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Liddiard, Kirsty. "(S)exploring disability : intimacies, sexualities and disabilities." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50349/.
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This thesis details an empirical exploration of disabled peoples’ lived experiences of sexual and intimate life. Disabled people are predominantly desexualised and degendered and within ableist cultures; they are also, as Brown (1994: 125) states, assigned paradoxical social categories of ‘asexual, oversexed, innocents, or perverts’. Thus, this thesis begins from the position that disabled peoples’ access to and experiences of sexual life occur in the context of these dominant ableist constructions of disabled sexualities, and that the reclamation or formation of a sexual self requires resistance to, or strategic management and negotiation of such constructions. The research methodology worked to the central tenets of consultation, accessibility, empowerment and relevance. A Research Advisory Group made up of local disabled people was established, the purpose of which was to guide the research process, offer expert knowledge, and ensure that the research was accessible, engaging and empowering for the individuals who took part. Through a thematic analysis of the sexual stories told by twenty-five disabled people (and one non-disabled partner), in their own words and on their own terms, this thesis details the complex and variegated relationships between disability, impairment, sexuality, and gender. Findings show that heteronormative discourse had very complicated and contradictory implications for disabled men and women, but also empowered disabled men relative to disabled women. Moreover, analysis has illustrated the ‘complex invisible “work” performed by disabled people’ (Church et al 2007: 1) through participants regularly taking on the roles of teacher, negotiator, manager, mediator, performer, educator, and resistor within a variety of spaces in their sexual and intimate lives. While this work was evidence of sexual agency, the majority of participants’ labours were rooted in the oppressive and inherent inequalities of ableist culture. Furthermore, the majority of participants experienced extensive psycho-emotional disablism – ‘the socially engendered undermining of psychoemotional wellbeing’ (Thomas, 1999: 60) – as routine within their sexual and intimate lives.
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Ramoso, Trixie Marie S. "Disability Orientation? Pride and Exclusion in College Students with Disabilities." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639063.
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<p> Current disability identity theories measure disability experience in dichotomous ways: disabled and non-disabled. To expand this as dynamic, not dualistic, my study replicated Darling and Heckert's empirical study, specifically assessing college students with disabilities. I used their tool, the Questionnaire on Disability Identity and Opportunity (QDIO), to examine Disability Orientation (DO), a multifaceted concept that measures disability experience. </p><p> An exploratory factor analysis on a sample of 369 respondents revealed only two of the four Disability Factors (DF) posited by Darling and Heckert. These two DFs were found to have a significant inverse relationship such that as feelings of Exclusion/Dissatisfaction with life (ED) increased, Disability Pride (DP) decreased. An examination of DP and ED’s effects on impairment type, Visibility of Disability (VoD), and Onset Age of Disability (OAoD) also found no significant findings. Implications are discussed about improving research and understanding of the experiences of people with disabilities </p><p>
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Glaysher, Kirsty Louise. "Influencing awareness of disability : using information from patients with learning disabilities." Thesis, Middlesex University, 2009. http://eprints.mdx.ac.uk/6682/.
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We know that people with learning disabilities are more prone to a number of medical conditions including epilepsy, dental problems, hypertension and respiratory problems (FPLD 2006). Conversely we also recognise that people with learning disabilities have significantly poorer health outcomes (WHO 2001). Valuing People (DOH 2001) set out to improve the lives of people with learning disabilities by, among other things, reducing health inequalities and improving access to healthcare. The strategy introduced Health Action Plans (HAPs); documents prepared by / with a person with learning disabilities covering information about their health and health choices. It intended that HAPs would have been integrated into health service culture by now but the task of completing one with every person with learning disabilities is proving to be quite challenging. This project involved the development and implementation of patient held hospital passports in an acute hospital. The project team included staff working in an acute hospital and community learning disability teams; extensive involvement from service users, carers and organisations supporting people with learning disabilities underpinned the project. A passport, like an HAP is completed by / with a person with disabilities; it contains information considered necessary for a hospital appointment / admission. Ultimately it is intended that the passports will form part of the patient‘s HAP once that has been completed (possibly as an appendix) but it is also designed as a stand alone document. Evidence appears sparse regarding the assessment or evaluation of awareness levels of staff in acute healthcare settings regarding the needs of people with learning disabilities. This project looked at whether the use of hospital passports would support this. Staff awareness was measured using the nominal group technique to establish consensus regarding the challenges that healthcare staff face when working with patients with learning disabilities. In a six month period, twenty patients with planned (elective) admissions used passports during their stay in hospital. The implementation of the passports was supported by training sessions to inform staff how to use them. Nominal groups were then conducted with staff who had worked with patients using passports. Consensus of opinion showed that the passports had made a difference to staff when working with patients with learning disabilities. An increase in staff awareness of learning disabilities was also identified. The patients’ perspectives were also considered; evaluation forms were completed after discharge with sixteen patients who had used passports during their admission. Patients reported that they felt their passports had supported communication during their admission and improved their overall care experience. The effectiveness and limitations of the project design are addressed and the ethical implications of working with patients with learning disabilities are discussed. Recommendations for disseminating the use of passports throughout the hospital and with other local healthcare organisations are also outlined.
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Shipp, Allison Erath Martin E. Davis. "Disability documentation criteria for students with learning disabilities in higher education." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Rehabilitation_and_Special_Education/Dissertation/Shipp_Allison_35.pdf.
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Chambers, Cynthia R. "Siblings of Individuals with Disabilities who Enter Careers in the Disability Field." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3853.
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Siblings of individuals with disabilities are a unique group in disability-related careers. This group of professionals has been minimally explored in research. The researcher utilized qualitative methodology to explore perceptions of siblings with respect to their career and familial experiences in the disability field. Findings indicated that siblings entered the field for various reasons. Siblings shared positive and negative experiences from the disability field from both family life and career involvement. Siblings also provided information about the impact of their career on the role as a sibling. Finally, discussion and implications for practice and research are included.
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Croom, Sarah. "The development & evaluation of a mindfulness group intervention for people with intellectual disabilities." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/617864.
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Background: Research has shown that mindfulness-based interventions (MBIs) can be effective in the treatment and management of a variety of psychological and physical health conditions. Whilst under researched, there is growing evidence to support the use of MBIs with individuals with intellectual disabilities (IDs) who may require adaptation to existing MBIs as a result of cognitive or other impairments. Method: This research dossier describes the development of an 8-week mindfulness group for adults with IDs. Two mindfulness groups were delivered by community practitioners. Participants completed self-report measures of anxiety and depression pre-intervention, postintervention and at follow-up. Participants were interviewed for their experience of the group and assessed for their ability to understand and engage with the basic concepts of mindfulness. Results: Participants reported a decrease in anxiety post-intervention which continued to decrease at follow-up five weeks after the final session of the mindfulness group. Selfreported depression also decreased post-intervention, however there was a slight increase at follow-up although this remained lower than baseline. The decrease in self-reported depression from pre-intervention to post-intervention was statistically significant. Participants were able to engage with, understand, enjoy and benefit from the mindfulness group and appreciated having the opportunity to meet with similar people with similar experiences. Conclusion: Results indicate that the mindfulness group had some positive effect on selfreported anxiety and depression states. Participant feedback coupled with the researcher’s own reflections offer direction for further adaptations that could be made to the mindfulness group and support the need for further research in this area.
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LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Payne, Courtney. "The Impact of Language and Disability Type on Attitudes Toward Persons with Disabilities." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1521.
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This study explored the ways in which the type of language used can influence attitudes about people with disabilities. The extent to which positive, neutral, or negative language about different disabilities influences able-bodied people's attitudes about those with disabilities was tested. This study examined the impact of language on the ways that different types of disabilities are perceived by exposing participants to one of three different language types about the disabled through vignettes. Participants were then asked to rank their preferences for roommates based on the person having one of five different disabilities. Overall attitudes towards the disabled did not differ based on the type of language participants were exposed to, but the Behaviors sub-scale of the Multidimensional Attitudes Toward Disabled Persons Scale (MAS; Findler, Vilchinsky, & Werner, 2007) showed significantly different scores for the negative (M = 19.79) and positive (M = 23.00) language conditions. Preferences for roommates were ranked differently based on the type of disability described in the vignette. The types of disabilities were ranked in the following order, from most to least preferable: (a) health condition (diabetes), (b) learning disability (dyslexia) (c) mental illness (PTSD), (d) deafness, and (e) mobility impairment (cerebral palsy).
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Grist, Virginia L. "The relationships between age of disability onset, adaptation to disability, and quality of life among older adults with physical disabilities." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-04122010-171802/.
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Thesis (Ph. D.)--Florida State University, 2010.<br>Advisor: Deborah J. Ebener, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed on July 19, 2010). Document formatted into pages; contains ix, 123 pages. Includes bibliographical references.
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Meyer, Rachel Heather. "COLLEGE STUDENTS WITH DISABILITIES' MOTIVATION TO UTILIZE DISABILITY SUPPORT SERVICES: A QUALITATIVE INVESTIGATION." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/168403.
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Educational Psychology<br>Ph.D.<br>The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of inductive and deductive procedures informed by Self-Determination Theory (SDT) (Ryan & Deci, 2002; Deci & Ryan, 2000). The analysis identified six themes in the narratives within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness: (1) Disability Construction; (2) High School Experience; (3) Significant Adults; (4) Disability Resources and Services (DRS) and other Services; (5) Interactions with Faculty; and (6) Interactions with Peers. An important conclusion of the analysis was that students' motivation and decision to disclose their disability and to utilize support services was framed by the level of acceptance of their disability--or, in self-determination theory terms, their integration of their disability to their authentic self. Students' narratives that suggested integration of the disability to the self also included indication of the students being more proactive, agentic, flexible, adaptive, and open in disclosing their disability to the university, to faculty and to peers, and in utilizing support services. In contrast, students' narratives that suggested partial or non-integration of the disability, and ambivalence towards being labeled with a disability, also included indication for hesitance, rigidity, and less adaptive patterns of disclosure and utilization of services. Different levels of integration of the disability in students' narratives were concordant with indication in the narratives of different levels of support for the psychological needs of autonomy, competence, and relatedness--particularly by significant adults at home and in high-school. These general psychological-motivational patterns manifested in the narratives as individual profiles that integrated the six themes into the unique narrative of each participant. The study ends with consideration of the implications of the findings to future research and possible ways by which university disability support services may promote effective utilization of services by students with disabilities.<br>Temple University--Theses
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Lewis, Halle Gayle. ""Cripples are not the dependents one is led to think" work and disability in industrializing Cleveland, 1861-1916 /." Diss., Online access via UMI:, 2004. http://wwwlib.umi.com/dissertations/fullcit/3153762.
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Anjorin, Idayatou. "HIGH-STAKES TESTS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES: DISABILITY-BASED DIFFERENTIAL ITEM FUNCTIONING." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967913321&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Educational Psychology and Special Education." Includes bibliographical references (p. 110-126). Also available online.
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Alexander, Michelle M. "The Experiences of People with Psychiatric Disabilities in Disability Income and Employment Support Programs." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/AlexanderMM2007.pdf.
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Hudson, Robyn Lynn. "The effect of disability disclosure on the graduation rates of college students with disabilities." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/24072.
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Previous studies on postsecondary graduation rates indicated that college students with disabilities have lower graduation rates than students without disabilities. As many college students do not disclose their disability to their institution upon enrollment, the effect of the timing of disability disclosure on graduation rates warranted examination. This study was a quantitative study of 14,401 undergraduate students at one large research university in the years 2002, 2003, and 2004, of which 423 had disabilities. Quantitative methods were used to conduct an exploratory analysis of the effect of disability, disability disclosure, disability-type and gender on graduation rates. A chi-square analysis revealed that students with disabilities had significantly lower six-year graduation rates than their peers. In addition, students with disabilities who disclosed their disability after their first year of enrollment had significantly lower six-year graduation rates than students with disabilities who disclosed within the first year of enrollment. Results of a multiple regression analysis showed that disability disclosure, disability-type, and gender accounted for 38% of the variance in the length of time to graduation. Finally, for every year that a student delayed disclosing a disability, the length of time to graduation increased by almost half a year. The implications of the study were discussed and recommendations for future research were made.<br>Ph. D.
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Storey, Anouska. "Disability policy in Australia and the United Kingdom: Implications for people with learning disabilities." Thesis, Storey, Anouska (2014) Disability policy in Australia and the United Kingdom: Implications for people with learning disabilities. Honours thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/41696/.
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Australia and the UK have recently released disability policies, in an environment of increasing economic pressure and international focus on the rights of people with disabilities. Whilst both countries have many similar characteristics and are subject to many common global influences, processes to support people with learning disabilities to make decisions, developed differently in each country. Choice and control significantly improves a person with learning disabilities’ participation and decreases depression and challenging behaviour (DWP, 2013, p. 56). It is challenging to ensure these benefits are enacted at a policy level for some of the most vulnerable people with learning disabilities. The complexity is increased when dominant disability constructs, that are drawn on to inform policymaking, concentrate on the needs of people with physical and sensory impairments. This project will critically examine influences on policy decision making and how the prevailing focus on choice may disadvantage some people with learning disabilities. The value of advocacy is well documented. However, people with learning disabilities are still disadvantaged. Further research into how advocacy developed differently in the UK and Australia would give a deeper understanding of a broad range of strategies to help mitigate these inequalities.
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Brummer, Diana Willig. "A study of the relationship between mixed eye-hand dominance and letter/word reversals in learning disabled and normal males." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720139.
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The purpose of this study was to investigate the relationship between mixed eye-hand dominance and letter/word reversals in learning disabled and normal readers. Previous research had shown links between mixed dominance and reading disabilities, especially those disabilities related to visuo-spatial deficits. However, due to the different approaches to conceptualizing lateral preferences, the wide variety of methods used to assess laterality, and the heterogeneity of subjects exhibiting reading disabilities, many studies have been contradictory and inconclusive. This study was designed to: assess laterality on a continuum, investigate the specific area of mixed eye-hand dominance, and determine if there is a statistically significant relationship between the degree of mixed dominance and the specific reading problem of letter and word reversals.The research sample consisted of 53 learning disabled males and 44 males from regular education classrooms, randomly selected from a public school system in northern Indiana. Mixed eye-hand dominance was assessed by the General Laterality Factor and the Visual Activities Factor of the Lateral Preference Schedule. The degree of letter/word reversal difficulty was-determined by the Jordan Left-Right Reversal Test. Each subject was administered both instruments either individually or in small groups.The data was analyzed for statistical significance by computing Pearson product moment correlation coefficients. To compare the learning disabled readers and normal readers for significant differences in age and the degree of mixed eye-hand dominance, t tests were conducted. Two research questions were then addressed by examining the findings:Research Question #1: Is there a statistically significant relationship between mixed eye-hand dominance and letter/word reversal errors in learning disabled and normal readers? A statistically significant difference was found between the degree of mixed eye-hand dominance and reversal errors in the learning disabled group. No other statistically significant relationships were found.Research Question #2: Is there a greater degree of mixed eye-hand dominance in learning disabled students than in normal readers? There were no statistically significant differences between learning disabled and normal readers in the degree of mixed eye-hand dominance.It was concluded that there were no statistically significant relationships between mixed eye-hand dominance and reversal errors in normal readers or when groups of normal readers and learning disabled students were combined. There was, however, a statistically significant positive relationship between mixed dominance and reversal errors when learning disabled students were grouped separately. The greater the degree of mixed eye-hand dominance, the higher the reversal error score in learning disabled students.Attempts to develop more sensitive and reliable instruments to assess lateral preferences and specific reading problems were recommended. Additionally, studies investigating the relationship between lateral preferences and reading performance should continue.<br>Department of Educational Psychology
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ARFINI, Elisa Anna Giuseppina. "SEXING DISABILITY. Prospettive di genere, embodiment sessuale e progetto sul corpo nelle disabilità fisiche." Doctoral thesis, Università degli studi di Ferrara, 2010. http://hdl.handle.net/11392/2389321.
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From a sociological perspective and using a narrative methodology applied to interviews with
physically disabled subjects, this research presents a discursive and biographical inquiry of disability,
pointing out – in particular – gender perspectives and social construction of sexual actions. Thus, not
only narratives of actual disabled subjects will be analyzed, but also body projects, identities and sexual
embodiments of those able subjects who engage in disability on different levels: identification, sexual
desire, body project, sexual embodiment. Sexuality and gender identity are considered crucial to this
analysis as they are conceived as social activities in which the body is the main agent and due to their
constitutive role in subjectivation processes.
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Martin, Heather M. "An Analysis of Sexual Assault Support Services for Women who have a Developmental Disability." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32518.
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Guided by feminist social constructionism, intersectionality and the social construction of disability, this thesis investigates the ways that sexual assault support workers and disability support workers in a medium-sized Ontario city construct women survivors of sexual assault who have a developmental disability, and how their service delivery reflects these constructions. The data were collected through semi-structured interviews with sexual assault support workers and disability support workers. Results suggest that these workers construct their service users in multiple, sometimes conflicting, ways, resisting and reproducing several ableist and sexist social constructions. Furthermore, sexual assault support workers and disability support workers often construct their service users in opposing ways. This reveals a divide between the two types of organizations. Bridging this gap may have the potential to improve services for women survivors of sexual assault who have developmental disabilities.
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Wall, Stacey Lee. "Newspaper Coverage of People with Disabilities: A New Zealand Perspective." The University of Waikato, 2007. http://hdl.handle.net/10289/2402.
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Throughout history the science of mass communication has been a topic of public and academic interest. In the past 3 decades portrayals of various minority groups have been of concern to researchers, health professionals and member of these groups. This study examines how people with disabilities are portrayed within the New Zealand print media and whether or not a traditional (often negative) or progressive (often positive) modes of representations predominate in coverage. Progressive focus views disability and the problems surrounding it as being located in society's failure to accommodate all members of the population. In contrast, traditional focus views people with disabilities as dysfunctional because he or she is unable to function in an environment designed by or for people without disabilities. The research corpus comprises relating to intellectual and physical disabilities and people with disabilities published in three major newspapers of New Zealand; The New Zealand Herald, The Dominion Post and The Sunday Star Times between the 1st of June and the 1st of August 2006 (N=101). These articles were collected and the content of each article was analyzed qualitatively and quantitatively. Aspects such as structure, content, terminology, sources used and attributes assigned to the people with disabilities were analysed within each article as a means of determining whether an article was positive, negative or neutral. Results show that within the New Zealand print media disability is generally portrayed in a positive or neutral manner. Moreover, it was discovered that Clogston's (1989) classifications of traditional and progressive focus were problematic because results indicated that a traditional mode of focus was dominate but this did not reflect a negative portrayal of disability. This may have been due to the disparities between the findings of this thesis and previous research conducted in other countries over a decade ago. Furthermore, it was found that the main source within each article was the government and this supported past research (Tichenor, Donohue, and Olien, 1980).
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Eriksson, Lilly. "Participation and disability : a study of participation in school for children and youth with disabilities /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-831-2/.
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Vellacott, John Wright. "Walking the talk? Models of disability and discourse in employment policy for Canadians with disabilities." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36758.
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The research undertaken in this thesis facilitated an examination of the dominant discourses contained in several disability policy documents, the ideological underpinnings driving the discourses and the influence of particular models of disability. This investigation demonstrated that there were in fact two dominant discourses common to all the policy texts, namely a discourse of Independence and a discourse of Employability. These evolved from a status of being overtly referenced within the policy texts to becoming an underlying “given” or “truth”. While the language of various models of disability were used in the texts, there is little evidence to suggest that any particular model had any singular influence. Rather, the use of the language of various models of disability appeared to be “tactical” in nature, and used simply to enhance the legitimacy of the particular discourses or arguments being presented. As the texts appeared to be grounded within a neoliberal policy orientation, the use of the language of the models, particularly the social model of disability, was of value in providing legitimacy to concepts that are in many ways antithetical to some of the core precepts of the models. Lastly, the analysis suggests that the actors with the greatest degree of power and influence during the drafting and implementation of the policy texts remained government officials, and the influence of people with disabilities or their advocates was at best subordinate, or in many cases nonexistent.
Through this type of research, policy researchers, advocates and impacted individuals with disabilities who endure the effects of policy, have powerful tools with which to expose these dominant discourses. Often these dominant discourses have evolved into unspoken and taken for granted "truths". Foregrounding such discourses can facilitate the development of counter discourses or strategies to negate or at least minimize the negative impacts that result from policy and program decisions grounded in these discourses. Such a capacity could go a long way in leveling the playing field, and at least to some degree equalize the power differential between government and “others” when presented with skillfully written and often dissembling policy texts.
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Gunnersen, Morten. "Disability Adjusted Life Years in a Regional and Cultural Perspective. : Who Should weight the disabilities?" Thesis, Nordic School of Public Health NHV, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3260.
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The concept of disability adjusted life years (DALY) came forward in the early 1990’s to be used as a measurement of the burden of disease. The DALY combines the burden with regard to premature death and years lived with a disease. Much criticism has been raised since then with regard to e.g. ethics. This thesis focuses on the lack of contextual aspects of the DALY-concept because the measurement has a universal standard for all diseases in all countries. One aim of the study is to describe how regional and cultural context influence the view of disability and therefore contradicts with the underlying approaches of the DALY-concept. The regional and cultural differences are illustrated by examples like paraple-gia. Published burden of disease studies are examined for contextual considerations. The conclusion of the analysis is that regional and cultural issues are not taken into ac-count when using the DALY-approach of health assessments in public health. The second aim of the study is to discuss who should value the life of disabled. Follow-ing the transition of health, different views of fair health have developed and the need of health care. Underlying this assessment is an implicit valuation of disabilities among lay-people and health care professionals. If one uses DALY as a general measurement for the burden of disease and prioritising resources for disabled it is discussed who should be involved in the calculation of disability weights and a model for the collabo-ration is described. The conclusion is that lay people must be involved in a facilitated process. Overall the thesis show that the development of DALY is a serious attempt to give a simple tool for understanding and prioritise the complex challenges in public health. At present, an agenda for development of contextual DALY’s is needed.<br>Begrebet Disability Adjusted Life Years (DALY) kom frem i starten af 1990’erne som et redskab til at måle sygdomsbyrde. DALY kombinerer sygdomsbyrden med hensyn til for tidlig død og år levet med handicap. Megen kritik af DALY er rejst fx i forhold til etiske aspekter. Denne opgave fokuserer på manglen på kontekst i DALY-konceptet fordi instrumentet anvender en universel standard for alle sygdomme på tværs af lande. Ét formål med opgaven er at beskrive hvorledes regionale og kulturelle sammenhænge influerer synet på handicap og dermed er i modstrid med de bagvedliggende antagelser i DALY-konceptet. De regionale og kulturelle forskelle er illustreret ved eksempler som paraplegi. Publicerede sygdomsbyrde studier gennemgås i sammenhæng med regionale eller kulturelle overvejelser. Analysen konklusion er, at regionale og kulturelle hensyn ikke indarbejdet i DALY tilgangen. Det andet formål med opgaven er at diskutere, hvem skal vurdere handicappedes liv. Som følge af udviklingen af befolkningernes sundhedstilstand har opfattelse af helbred og adgang til sundhedsvæsenet ændret sig. I bedømmelsen heraf ligger en implicit vurdering af handicap bland såvel lægfolk som sundhedsprofessionelle. Hvis man anvender DALY som generelt mål for sygdomsbyrden og prioriterer på baggrund heraf, så diskuteres hvem der skal deltage i værdisætningen af vægtene, der indgår i beregningerne. En model for samarbejde omkring vægtene beskrives. Konklusionen er, at lægfolk bør involveres i processen med støtte af udefra kommende konsulenter. Overordnet viser opgaven, at udviklingen af DALY er et seriøst tiltag på et simpelt værktøj til at forstå og prioritere komplekse udfordringer i folkesundheden. For indeværende er der behov for en dagsorden for videreudviklingen af kontekstrelateret DALYs.<br><p>ISBN 91-7997-155-5</p>
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Gardiner, Margot Caroline. "Using Disability Awareness Instruction to Promote Peer Acceptance and Positive Attitudes Toward Students with Disabilities." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6275.
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This qualitative study examines the experiences and attitudes of elementary school students regarding individuals with disabilities, following five weeks of disability awareness instruction. It also evaluates the social validity of disability awareness instruction as an intervention tool based on student perceptions, and compares the use of a didactic teaching approach with one that also incorporates the use of bibliotherapy techniques. The current study is part of a larger study using a pre-test, post-test experimental group design (Teerlink, 2012). Participants included 322 elementary school students. Each class of first through sixth grade students was randomly assigned to one of three conditions: a bibliotherapy treatment group (n = 125), a didactic teaching group (n = 124), and a no-intervention control group (n = 73). Data for this study were collected at post-test only, using a short-answer, open-ended questionnaire administered to all participants, as well as focus group interviews conducted with three to four students from each grade level. Results indicate that age and grade level seemed to have a progressively strong influence on whether students knew someone with a disability or recognized the presence of a disability among those with whom they were acquainted. In their attempts to define what it means to have a disability, as well as to identify specific disabilities, student responses seemed to lean towards observable impairments such as Down syndrome, physical disabilities, and speech/language impairments. The overwhelming majority of participants indicated that they would like to be friends with someone who had a disability and that the most important thing they learned from the disability awareness lessons was to be kind and helpful to those with disabilities. Although the majority of students expressed the desire to be friends with people who had disabilities and clearly recognized the importance of treating them with kindness and compassion, students were equally split on whether or not these ideals were actually being implemented by students in their school. In addition, when students were given the opportunity to describe their own observations and examples of how students with disabilities were treated at their school, they were more likely to describe incidents of conflict or unpleasant interactions rather than recalling incidents of kindness or positive interactions. Students specifically identified communication issues and coping with stressful or frustrating situations as the biggest challenges or fears associated with trying to be friends with someone who has a disability. Students from both the bibliotherapy group and the didactic teaching group seemed to share similar attitudes towards individuals with disabilities and respond with equally positive enthusiasm to the intervention. Implications for future research and practice are discussed.
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Schitko, Denise. "Can attitudinal barriers relating to physical disabilities be modified with targeted education?" Click here to access this resource online, 2009. http://hdl.handle.net/10292/747.
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This study aims to determine whether the attitudes of students (and therefore future employers) towards people with physical disabilities can be modified by exposing them to the needs of disabled people, or whether perceptions of the needs of the disabled are too entrenched for education to effect any change. It also evaluates whether attitudinal changes are enduring and therefore continue to influence students’ responses to the disabled after a period of time has elapsed. Respondents were students on the Diploma of Hospitality Management at Auckland University of Technology (AUT), enrolled on an Accommodation Operations paper. A compulsory assessment for this paper was a group assignment that considered facilities offered by accommodation providers for guests with disabilities. Respondents were surveyed before (n = 54) and after (n = 24) the assignment to determine any attitude and knowledge changes. Both surveys were undertaken at the end of lectures. The surveys were distributed in class, so the number of respondents relates to the number of students in class during the particular lecture selected for survey distribution. Respondents were then invited to join a focus group to explore their feelings and opinions about disabled people. Another focus group was undertaken with students who had completed the disability assignment the previous year. The focus group was to assess whether or not the awareness of disability issues was still apparent after a period of time had elapsed. These findings would then prove whether or not exposure to such issues still influenced respondents’ attitudes. The second survey responses and comments made during the subsequent focus groups conclude that awareness of disability issues may be heightened with exposure to barriers, both physical and attitudinal, that are experienced by people with impairments. Understanding of disability issues is the first step in the removal of barriers and will help lead to the creation of a more inclusive environment for staff and guests in the hospitality industry. An inclusive environment is particularly desirable as more hotels are required in response to increases in tourist numbers. With increased visitors’ arrivals, it is reasonable to expect that tourists will have varying abilities, and therefore, modification of facilities to suit their needs will benefit a large number of people. The research also concludes that the knowledge gained in the assignment was still influential after the conclusion of the assignment. Students who have studied issues for people with impairments, as future managers, will have the knowledge and understanding to provide a more inclusive environment for guests that meets both social and legal obligations. Such an environment will be beneficial to both guests and potential employees with physical disabilities.
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Vaughn, Edwin Daly Thomas Adrian L. "The refinement of a multidimensional computer based implicit association test as a measurement of attitudes toward persons with disabilities." Auburn, Ala, 2009. http://hdl.handle.net/10415/1755.
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Epp, Timothy D. "People first voicing disability, embodied identity and social policy in Ontario /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ43422.pdf.
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Opie, J. "The paradox of the perfect physiotherapist : the integration of disabled students into the physiotherapy profession." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/8c29e8ee-6a8b-4310-9e0b-78d9f399d9af/1.
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The corpus of literature about disabled therapists within physiotherapy omits one important factor: the experiences of disabled physiotherapy students. Therefore, this research aimed to fill this gap by exploring the integration of disabled students into the physiotherapy profession. This participatory research sought to investigate the phenomenon from multiple perspectives to incorporate the voice of disabled students, an analysis of the policies which regulate the profession, and the opinions of representatives from the Chartered Society of Physiotherapy and the Health and Care Professions Council. In stage one of the project ten disabled physiotherapy students were recruited. These students completed narrative interviews and Kawa drawings to document their experiences. Stage two explored the available information for prospective disabled students by conducting an internet survey. Finally in stage three, the policies of the Health and Care Professions Council and Chartered Society of Physiotherapy were examined for ableist language and then two representatives from each organisation were interviewed about the integration of disabled students. The data collected were analysed by critical narrative analysis with the student participants contributing to the generation of categories and themes. Further analysis was conducted using Bourdieu’s Theory of Practice and the SEAwall model of discrimination. My research has identified two paradoxes that affect the integration of disabled students. Firstly, the paradox of the perfect physiotherapist, applied via a narrow physiotherapy corporeal standard, which particularly limits access for people with physical impairments. Secondly, the paradox of supporting students whilst maintaining qualification standards. Again this limits access for disabled students, particularly when fitness to practise standards are applied during the admission process. These competing imperatives create a dilemma for disabled students around disclosing their disability status. This dilemma will only be solved by reducing discrimination at all levels of the system. However, in order to achieve this change, disabled physiotherapists and students will need to adopt a more affirmative orientation to disability to act as facilitators of change within the profession.
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Laverty, Joanne Rubino. "A study of the prereferral intervention process in Pennsylvania following the rescinding of the instructional support team mandate." Open access to IUP's electronic theses and dissertations, 2007. http://hdl.handle.net/2069/58.
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Kahn, Lauren. "Can't We Just Be Who We Are? The Experiences, Identity, and Beliefs of Adolescents with Disabilities Who Identify as a Sexual or Gender Minority." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18382.
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The purpose of this study was to gain an in-depth understanding of the lived experiences of adolescents with disabilities who identify as a sexual or gender minority within four ecological domains of self, school, family, and community and of how those experiences shape identity, sense of self, and beliefs about the future. Using in-depth semi-structured interviews, this research was conducted with an intersectionality framework that examined how the intersection of markers of difference inform individual reality and lived experiences for young adults with disabilities who identify as a sexual or gender minority. The sample included eight adolescents in high school across the state of Oregon who had a 504 plan or an Individualized Education Program and identified as lesbian, gay, bisexual, transgender, questioning, or queer.
A multiple-phase data analysis led to in-depth descriptions of each individual's experiences as well as consistent cross-case themes. Key themes in the individual context included: identity development, positive beliefs about identity, navigation of identity labels, strategies for facing discrimination, and relationships. Experiences in the home context that shaped identity focused on the key areas of support, rejection, and religion. Concerning the school social context, the themes that emerged were the overlap of queerness and disability in the schools, Gay Straight Alliances and extracurricular clubs, and desired staff characteristics for an adult ally in school. No consistent themes were identified in the community domain. These findings contributed to the participants' descriptions of their beliefs about the future, focusing on independent living, postsecondary education, and employment. Analysis extends the limited research available for this subgroup, shedding a light on the importance of inclusive research. In addition, findings support implications for changes in how we work with students with disabilities who identify as lesbian, gay, bisexual, questioning, queer, transgender, or intersex as well as how we train and support our teachers to work with all students and engage in anti-discriminatory practices.
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Fitzgerald, Suzanne. "Evaluation of the 'Risk Assessment Protocol for Intellectual Disabilites' in community services for adults with a learning disability." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37145/.
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Review of the research literature on the prevalence of physical aggression in community teams for adults with a learning disability (CLDTs) suggests that services are managing people who are physically aggressive, which impacts on services. This suggests that there is a need for services to use risk assessment instruments of physical aggression to support teams to accurately identify those who will be physically aggressive to others. Established risk assessment instruments are resource intensive and so a screen, such as The Risk Assessment Protocol for Intellectual Disabilities (RAPID), developed in forensic psychiatric patients with a learning disability (LD), could support services to target their limited resources. The predictive validity of the RAPID to predict physical aggression, property aggression and verbal aggression, in a community sample of adults with a LD was evaluated. The RAPID was compared to an established risk assessment instrument, the VRAG, in order to assess its concurrent validity. The predictive validity of the items of the RAPID were analysed to provide a measure of construct validity. The RAPID was also compared to a Risk Rating made by staff, to assess incremental validity. In addition, the ability of the RAPID to be easily and reliably scored was evaluated. The RAPID predicted incidents of physical aggression with a large effect size. The RAPID was highly correlated with the VRAG, which suggests that it has good concurrent validity. Some of the items of the RAPID predicted physical aggression, which suggests some construct validity. It was not possible to establish that the RAPID has incremental validity above the VRAG or the Risk Rating. The RAPID was found to have good inter-rater reliability. The findings of the study suggest that the RAPID could be used to support CLDTs to make informed decisions about the completion of risk assessment instruments, risk management plans and interventions that aim to reduce the risk of physical aggression.
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Modlin, Susan Jane. "TRANSITION TO ADULTHOOD: THE EXPERIENCE OF YOUTH WITH PHYSICAL DISABILITIES LIVING WITH A SERVICE DOG." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1612.
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Thesis (Ph.D.)--Indiana University, 2008.<br>Title from screen (viewed on April 23, 2008). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Melinda M. Swenson, Joan K. Austin, Sharon L. Sims, John McGrew. Includes vitae. Includes bibliographical references (leaves 142-161).
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Galvin, Rose. "Liberating the disabled identity: a coalition of subjugated knowledges." Thesis, Galvin, Rose (2004) Liberating the disabled identity: a coalition of subjugated knowledges. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/38/.
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My thesis explores the notion, originally developed by sociologists such as Goffman and Charmaz, that a person's identity undergoes a difficult and painful metamorphosis in response to the effects of serious long-term impairment or chronic illness. I argue that existing methods of researching what I have come to call 'the disabled identity' generally avoid a deeper exploration of the social context in which this kind of marginalisation occurs. To address this absence, I develop a research methodology which combines an intensive exploration of the personal experience of disability with a critical analysis of the social and historical context in which the disabling of identity occurs. I approach the former through grounded theory and the latter through a Foucaultian analytics of genealogy and governmentality. These are informed by the theoretical insights surrounding the 'social model' of disability which claims that 'disability' is not a physical problem based on personal tragedy but is a social imposition based on exclusion and stigmatisation.
In accordance with this, the thesis proceeds in three successive stages. First, I apply a genealogical analysis to disability in general, then more specifically to the disabled identity, to provide the background for my qualitative research. The purpose of genealogy is to reveal that the concept under investigation is not a self-evident 'given' but a social construction which has developed to serve varying interests over time. Through this process it becomes evident that disability has evolved as a concept which performs as a counterpoint to the norm and, as such, provides a measure of 'what not to be' in terms of contemporary neoliberal citizenship.
Next, I engage in a grounded theory study which draws on the stories of disabled people to explore how their self-perceptions and the attitudes of those around them have been affected by disability. These stories stem from a variety of data sources, including my dialogues with participants, written stories from participants, and published autobiographies. Their analysis results in the emergence of the following themes: independence, occupational identity, and sexuality/appearance. Each theme is discussed in a separate chapter which attempts to let the stories speak for themselves by way of lengthy excerpts from the participants and texts, and combines them, where relevant, with my own insights and experiences as a disabled person.
In the final stage, I use a governmentality analysis to explore these themes and to place them in their current social and historical context. Here I suggest that independence, work and sexuality are key factors which are used to divide the affiliated from the marginalised in contemporary neoliberal societies. I argue that the two 'technologies' which currently have the most impact on how independence, work and sexuality are governed in relation to disability are welfare reform and sexual rehabilitation. Here I explore the available primary sources - particularly the last five years of Australian government policy on welfare reform and a selection of sexual rehabilitation texts - to reveal how governance seeks to operate as a liberatory force while remaining oppressive due to its paternalism and reinforcement of normative prescriptions.
The final chapter further problematises disability in relation to the governmental concepts of 'self-esteem' and 'empowerment' in an attempt to unpick what can be claimed to be emancipatory from what remains embedded in the dominant discourse. By 'deconstructing necessity' and exploring the root causes of oppression through what Foucault refers to as 'the disinterment of subjugated knowledges', the thesis outlines an alternative discourse in relation to 'disability' and opens up new possibilities for the creation of more positive identities.
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Galvin, Rose. "Liberating the disabled identity : a coalition of subjugated knowledges /." Galvin, Rose (2004) Liberating the disabled identity: a coalition of subjugated knowledges. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/38/.
Full textAbstract:
My thesis explores the notion, originally developed by sociologists such as Goffman and Charmaz, that a person's identity undergoes a difficult and painful metamorphosis in response to the effects of serious long-term impairment or chronic illness. I argue that existing methods of researching what I have come to call 'the disabled identity' generally avoid a deeper exploration of the social context in which this kind of marginalisation occurs. To address this absence, I develop a research methodology which combines an intensive exploration of the personal experience of disability with a critical analysis of the social and historical context in which the disabling of identity occurs. I approach the former through grounded theory and the latter through a Foucaultian analytics of genealogy and governmentality. These are informed by the theoretical insights surrounding the 'social model' of disability which claims that 'disability' is not a physical problem based on personal tragedy but is a social imposition based on exclusion and stigmatisation.
In accordance with this, the thesis proceeds in three successive stages. First, I apply a genealogical analysis to disability in general, then more specifically to the disabled identity, to provide the background for my qualitative research. The purpose of genealogy is to reveal that the concept under investigation is not a self-evident 'given' but a social construction which has developed to serve varying interests over time. Through this process it becomes evident that disability has evolved as a concept which performs as a counterpoint to the norm and, as such, provides a measure of 'what not to be' in terms of contemporary neoliberal citizenship.
Next, I engage in a grounded theory study which draws on the stories of disabled people to explore how their self-perceptions and the attitudes of those around them have been affected by disability. These stories stem from a variety of data sources, including my dialogues with participants, written stories from participants, and published autobiographies. Their analysis results in the emergence of the following themes: independence, occupational identity, and sexuality/appearance. Each theme is discussed in a separate chapter which attempts to let the stories speak for themselves by way of lengthy excerpts from the participants and texts, and combines them, where relevant, with my own insights and experiences as a disabled person.
In the final stage, I use a governmentality analysis to explore these themes and to place them in their current social and historical context. Here I suggest that independence, work and sexuality are key factors which are used to divide the affiliated from the marginalised in contemporary neoliberal societies. I argue that the two 'technologies' which currently have the most impact on how independence, work and sexuality are governed in relation to disability are welfare reform and sexual rehabilitation. Here I explore the available primary sources - particularly the last five years of Australian government policy on welfare reform and a selection of sexual rehabilitation texts - to reveal how governance seeks to operate as a liberatory force while remaining oppressive due to its paternalism and reinforcement of normative prescriptions.
The final chapter further problematises disability in relation to the governmental concepts of 'self-esteem' and 'empowerment' in an attempt to unpick what can be claimed to be emancipatory from what remains embedded in the dominant discourse. By 'deconstructing necessity' and exploring the root causes of oppression through what Foucault refers to as 'the disinterment of subjugated knowledges', the thesis outlines an alternative discourse in relation to 'disability' and opens up new possibilities for the creation of more positive identities.
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Strand, Lauren Rose. "Toward the Transformative Inclusion of Students with Nonvisible Disabilities in STEM: An Intersectional Exploration of Stigma Management and Self-Advocacy Enactments." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554920049665926.
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Cooper, Margaret. "The Australian Disability Rights Movement : freeing the power of advocacy /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/80.
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The Australian Disability Rights Movement (ADRM) developed slowly during the century, with a major spurt of growth in the 1980’s, resulting in the formation of two national advocacy organisations controlled by people with disabilities. This thesis uses the insider perspective of the researcher, feminist research methodology, review of relevant theory, and the views of self-selected board members to explore the history and common themes of the ADRM, and the relationship of these organisations to social change. Theoretical sources have been explored concerning past and present status of people with disabilities, new social movements, and second wave feminism.<br>Participants identifies individual experiences of disability and most felt the formation of such collective action groups had positive effects on social change. Respondents named major significant events in the achievement of disability rights, most naming the development of the two national organisations Disabled People’s International (Australia) (DPI(A) and Women With Disabilities Australia (WWDA) as essential to positive outcomes.<br>Sexism was experienced by most women involved in the more traditional organisation. This, and recognition of feminism, gave impetus to the formation of WWDA.<br>Opinion was divided about the best way the disability movement could continue without a peak body for both genders. The movement was perceived as ongoing, but less organised in its confrontation of challenges to the citizenship of people with disabilities posed by social and economic changes and governments’ weakening of the concept of advocacy.
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Ozturk, Mehmet Ata. "The current status of goal orientations and factors predicting disability sports participation in persons with physical disabilities." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297079.
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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2007.<br>Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0550. Adviser: Francis M. Kozub.
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Perez, Esther L. "Disability and Power| A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620427.
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<p> Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that used a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants' perception of students with disabilities as inferior, and how retention as punishment asserts the school's power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.</p>
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Perez, Esther Lorraine. "Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/206.
Full textAbstract:
Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants’ perception of students with disabilities as inferior, and how retention as punishment asserts the school’s power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.
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Gibilisco, Peter. "The political economy of disablement : a sociological analysis /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001483.
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Briggs, Kevin. "The Americans With Disabilities Act and Title I 'Why The ADA Has Not Increased Employment for Persons with Disabilities." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/33879.
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The Americans with Disabilities Act (ADA) has been hailed as a landmark piece of civil rights legislation and a boon to people with disabilities in the United States. Title I of the ADA specifically addresses employment discrimination toward persons with disabilities. Congressional proponents of the ADA anticipated that the statute would bring about a reversal of the high unemployment numbers among the disabled. This thesis examines the unemployment data for persons with disabilities 10 years following enactment of the ADA. It shows that the ADA has not reversed unemployment trends among persons with disabilities. This work compares the expectations of the billâ s sponsors and/or advocates for improvements in employment opportunities for working aged adults with disabilities, provided for by Title I of the ADA, with the actual outcomes. This thesis highlights some the principal problems inherent with the law itself, problems that may be contributing to the ADAâ s inability to reverse high unemployment numbers among the disabled. This paper also addresses concerns within the US business community regarding implementation of the law. The results presented show that the ADA has not brought about the flood of litigation originally anticipated by American business, neither has it increased frivolous litigation. Data are also offered which demonstrate that compliance with the law in the form of accommodation expenses for persons with disabilities is not onerous. Finally, this study presents some of the ongoing problems with regard to discrimination against persons with disabilities in the workplace.<br>Master of Arts
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McCarthy, Kaitlyn. "Women With Disabilities Who Have Been Sexually Assaulted: What Responders Need to Know." Wright State University Professional Psychology Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1531934626203456.
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Stinson, Jill D., and Sharon Bradford Robbins. "Characteristics of People With Intellectual Disabilities in a Secure U.S. Forensic Hospital." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7873.
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Prior research examining persons with intellectual disabilities who have committed criminal offenses has focused primarily on correctional populations, or those who reside in secure forensic settings in the United Kingdom and Australia. This study describes 235 persons with intellectual, developmental, and cognitive disabilities who reside in a secure forensic psychiatric hospital in the Midwestern United States. Participants were further divided into groups of persons with pervasive developmental disorders (n = 35), fetal alcohol syndrome (n = 18), traumatic brain injuries (n = 52), or IQ scores falling within the range of moderate (n = 20) or mild (n = 55) mental retardation or borderline intellectual functioning (n = 55). These participants presented with significant histories of childhood maltreatment and adversity, serious psychiatric impairment, criminal histories marked by multiple arrests and serious violent behavior, and frequent histories of institutionalization and out-of-home placement. Their adaptive functioning within the community was characterized by limited histories of normative intimate relationships; sporadic, unskilled employment; and difficulties with maintaining residential and psychiatric stability. Important commonalities and future research needs are discussed. Important differences and similarities between groups are discussed and compared with other available literature.
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Overstreet, Laura Carter. "Splitting Sexuality and Disability: A Content Analysis and Case Study of Internet Pornography featuring a Female Wheelchair User." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11152008-193815/.
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Thesis (M.A.)--Georgia State University, 2008.<br>Title from file title page. Elisabeth Sheff, committee chair; Dawn Baunach, Wendy Simonds, committee members. Description based on contents viewed Sept. 1, 2009. Includes bibliographical references (p. 54-56).
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Dunn, Michael W. "Diagnosing disability through response-to-intervention an analysis of Reading Recovery as a valid predictor of reading disabilities /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3183465.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2890. Chairperson: Genevieve Manset Williamson. Title from dissertation home page (viewed Oct. 5, 2006).
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Pacheva, Daniela Jivkova. "College students with learning disabilities: a developmental perspective on conceptions of learning, learning disability, and others in learning." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/366.
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A call for the design of programs focused on the development of self-awareness skills permeates the field of research and practice on postsecondary students with learning disabilities (LD). Important components of self-awareness are students' advanced understanding of learning, LD, and the social context (peers, instructors, classmates) of college learning.
This study explores students with LD's conceptual understanding of learning and LD by situating it within developmental theoretical frameworks delineating the form and content of adult reasoning. Twelve female and five male college-students with LD participated in two-hour interviews. Students' thinking about others was explored by asking participants to reason about the behaviors, intentions, feelings and traits of the characters in two scenarios depicting typical dilemmas faced by students with LD. Students' conceptual understanding of learning and LD was elicited by means of open-ended questions followed by prompts. Students' responses were scored for level of cognitive complexity and coded for conceptual content.
Overall, the students reasoned abstractly about learning and LD at a level of complexity expected from college-age population. They demonstrated well-developed understanding of others' expectations and motivations especially as they relate to the themes of self-identification, seeking accommodations, and understanding of LD. Students' conceptions of learning and LD presented qualitatively different variations on main themes. These variations paralleled the increase in complexity and were associated with experience(number of years of education). The overarching understanding of learning as acquiring knowledge transitioned from understanding learning as an external, given task to learning as an internal, personal-development process. The common understanding of LD as a difference transitioned from a difference related to an external label and an imposed constraint, to meaning of "difference" as a special ability, an asset, and a source of identity.
These results indicate a possible progression in the evolution of the concepts of learning and LD throughout the college career of students with LD. The approach to this conceptual content and its description can inform and serve as starting points in the development of programs that foster the conceptual understanding of learning, LD, and the social-context of the educational enterprise, as a way of building these students' self-awareness skills.
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Gerbrandt, Julieta Seylette. "The experiences of people with disabilities who are on persons with disability benefits with regard to food security." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/8549.
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Adequate food security is achieved when “food is obtained in a manner that upholds human dignity; food is safe, nutritionally adequate, personally and culturally acceptable; food is sufficient in quality and quantity to sustain healthy growth and development and to prevent illness and disease” (Community Nutritionists Council of BC, 2004, p. 3). Many adults with disabilities are unemployed due to their chronic condition and require the receipt of government sponsored disability benefits. They face unique challenges in sustaining their health and are at higher risk for food insecurity. The purpose of this research was to describe the experiences of people on Persons with Disability (PWD) benefits with regard to attaining adequate food security.
Qualitative inquiry was the central defining methodological feature of this research. The data were derived from 16 face-to-face semi-structured interviews. All participants were adults who were currently receiving PWD benefits and living alone (non-institutionalized) in Vancouver, British Columbia. The interviews were tape-recorded, transcribed and analyzed using constant comparative analysis.
The three major factors that affected the food security of the participants were 1) living with a low income, 2) living with a disability and 3) living with psychosocial issues. These three factors prevented most of the participants from attaining adequate food security at some level. Those without subsidized housing and with disabilities that affected mobility and energy were worse off in terms of attaining adequate food security. The results of this study will help decision makers and service providers to understand the multiplicity and complexity of factors that are pertinent in addressing food security issues for people on PWD.
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Brydges, Colton. "Development Programming for Persons with Disabilities in Gulu, Uganda in the Context of a Disability - Poverty - Conflict Nexus." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38019.
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This thesis research explores the influence of the community-based rehabilitation approach on development programming in Gulu, Uganda. This CBR approach, originally designed to address the multidimensional needs of persons with disabilities living in rural, low-income regions, has been endorsed by many development actors, including the Government of Uganda and the United Nations. It also holds the potential to address the complex intersection of disability, poverty and conflict that resulted from two decades of violent conflict in Northern Uganda. An environmental scan and interviews with development professionals from the local government and non-government organizations was conducted to identify the ways in which this international policy idea has influenced development programming, and the obstacles to implementing community-based rehabilitation in Gulu. This research contributes to the literature on policy transfer, and illustrates how local development actors often lack the capacity to fully implement and sustain international “best practices.” While community-based rehabilitation may be a way to address the nexus of disability, poverty and conflict in places like Gulu, too few resources have been committed to fully implementing it and supporting persons with disabilities.
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Rohleder, Poul Andrew. "HIV/AIDS and disability : an exploration of organizations' responses to HIV/AIDS as it affects people with disabilities." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/897.
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Umb-Carlsson, Õie. "Living Conditions of People with Intellectual Disabilities : A Study of Health, Housing, Work, Leisure and Social Relations in a Swedish County Population." Doctoral thesis, Uppsala universitet, Psykiatri, Ulleråker, Akademiska sjukhuset, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6143.
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The general aim of this thesis is to describe mortality, health and living conditions in an administratively defined county population of people with intellectual disabilities born between 1959 and 1974 (N=213). The living conditions of persons with intellectual disabilities were compared with those of the general population. Moreover, the reports of relatives and staff were compared on the living conditions of people with intellectual disabilities. Information on the living conditions of persons with intellectual disabilities was provided by proxy (relative and staff) questionnaire reports and national welfare statistics conducted by Statistics Sweden (SCB). Medical examination and medical case records were used to obtain data on health and medical services. People with intellectual disabilities lived in the community and took part in numerous common recreational and cultural activities. However, the comparison with the general population indicated clear differences in living conditions, particularly regarding employment and social life. In contrast, surprisingly little variation in living conditions was found in people with intellectual disabilities, despite varying ages and a wide range of level of disabilities. In addition, gender related differences of persons with intellectual disabilities were few when compared with those found in the general population. A wide range of physical and mental health problems were identified in the group with intellectual disabilities. Although a majority of persons with intellectual disabilities had access to a family doctor and attended regular health checks, a number of needs of specialist examinations were identified indicating shortcomings in the quality of health care. Analyses indicated differences in the reports of relatives and staff on living conditions of most domains included in the questionnaire. In general, disagreement was higher on subjective than on objective items. Relative and staff responders contribute dissimilar information that is related to varying viewpoints and different types of information.
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Levy, Shari Lee. "An observational study of reading instruction of teachers for students with emotional/behavioral disorders /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004318.
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