) as lived experiences." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063403/.
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Weintraub, Gerald A. "Perception of control and coping mechanisms of children with learning disabilities." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35648.
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Coping behaviour, perceived control, and the self concept of elementary school children with learning disabilities educated in regular and special education classrooms was examined using a comparative design. In addition, the influence of teachers' classroom management orientation on children's self-perceptions and coping behaviour was investigated. Children attending a special school for students with learning disabilities were found to be more adaptive copers than children in special education classes in regular schools, children receiving resource room assistance, and children mainstreamed in regular classes. Children with learning disabilities were found to have positive perceptions of their global self-worth regardless of the type of class they were in, although they indicated less confidence in their academic abilities compared to their self-perceptions of physical appearance and athletic competence. In general, most children believed that they were responsible for their academic successes and at the same time perceived academic failure as unavoidable. The students who coped most effectively demonstrated the most realistic appraisals of their academic situation. They recognized that they could not control academic failure, however, they believed that the best way to succeed in school was by continuing to exert effort. Additionally, successful copers held high expectations for future academic success and believed that they possessed the capacities needed to achieve this success. Children who coped most effectively strongly endorsed beliefs in their capacity to have a positive relationship with their teachers. Children who were rated as effective copers had teachers whose instructional orientation promoted autonomous functioning in their students.