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1
Zionts, Laura T. "Young Children's Attitudes Regarding Ethnicity and Disability." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278337/.
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The purpose of this study was to examine the social perceptions of young children with disabilities and young children of color. Further, an attempt was made to determine whether differential rates of acceptance were experienced by either group, or by the group of children who were of color and also had a disability within integrated classrooms. Young children (age 5.0 through 6.11) were studied in intact groups (N=120) from child care centers in the Texas counties of Denton and Dallas. Three measures of social perceptions were implemented: (a) a forced choice (multiple alternative) technique using dolls of a variety of ethnicities and ability statuses in which children must select dolls they feel represent a list of positive and negative attributes; (b) social distance theory as measured by children's artwork; (c) a sociometric rating. The results of this study showed significant areas (p< 05) of stereotype and bias in the perceptions of young children toward ethnicity, disability and gender. Implications for further research into the efficacy of multicultural and anti-bias education programs is recommended.
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Caglayan, Gumus Deniz. "The Attitudes Of Responsible Local Agencies Towards Disability." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609814/index.pdf.
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&ldquoNew paradigm of disability&rdquo
relates not only to persons but also to the environment they are living in. Therefore recent studies concentrate on the dynamic interplay of the persons and the environment, rather than rather than studying them as separate entities. This approach has revealed that disabled people become handicapped when they face with barriers restricting or impeding their activities in daily life. Physical, cultural and social barriers have been undertaken by many countries after substantial debate. In the United Kingdom and Japan for instance, disability and accessibility issues have been tackled with reference to disabled people&rsquo
s demands and long-tem struggles against discriminatory implementations in the past. In these countries, whilst disability issue has been discussed, accessibility legislation including numerous measurements for implementation has been enacted and a considerable progress for removing barriers and providing accessibility in the built environment has been experienced through many institutional instruments. In Turkey, although there are now a lot of legislative measurements for accessibility, little progress is observed in recent years. Barriers in the built environment are still restricting, and even hindering full participation of disabled v people to social life. The problem of inaccessibility is seen related to practice rather than legislation or theoretical frameworks in Turkey. Since they are a part of the bureaucratic system having responsibility on the planning and designing of built environment, local agencies with their administrative and technical staff and organisation gain importance in terms of maintaining accessibility to the disabled. The study aims to provide information about attitudes of local agencies towards disability and accessibility in terms of practitioners rather than users. This study interrogates the knowledge level and outlooks of the related personnel and works of local agencies about disability and accessibility.
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Atherton, Helen Louise. "Eugenic attitudes amongst professionals in learning disability services." Thesis, University of Hull, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419757.
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Haskell, Rachael A. "Evaluating Social Work Students’ Attitudes Toward Physical Disability." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1655.
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Given the social work profession's commitment to serving individuals with disabilities and cultural competence, the promotion of favorable attitudes toward persons with disabilities within social work education is critical. This study examined the question: "what are the attitudes of undergraduate social work students at three universities toward individuals with physical disabilities as measured by responses on the Attitudes Toward Disabled Persons Scale Form B (ATDP-Form B; Yuker et al., 1960, 1966) and Interactions with Disabled Persons Scale (Gething, 1991)?" It explored the following hypotheses, that participants who: 1) have had prior positive contact with persons with physical disabilities; 2) have higher perceived levels of knowledge about issues affecting persons with physical disabilities; and 3) have had more social work classes will respond with more positive attitudes than other participants.
Sociodemographic data about gender, ethnicity, country of origin, religion, and university affiliation was also collected to measure the possible impact of these characteristics on student attitudes. The primary aim is to learn more about the way undergraduate social work students generally view individuals with physical disabilities and feel about interactions with this population.
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Frankie, Lauren Jodi. "Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5642.
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Magister Commercii (Industrial Psychology) - MCom(IPS)Even though attitudes have been studied for many years, attitudes toward individuals with disabilities still remain an important issue, today (Geskie & Salasek, 1988; Popovich, Scherbaum, Scherbaum & Polinko, 2003). With the relationship between numerous demographic factors and attitudes toward those with disabilities being inconsistent across existing research and the absence of research conducted in the South African context this research study investigated whether variables such as gender, age, education level, exposure to a person with a disability or having a friend or family member with a disability had an effect on attitude towards disability. The population of this study constituted students from the Economic and Management Sciences (EMS) Faculty and Support Staff in a Higher Education Institution in the Western Cape. A non-probability convenience sample method was utilised of which 140 respondents completed two questionnaires. Namely, a Biographical questionnaire and the Affective Reactions Subscale of the Disability Questionnaire (Popovich et al. (2003). Statistical analyses included both descriptive and inferential statistics (the t-Test and ANOVA). According to the findings of this research study, significant relationships do not exist between variables such as gender, age, educational level, amount of contact and exposure to or having a friend or family member with disability and staff and student attitudes toward those with disabilities in a Higher Education Institution in the Western Cape. A few limitations related to the study were recognized and it is recommended that a combination of quantitative and qualitative research approaches be implored as well as other faculties and Institutions in the Western Cape be used to contribute to greater representativeness and generalisability for future research. Also, to establish organisations or institutions as employers and institutions of choice among those with disabilities, organisations and institutions are to better market disability facilities and accommodations. It is also proposed that students and staff with disabilities should be encouraged to fully participate in the design and event management of disability awareness campaigns.
6
Poteet, April. "Middle School Children’s Attitudes Towards Peers with an Intellectual Disability." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573810996763572.
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Alghazo, Runna. "Disability attitudes of postsecondary faculty members and perspectives regarding educational accommodation /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1559856151&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Fort, Megan. "Inclusive Recreation: The Malleability of Attitudes Toward Disability Through Peer Interaction." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5687.
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This study explored the malleability of attitudes with the goal of improving social inclusion for a stigmatized group, specifically individuals with developmental disabilities. Contact Theory was used as an intentional structure for meaningful intergroup contact to assess, understand, and improve meanings applied to individuals with disabilities at an inclusive summer day camp. Adolescent volunteers were administered quantitative questionnaires utilizing the Contact with Disabled Persons Scale (CDP) and the Multi-Dimensional Attitude Scale (MAS). Collected data were used to determine the efficacy of involvement in an inclusive recreation program on adolescent participants' attitudes toward disability. After a covariate-adjusted regression analysis, contact with individuals with disabilities was found to significantly predict change in attitudes toward disability. Dyadic interviews were held after camp participation to provide additional sources of data with potential for deeper understanding of the camp experience for the volunteers. The data suggested participants perceived camp as a setting for the development of reciprocal relationships with peers who have developmental disabilities. These relationships further framed participants' understanding of the experience as fun, difficult, and resulting in perceived personal change. Implications for future research are discussed.
9
Junell, Annette Marie. "Increasing positive attitudes toward people who have a major mental disability." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2715.
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This study used a posttest only control group design to measure the attitudes of people who experience a major mental disability towards others with a mental illness. Each group watched a video: the experimental group a video on mental illness and the control group a video on anger management. Each group discussed the video and their own experiences. The hypothesis was that knowledge on the part of the participants of the life circumstances of others with a mental disability would increase acceptance of people with a mental disability. The results were not significant at $p=.5$. Differences at a 1-month follow-up were also not significant at $p=.066$.
10
Kaur, G. "Public awareness, attitudes and beliefs about intellectual disability : a Sikh perspective." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1338985/.
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Part 1 is a literature review of South Asian perspectives on intellectual disability. Thirty-one papers are reviewed according to seven geographical locations. South Asian needs, beliefs and knowledge about intellectual disability are highlighted. The limitations of the review are discussed as well as clinical implications and implications for future research. Part 2 reports an empirical study looking at public awareness, attitudes and beliefs about the causes of intellectual disability amongst the UK Sikh community. The association between socio-demographic factors and these variables are examined and comparisons are made with a matched white British sample, through the use of a two-group comparison design. The results are discussed highlighting on the whole similarities between the groups. Part 3 is a critical appraisal which focuses on the process of carrying out research with the UK Sikh community. Reflections on the literature review are discussed with reference to the scope of the review, the quality of the studies included and reasons for omitting potentially relevant articles. Key dilemmas and difficulties experienced whilst setting up the study are explored which focus on promoting the study and recruiting participants. Finally issues concerning data interpretation are discussed.
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Goss, Abigail. "Attitudes of support workers in learning disability services towards counselling psychology." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16817/.
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The following portfolio seeks to view counselling psychology and people with learning disabilities from a pluralistic standpoint. The focus of the research is to understand the attitudes of support workers towards counselling psychology and this particular client group. It attempts to investigate through mixed methods the likelihood of support workers considering a referral for counselling and the factors that affect this while understanding the views and opinions of support staff. In addition, the portfolio includes a publishable paper based on this research which focuses on the role of counselling psychology in improving access to counselling for people with learning disabilities. Finally, a case study presents therapeutic work with someone who has a learning disability underpinned by a pluralistic framework.
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Sullivan, Hannah. "MEASUREMENT OF DISABILITY ATTITUDES AND VIDEO GAMING TENDENCIES AMONG REHABILITATION STUDENTS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2222.
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Throughout disability history, attitudes towards individuals with a disability have been a defining topic for research. History has shown that discrimination and stereotypes have been a common concern among people with disabilities and existing research has provided information regarding the general populations’ disability attitudes. This pilot study investigates the differences between Rehabilitation Counseling students’ disability attitudes utilizing the SADP and the Personal Information Form. This pilot study explores video game usage of Rehabilitation Students in training. This topic is explored in relation in terms of escape, attention, tangible, and sensory factors. Research questions analyzed within this pilot study include: What are undergraduate and graduate rehabilitation students in disability attitudes? and What are undergraduate and graduate rehabilitation video gaming tendencies?
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Morgan, Alexandra Nichole. "Disability Attitudes and Video Gaming Tendencies of NCAA Division I Athletes." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2249.
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An estimated 48.9 million Americans have a disability (Bernstein, 2012). Of those 48.9 million people, 24.1 million Americans have a severe disability and 34.2 million have a functional limitation (Bernstein, 2012). The U.S. Government Accountability Office reports an increase in students with disabilities in the post-secondary population (Ridpath, n.d.). Approximately 11% of post-secondary students’ report having a disability (Ridpath, n.d.). This trend has also been reflected within the athletic population at the NCAA Division I, II, and III level (Ridpath, n.d.). This study examined the average disability attitude of NCAA Division I athletes. The average disability attitude among NCAA Division I athletes was 73.99 out of 144. Recently, the physical and mental impact that video games have on video game players has been greatly researched (Oggins, & Sammis, 2012). It has been reported that 8% of U.S. adolescents and young adults are pathological gamers (Gentile, 2009). Additionally, it has been stated that video game play of over 20 hours per week is common, and that it is not unusual for males to engage in video games for over 40 hours per week (Bailey et al., 2010). This study examined the average video gaming tendencies of NCAA Division I athletes. The data collected reports the average video gaming tendencies of athletes based on behavioral functions (attention, escape, tangible, and sensory) to be: Attention = 12.71, Escape 4.64, Tangible = 11.01, and Sensory 7.46.
14
Rillotta, Fiona. "Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability /." Title page, table of contents and abstract only, 2004. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr574.pdf.
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Bleazard, Adele Venitia. "Sexuality and intellectual disability: Perspectives of young women with intellectual disability." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4006.
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Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools.
AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.
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Garbutt, Ruth Susan. "Disability and citizenship : an emancipatory study of professionals' attitudes to disabled people." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5602.
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The research described in this thesis had two main aims. First, to examine the concept of citizenship and to develop it in relation to the experiences of disabled people. Secondly, and of equal importance, to test an emancipatory methodology within an academic doctoral context. The empirical work supporting the first aim consisted of 30 interviews with 'professionals' to assess their attitudes towards disabled people. The analysis of these interviews showed how professionals' views were linked to concepts of citizenship, specifically those of moral rights, attitudes, difference, consumerism and risk. The emancipatory model within which the research was conducted involved an Advisory Group of disabled people who contributed to the planning and guiding of the research and the analysis of the data. A significant part of the thesis discusses the ethical and methodological issues of'ownership' of the research in terms of the tension between the writer of the thesis gaining an academic qualification (PhD) and the use of emancipatory methods in research. It also shows how the development of the concepts relating to citizenship arising from the analytical process was influenced by the input of the Advisory Group. One additional outcome of carrying out research in this paradigm was the production of an accessible report, with suggested points for action, to provide a product of relevance to those who took part in the research (see appendix). The conclusions to the thesis assess the extent to which the methodology was of an emancipatory nature and propose a development of the citizenship model.
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Culp, Aubrey G. "Disability Awareness: Knowledge, Attitudes, Behaviors, Self-efficacy, and Intentions among College Students." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1463130430.
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Sullivan, Rachel M. "Disability Identity and Attitudes towards Prenatal Testing in the Osteogenesis Imperfecta Community." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1523635471289807.
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Lewis, Sharna. "Attitudes of mainstream health care professionals towards people with a learning disability." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487224.
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Ibis thesis is submitted in part fulfilment ofthe requirements for the degree of Clin.Psy.D. at the School ofPsychology , University ofBirmingham. It comprises both the research and clinical work carried out over the course oftraining. Throughout the thesis all identifying information has been changed to ensure confidentiality of clients and participants. Volume 1 comprises the research component ofthe thesis. The first paper is a review ofthe literature ofthe attitudes ofmainstream health professionals towards adults with a learning disability and the factors that affect these attitudes. Ibis paper has been prepared for submission to Clinical Psychology Review. The second paper is an investigation of nursing staff attitudes and emotions towards patients with learning disabilities in a general hospital setting. Ibis paper has been prepared for submission to the Journal ofApplied Research in Intellectual Disabilities. Appendices follow the second paper that provides additional details ofthe research process and an executive summary ofthe findings ofthe empirical paper. Volume two ofthe thesis consists offive clinical practice reports, which were submitted as examples ofclinical work and clinically related research over the course of training. These reports include a systemic and behavioural formulation ofa sixyear- old girl presenting with behavioural difficulties, a case study ofa 44-year-old woman referred to a community mental health team who presented with symptoms of anxiety, a small scale service related project, a single case experimental design research report and an abstract from an oral presentation.
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Benomir, Aisha. "Attitudes towards people with intellectual disability : comparisons across cultures and over time." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/13689/.
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The attitude of the general population to people with intellectual disability (ID) provides an important background for policy development. Furthermore, because of changes in attitudes over time and across cultures, it is vital to ground each country’s policy development on data from that country. This dissertation provides a cross-cultural and cross-sector analysis of attitudes to people with ID in Libya and in the UK, using questionnaire studies of three groups in each country: science students, psychology students and professionals in ID support services. The questionnaire used was the established Community Living Attitude Scales for Intellectual Disability (CLAS-ID). The CLAS-ID has four sub-scales: Empowerment (in decisions affecting their life), Exclusion (desire to segregate with negative affective tone), Sheltering (the need to supervise and protect) and Similarity (to normally achieving people). Initially, the CLAS-ID was translated into Arabic and validated with a small sample of respondents. Studies 1 and 2, which were undertaken in 2010, used the CLAS-ID for a Libyan sample and for a UK sample. The results indicated that the Libyan sample showed significantly lower scores on Empowerment, Similarity and Sheltering than the UK sample, but no significant difference on Exclusion. A range of within-group differences were also found. Study 3 was undertaken in 2012, using a similar sample to that of Study 1, and allowed investigation of the effects of the Arabic Spring on attitudes to ID in Libya. Despite the trauma, stress and insecurity in the wake of by the Libyan revolution, except for Exclusion there were a significant changes in attitudes to people with ID from 2010 to late 2012. Study 4 undertook an equivalent comparison of UK scores over the same time period. For the UK the most relevant event in this context was the massive media coverage of the London Paralympic Games 2012. Significant (and desirable) changes in all four CLAS-ID dimensions were found, with particularly strong effects for Empowerment and Inclusion. The implications of these findings and those in the earlier studies are discussed, limitations considered, and directions for further research outlined.
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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).
22
Fields, Danelle. "Psychology Trainee Attitudes Toward People with Disabilities." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1367232111.
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Kegley, John. "Development of a Multidimensional Scale to Measure Attitudes Toward Workers With a Disability." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/532.
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Existing measures of attitudes toward individuals with a disability have been shown to suffer from several shortcomings in their application in organizational settings. Indirect measurement has been beyond the scope of most organizations due to the complex and expensive implementation of these methods. Direct measures have been shown to be susceptible to threats to internal validity, such as reactivity and socially desirable responding. Further, existing direct measures have focused on unidimensional aspects of attitudes toward individuals with disabilities. Research, however, has demonstrated that attitudes are multidimensional in nature. There is a need for a multidimensional scale to tap those underlying factors. This study involves the development of a multidimensional, paper and pencil measure of attitudes toward individuals with a disability.
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Rose, Nicola. "Intellectual disability and mental illness : an exploration of training implications and staff attitudes." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3258/.
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Desta, Dolisso Daniel. "Attitudes toward disability and the role of community based rehabilitation programs in Ethiopia /." Joensuu : University of Joensuu, 2000. http://bibpurl.oclc.org/web/31388.
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Ugas, Abigail B. S. "The explicit attitudes of genetic counselors towards individuals with disabilities: A survey." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592132941323776.
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Lauruschkus, Katarina. "CIRKUS I GRUNDSKOLA OCH GRUNDSÄRSKOLA - samspel, omgivningsfaktorer och relevanta krav i en träningssituation." Thesis, Halmstad University, School of Teacher Education (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-296.
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This study looked at two groups of adolescents aged 12-17 years who had participated in circus training. One group had some form of disability while the other had none. The study was carried out as a qualitative study with observations, interviews and a questionnaire used as methods of gathering data. A small part of the study was quantitative and an observation chart was used. The purpose was to examine the importance of teamwork, environmental factors and the necessary requirements during a learning situation. The results of the study showed that all of the factors, in combination with one another, were important during the learning situation. If the participants worked well together, the circus teacher was able to use relevant demands and the environment was stimulating and not stressful. The negative attitude towards the failure of others in the group became less prevalent and the participants felt more responsible with increased self esteem. Different approaches or theories about disability, or being different, were observed and had an effect on the participants’ self-esteem. The main conclusion was that a training situation is complex and that participants should be met with respect and with an attitude that no one should be afraid of failure. Another conclusion was that the approaches or theories about disability do not have to concur but should complement each other.
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Wiggett-Barnard, Cindy. "Disability employment attitudes and practices in South African companies : a survey and case studies." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79800.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Persons with disabilities (PWDs) remain under-represented in South African (SA) companies. Negative attitudes and ignorance of employers may contribute towards unemployment of PWDs, as can inadequate accessibility, accommodations and company policies on disability. A lack of SA literature on employers’ attitudes and practices on disability motivated the study. A web-based survey was developed to investigate employer attitudes on the employment of PWDs in SA companies. In total, 348 companies were invited to take part in the survey, and 86 companies completed it (25% response rate). One person per company, mostly from Human Resources (HR), completed the survey. Findings from the survey showed that global attitudes towards PWD employment are positive, but that physical and sensory disabilities received more favourable ratings than psychiatric and intellectual disabilities. Most managers reported satisfaction with the job performances of their PWDs. Accessibility in the survey companies is still lacking. Modifications to the physical environment are the most common accommodation made by the companies. Costs for making accommodations were just a bit more or the same than initially anticipated. Companies valued information on the preparation of the environment for PWDs and the cost of accommodations. Companies which employed more than one percent of PWDs were significantly more likely to report that their Diversity/Equity documents include a disability policy. A case study approach was used to obtain qualitative information on the experiences and practices with and of PWDs in three companies with some success in employing PWDs. All companies surveyed that had more than two percent PWDs were requested to participate in the case studies, and three companies agreed. Interviews were performed at these companies with HR personnel, supervisors, co-workers and PWDs. Case study findings show that office environments present more suitable and easier job opportunities for PWD employment, and that certain disability types present too great a risk for employment in dangerous environments. The case study companies do seem to accept PWDs in general, specifically in the immediate working teams of PWDs. None of the managers interviewed indicated problems in managing their PWDs and most apply general management principles. Those with direct contact with PWDs confirmed that they were productive and dedicated. Despite this, very few PWDs are currently being recruited into the companies, but targeted recruitment of PWDs has started. The companies have adequate accessibility in the immediate environments of PWDs, but not widespread accessibility. All the companies have company guidelines and experiences in making reasonable accommodations. Very few PWDs have been advanced in the companies and few fill management positions. Although all the companies have disability policies in place, there is sometimes a discrepancy between policy and practice. The most prominent company initiatives for PWD integration are declaration drives, financial aid initiatives and awareness raising on disability. This study provided evidence that PWDs can be productive, have good co-worker relationships and generally do not make unreasonable accommodation requests. Companies can improve their disability guidelines, accessibility and accommodation processes, but actual contact and sensitisation can increase integration of PWDs.
AFRIKAANSE OPSOMMING: Persone met gestremdhede (PMGs) is steeds onderverteenwoordig in Suid-Afrikaanse (SA) maatskappye. Negatiewe houdings en onkunde van werkgewers kan bydra tot werkloosheid van PMGs, asook onvoldoende toeganklikheid, akkommodasie en maatskappy-beleid oor gestremdheid. 'n Gebrek aan SA literatuur oor werkgewers se houdings en praktyke teenoor gestremdheid motiveer dié studie. ’n Web-gebaseerde opname is ontwikkel om werkgewer-houdings oor die indiensneming van PMGs in SA maatskappye te ondersoek. ’n Totaal van 348 maatskappye is genooi om deel te neem aan die opname en 86 maatskappye het dit voltooi (25% respons-koers). Een persoon per maatskappy, meestal van Menslike Hulpbronne (MH), het die opname voltooi. Bevindinge van die opname het getoon dat algemene houding teenoor PMGs positief is, maar dat fisieke en sensoriese gestremdhede meer gunstige graderings as psigiatriese en intellektuele gestremdhede ontvang. Die meeste respondente het tevredenheid getoon met die werkvertonings van PMGs. Toeganklikheid in die maatskappye is steeds onvoldoende. Veranderings aan die fisiese omgewing is die mees algemene akkommodasie wat deur die maatskappye gedoen is. Kostes vir akkommodasies is net ’n bietjie meer of dieselfde as wat aanvanklik verwag is. Maatskappye stel ’n premie of inligting oor die voorbereiding van die omgewing vir PMGs en die koste van akkommodasie. Maatskappye wat meer as een persent van die PMGs indiens het, was beduidend meer geneig om te rapporteer dat hulle diversiteit dokumente 'n gestremdheid beleid insluit. ’n Gevallestudie benadering is gebruik om kwalitatiewe inligting te kry oor die ervaringe en praktyke t.o.v. PMGs in drie maatskappye met relatiewe indiensneming sukses t.o.v. PMGs. Alle opname maatskappye met meer as twee persent PMGs is versoek om deel te neem, en drie maatskappye het ingestem. Onderhoude by hierdie maatskappye is gevoer met menslikehulpbron-personeel, bestuurders, mede-werkers en PMGs. Gevallestudie bevindinge toon dat die kantooromgewing meer geskikte en makliker werkgeleenthede vir PMGs bied, maar dat dat sekere tipes getremdhede ’n te-groot risiko is vir indiensneming in gevaarlike omgewings. Daar blyk ’n groter aanvaarding van PMGs in die algemeen te wees by die maatskappye, spesifiek in die onmiddellike werkspanne van PMGs. Nie een van die bestuurders in die ondersoek het probleme aangedui met die bestuur van PMGs nie en meeste pas algemene bestuursbeginsels toe. Diegene met direkte kontak met PMGs bevestig dat hulle produktief en toegewyd is. Ten spyte hiervan word min PMGs gewerf deur die maatskappye, maar geteikende werwing van PMGs het begin. Die maatskappye het voldoende toeganklikheid in die onmiddellike omgewings van PMGs, maar nie wydverspreide toeganklikheid nie. Al die maatskappye het wel maatskappy-riglyne en ervarings met die voorsiening van redelike akkommodasie. Baie min PMGs word wel bevorder in die maatskappye en min vul bestuurposisies. Alhoewel al die maatskappye ’n gestremdheidsbeleid het, is daar soms ’n verskil tussen beleid en praktyk. Die mees prominente maatskappy inisiatiewe vir PMG integrasie was verklaringsinisiatiewe, finansiële steun en bewusmakings-veldtogte van gestremdheid. Hierdie studie bewys dat PMGs produktief kan wees, goeie mede-werker verhoudings het en oor die algemeen nie onredelike akkommodasie versoeke rig nie. Maatskappye kan hulle gestremdheidsriglyne, toeganklikheid en akkommodasie prosesse verbeter, maar werklike kontak en sensitisering kan integrasie van PMGs verhoog.
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Meibos, Alex R. "Counseling Competencies in Audiology: Important Knowledge, Skills, and Attitudes." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7087.
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The purpose of this study was to identify counseling competencies considered important for audiologists to possess to provide effective counseling in practice.To achieve this, researchers and clinicians with expertise in audiologic counseling, were recruited to participate in a three-round consensus survey. These experts were asked to generate and rate a list of counseling competency items they believed were important for audiologists to possess. In the final round of the study, final consensus was met on 64 counseling competency items (16 knowledge, 35 skills, and 13 attitudinal items) deemed important for audiologists to possess. The results of this study revealed that current practice guidelines in the field lack the clarity and detail necessary for audiologists to provide effective counseling in practice. Items that met consensus can inform counseling competencies students can acquire during pre-professional training. Future research is proposed to explore what is needed to move these competencies forward into training/practice and to help improve audiologic patient/family outcomes.
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Salimi, Nahal. "MULTIDIMENSIONAL ATTITUDES TOWARDS DISABILITY AMONG INTERNATIONAL STUDENTS AT A MIDWESTERN UNIVERSITY IN THE UNITED STATES." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1558.
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Cultural differences in disability attitudes significantly impact perceptions of and interactions with persons with disabilities. This study explored the multidimensional disability attitudes of the international college student’s towards persons with disabilities and their attitudes toward educational accommodations. The researcher also examined the relationship between these variables and the following demographic factors: sex, age, country of origin, religion, college major, and level of college study. The study is a cross-sectional survey design. The effective sample of the study was 211 enrolled undergraduate and graduate international students at Southern Illinois University Carbondale. These scales were used for data collection: (a) Multidimensional Attitudes Scale toward Persons with Disabilities (MAS), (b) General Attitudes toward College Educational Accommodation; (c) Marlowe-Crowne Social Desirability Scale; and (d) a demographic questionnaire. In this study, descriptive analyses and a multiple regression analysis computed to analyze all test measures and demographic variables. The results of this study provide information about the international student’s general attitude towards disability as well as the extent in which demographic variables may shape attitudes. In the first hypothesis only contact with person with disability was a significant predictor of the attitudes F1, 174 = 22.324, p < .001, R2 = .114. In the second hypothesis contact with person with disability and attitudes predicted general attitudes towards accommodation; F2, 173 = 7.101, p = .006, R2 = .076. All demographic factors dropped out of the models. A series of exploratory analyses was computed uncovered some potential demographic predictors of attitudes towards accommodation. This information may assist faculty and administrators to provide disability education interventions that may increase positive attitudes toward disability and people with disabilities. This may consequently enhance positive interactions of international students with persons with disabilities within and outside the university environment.
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Mamboleo, George Isaboke. "Predictors of Attitudes Toward Disability and Employment Policy Issues among Undergraduate Students at the University of Nairobi." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193938.
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Disability rights issues are an emerging area of discourse in Kenya. Persons with disabilities in Kenya face many barriers to integration into the larger Kenyan society possibly due to barriers such as societal negative attitudes. Research has indicated that the greatest barrier to rehabilitation of persons with disabilities is negative attitudes prevalent in society. Owing to their composition and enrolment, current University of Nairobi students are or will be engaged in daily decision making as leaders in the Kenyan society, some of which may directly affect the lives of persons with disabilities. It is therefore imperative to study their attitudes toward disability, especially at a time when the Kenya Persons with Disabilities Act of 2003 is being implemented. The main purpose of this study was to examine the general attitudes toward disability and attitudes toward organizational policies among University of Nairobi undergraduate students. Participants were a convenience sample of students enrolled in Sociology, Social Work, Psychology, Political Science, and Public Administration majors. Quantitative data analyses were used to study attitudes. The Attitudes Towards persons with Disability (ATPD) Form<&ndash>O (Yuker, Block <&>Campbell, 1960) was used to study general attitudes. The Attitudes Towards Employing Persons with Disabilities (ATEPD) measure (Loo, 2002) was used to study attitudes toward organizational policies and procedures for employees with disabilities. Results suggest that Kenyan students possess less positive attitudes toward disability than the normed populations. Seven independent variables (i.e., age, marital status, educational focus, type of enrollment, socio-economic status, place where one grew up, and area of current residence) were positively related to the dependent variables (i.e., general attitudes toward disability as well as several items regarding attitudes toward organizational policies and procedures for employees with disabilities). Other six independent variables (i.e., gender, level of enrollment, employment affiliation, perceived knowledge of disability, previous contact with disability, and self-knowledge of disability law) were not related to the dependent variables. Multiple regression analysis results indicated that only age was a predictor of attitudes toward disability among the Kenyan students. Implications for education, policy and future research are provided. The study contributes to mixed findings regarding attitudes toward disability.
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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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Lombardi, Allison 1977. "Measuring faculty attitudes and perceptions toward disability at a four-year university: A validity study." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10576.
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xi, 114 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The primary purpose of this study was to develop and field test the ExCEL survey instrument, intended to measure faculty attitudes toward and perceptions about students with disabilities at four-year colleges and universities. A secondary purpose was to examine how demographic characteristics of the sample and prior disability-focused training experiences influenced these attitudes and perceptions. A cross validation study was conducted using exploratory and confirmatory factor analysis. The exploratory factor analysis (EFA) resulted in an eight factor structure: Knowledge of Disability Law, Fairness, Invitation to Disclose, Willingness to Invest Time, Accessibility of Course Materials, Willingness to Adjust Course Assignments, Satisfaction with Campus Resources, and Willingness to Make Testing Accommodations. The confirmatory factor analysis (CFA) was intended to confirm the factor structure but resulted in an inadmissible solution, potentially due to model misspecification. These findings show initial reliability and validity of the ExCEL survey and suggest item development as a crucial next step in the development process. Follow-up analyses showed minimal differences between faculty according to gender but significant differences according to faculty rank (e.g., tenured, tenure-track, and non-tenure) and department. In addition, group differences emerged according to prior disability-focused training, where faculty who had previous disability-focused training had greater positive attitudes and perceptions toward students with disabilities than did faculty without such training. These results will inform the field about important constructs to consider in instrument development for measuring faculty attitudes and perceptions toward disability, including knowledge of legal mandates and accommodations and knowledge of and willingness to adjust instruction according to the tenets of Universal Design. As well, the findings will inform four-year college and university administrations when planning targeted interventions for faculty members in disability awareness training.
Committee in charge: K Brigid Flannery, Chairperson, Special Education and Clinical Sciences; Deborah Olson, Member, Special Education and Clinical Sciences; Joe Stevens, Member, Educational Methodology, Policy, and Leadership; Douglas Blandy, Outside Member, Arts and Administration
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Chiu, Sze-nga Cecilia, and 趙詩雅. "Transport policy for franchised bus passengers with disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36709293.
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Mayat, Nafisa. "The attitudes of academics to accomodating physically disabled students into the undergraduate civil engineering programme in the Faculty of Engineering and Science, University of KwaZulu-Natal." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7478.
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Includes bibliographical references (leaves 54-61).Disabled students face a number of challenges in accessing equitable education within higher education institutions. The University of Kwa-Zulu Natal, as stated in the Policy on Students and Staff with Disabilities, is committed to making tertiary education accessible and inclusive for all students. However, it has been observed that physically disabled students are under-represented in the science and engineering fields, as there is a misconception that disabled students cannot fulfil all the criteria required to complete these programs. Therefore, the aim of this study was to explore the attitudes of academics to the possibility of admitting physically disabled students with the Undergraduate Civil Engineering Programme at the University of Kwa-Zulu Natal. A qualitative approach was adopted where data was collected by carrying out in-depth interviews with five permanent full - time academics within the Civil Engineering Programme. The participants included 2 professors, 2 senior lecturers and one lecturer who have been teaching courses in Civil Engineering at the University of KwaZulu-Natal for periods between 3 and 20 years. The results of the study revealed that the academics interviewed all displayed a positive attitude in accommodating physically disabled students within their program. However, some challenges were identified, which included site / field work in the curriculum. All the participants indicated that these challenges can be met and are willing to provide the support that may be required by physically disabled students. Recommendations were made, that it implemented, will result in changes being made not only to the physical environment, but also as to how curricula can be planned and delivered.
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Wilson, Christine Mary. "The impact of contact with persons with a disability on attitudes towards disability amongst the general population and those with a newly acquired spinal cord." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5028/.
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Background. A review of the literature addressed intergroup contact between physically disabled and non-disabled groups using quality and data extraction frameworks to evaluate study design and contact effectiveness. Review findings showed intergroup contact of this kind led to reduced prejudice towards the disabled and may benefit those with newly acquired disabilities. Aim. It was proposed that pre-injury contact with disabled people could influence post-injury perceptions of disability, for those with newly acquired disability. Method. Twenty six people with a newly acquired spinal cord injury were assessed during their initial admission to a specialist centre. The effects of pre-injury contact with disabled persons were assessed, by evaluating post-injury illness perceptions. Any associations between illness perceptions and psychological wellbeing, engagement and functional achievements in rehabilitation, were also measured. Findings. Pre-injury contact was significantly associated with post-injury perceptions of controllability of their condition but not with other illness representations. No other significant associations were found with psychological or physical rehabilitation outcomes. Conclusions. Contact between those with new disabilities and other disabled people might help individuals adjust to their condition. More research needs to be conducted with larger samples using more relevant and better designed, measures of rehabilitation outcomes and adjustment.
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Hughes, Stephanie. "Exploring Attitudes toward People Who Stutter: A Mixed Model Approach." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213188444.
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Hughes, Helen. "An investigation into attitudes relating to sex and sexuality of people who have a learning disability." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/59189/.
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The area of sexuality for people with learning disability is a much neglected area of research. It is possible that this may be influenced by the attitudes that professionals have towards the sexuality of the people they work with. In order to discuss this issue the literature review in chapter one provides an overview of the studies carried out over the past twenty years concerning staff attitudes towards the sexuality of people with learning disabilities. This discussion will be set within the context of the principles outlined in the Government White Paper. Current research examining the behaviour of men who have a learning disability and sexually offend has been completed without the use of control groups, thus making it difficult to assess whether there are any differences between men who sexually offend and those who do not. Although the current literature identifies some of the characteristics that may contribute towards the risk of offending, it does not present any information regarding models of offending for people who have a learning disability. The research in Chapter two explores the attitudes of men, both offenders and non-offenders with learning disabilities, towards sex and sexuality their experiences. Semi-structured interviews were carried out and analysed using grounded theory methodology and theoretical models developed. Methodological limitations, clinical implications and future research were also considered. Chapter three demonstrates some of the researcher's reflections on research with sex offenders. These include the methodological choice of grounded theory and its' appropriateness when used with people who have a learning disability, the impact of the researcher's gender on the interview process and some of the issues that being pregnant during the interviews posed. Finally, supervision and its' significance in terms of the subjectivity and bias of data interpretation is discussed.
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Kim, So Yoon. "Multifaceted Exploration of Disability Support Offices in Higher Education Institutions: Analyzing Websites, Staff Members’ Autism Attitudes and Knowledge, and Perspectives of Autistic Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108774.
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Thesis advisor: Kristen Bottema-BeutelMany autistic students enrolled in colleges/universities, who are academically qualified for admission, experience difficulties adjusting to their college life. Disability support offices (DSOs) of higher education institutions (HEIs) assume the responsibility of providing supports to autistic students, but many DSOs lack the resources to cater to the varied needs of these students. To gain a nuanced understanding, this set of three studies explores contextual factors around DSOs that may influence autistic students’ experiences with DSOs and their perspectives about available DSO support. In Study 1, DSO websites of 12 US HEIs were examined using multimodal discourse analysis, and the study revealed that DSO websites share genre features with advertisements. DSO websites advertised the services they provide in efforts to ‘brand’ their institution. This commodification of DSO supports raises concerns because accommodations given to students with disabilities should be understood as their legal rights rather than sellable products. In Study 2, a nationwide sample of 153 DSO staff members completed a battery of online surveys to determine significant predictors of their attitudes and knowledge about autism. The quality of previous contact was shown to be associated with social distance, openness, and knowledge about autism, and several institutional variables significantly predicted staff members’ attitudes and knowledge about autism. Lastly, in Study 3, 27 autistic undergraduate students were interviewed about their experiences with DSOs, and their responses were qualitatively analyzed using a generic inductive approach. Students reported on their general perceptions of DSOs, decisions about not receiving DSO supports, and their perception of ways that DSOs could support them better. Together, the findings of the three studies inform the work of DSOs in developing appropriate systems that support autistic students to successfully navigate college. Developing service provision systems that comprehensively address these issues reported by autistic students should be a collective institutional responsibility to increase autism awareness and acceptance on college campuses and make online and physical space accessible for autistic students
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Doyle, Andrea. "The Viability of the Implicit Association Test Applied to Attitudes Toward Individuals with Disabilities and Measurement of Coworker Attitudes Toward Individuals with a Disability." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/654.
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Attitudes toward individuals with disabilities were examined using two different methods: (a) the Implicit Association Test assessing general implicit attitudes and (b) a vignette study assessing coworker attitudes. The Implicit Association Test was used in an attempt to replicate Tringo's Hierarchy of Preference using five exemplar disabilities: (a) Cancer, (b) Paraplegic, (c) Mental Illness, (d) Alcoholic, and (e) HIV Positive. The results did not support a replication of the Hierarchy of Preference. Three dimensions of disabilities were manipulated for the vignette study. These dimensions were the overtness of the disability, the level of risk associated with the disability, and response of the individual with the disability to their environment. The participants rated the individual in the vignette on perceived competence of the individual, potential tolerance of the individual, and potential befriending of the individual by coworkers. The response dimension and the risk dimension influenced ratings on the dependent variables while the overtness dimension did not. Furthermore, no relationship was found between scores on the five IAT tests and ratings on competence, tolerance, and befriending. Taken together, the results of the current study indicate that further studies are warranted to determine if the IAT is a valid measure of attitudes toward individuals with disabilities.
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Bailey, Andrew Brian. "Factors influencing police investigation of sexual crimes committed against people who have a learning disability and the implications for public policy." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365942.
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Malik, A. "Beliefs and attitudes towards intellectual disability within the UK Pakistani community as perceived by key community members." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1332788/.
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Part 1 is a literature review investigating South Asian parents' perceptions of their child's intellectual disability, its effects on family life and views on service use. Search strategies used to identify relevant literature are specified and the results are presented in three parts. Firstly, experiences of parents regarding the process of diagnosis and provision of support are discussed. Secondly, their perceptions of the causes, symptoms and prognosis of their child’s intellectual disability are presented. Lastly, the effects of having a child with an intellectual disability on parenting and family life are outlined. The findings are then summarised and implications considered. Part 2 is a qualitative study designed to address gaps identified in the literature review, focusing on the attitudes and beliefs of the Pakistani community in the UK regarding intellectual disabilities. The results highlight the importance of taking the views of this community in account in implementing current UK policy centred on choice, independence and social inclusion for people with intellectual disabilities within a multicultural society. The results are followed by a discussion of the findings, where the study’s strengths and limitations, implications for policy and service provision are also considered. Finally, a direction for future researchers is suggested. Part 3 is a critical appraisal detailing personal reflections and considering methodological issues which arose during the study.
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Shearer, Amy Leigh. "Neighbor Perceptions of Psychiatric Supportive Housing : the Role of Knowledge, Attitudes, and Behaviors." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4501.
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Purpose: Historically, communities have opposed the development of residential programs for adults with psychiatric disabilities. In the last two decades, national and local campaigns have made targeted efforts to improve public knowledge about mental illness, and attitudes and behaviors towards mental health clients. Supportive housing policies have also been revised to better facilitate integration and independence for clients with psychiatric disabilities. Despite these changes, the number of studies on perceptions of psychiatric supportive housing has dramatically declined in recent years. Little is known about how neighbors currently perceive psychiatric housing and neighbors with mental illness, or the role that mental health knowledge, attitudes, and behaviors play in neighborhoods where housing clients live.
Methods: Knowledge, attitudes, and behaviors of 139 neighbors living in close proximity to psychiatric supportive housing sites were assessed. Follow up qualitative interviews were conducted with 16 neighbors who correctly identified the housing site in their neighborhood to understand the perceived impact of the housing site and elicit suggestions for improving relations between clients and their neighbors. Individual and neighborhood social experiences of neighbors are compared with those of 68 clients living in the referent housing sites.
Results: Neighbors had high rates of personal experience with mental illness and were familiar with mental health diagnoses and facts. Neighbors had positive opinions about and neighboring intentions towards neighbors with mental illness. Increased mental health knowledge and close relationships with individuals with mental illness were associated with decreased stigma. Being able to correctly identify the housing and population was not associated with differences in opinions about individuals with mental illness. Compared to clients, neighbors perceived the neighborhood as being less safe. Clients were lonelier than their neighbors. Neighbors reported the housing had a positive impact on the neighborhood and had few concerns. They suggested awareness, education, and social contact strategies to improve relations with housing clients.
Conclusions: Suggestions for improving client integration and public acceptance of psychiatric supportive housing are discussed, as well implications in light of recent policy changes and ongoing public anti-stigma campaigns.
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Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.
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The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers’ attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers’ attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers’ attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers’ attitudes of inclusion in regards to their type of certification, degree level, and years of experience.
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Höglund, Berit. "Pregnancy, Childbirth and Midwifery Care among Women with Intellectual Disability in Sweden : Epidemiological and Descriptive Studies." Doctoral thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-183388.
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The overall aim of this thesis was to investigate pregnancy and childbirth in women with intellectual disability (ID), in Sweden, the health of their newborns and midwifery care for these women. Two register studies and two descriptive studies are included. Pregnancy and birth outcomes as well as data on the newborns’ health were examined by linking data from the National Patient Register and the Medical Birth Register (I-II). The women’s experience of pregnancy and delivery was investigated with repeated interviews (III). Midwives’ knowledge of, experience of and attitudes towards pregnancy and childbirth in women with ID were evaluated with questionnaires (IV). Mothers with ID were more often teenagers, smoked more during pregnancy and had more Caesarean Sections. Their children had a higher proportion of pre-term births, were small-for-gestational-age, stillborn or died in the perinatal period. The women with ID struggled to attain motherhood and feared to lose custody of the child. The pregnancy was seen as a happy event, even though relatives did not always approve. Parent education was considered important, but not adequately adapted to their needs. The birth process was overwhelming and difficult to understand, but the child was welcomed with warm feelings, and breastfeeding was natural. Midwives stated it was different to care for women with ID and requested additional knowledge. The majority of midwives affirmed that women with ID could not manage the mother role satisfactorily, and one-third expressed that women with ID should refrain from having children. A majority of the midwives considered that the children should grow up with the parents with support from family and society, but one out of five stated that the children should grow up in foster care. Conclusion: Women with ID and their children should be considered as risk groups in pregnancy and childbirth. Professionals in maternity services need to elucidate their knowledge and skills for counselling and supporting this particular group of pregnant women in pre-, intra- and post-partum care.
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Byrd, Terre D. M. "East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1721.
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The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities.
Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were interviewed. An online survey was sent to faculty members via the ETSU email system. Disability law and disability compliance year books served as the primary documents that were reviewed for pertinent information.
Grounded theory using a constant-comparison methodology served as the conceptual framework for the study. The grounded-theory approach allowed for the perspectives of students and faculty to be shared and analyzed. Constant-comparison methodology was used to interpret the data through the critical lens perspectives and experiences of students with disabilities. Interview, online survey, and document review were 3 methods of data collection used in this study.
The findings of the study indicated that the experiences and perspectives of ETSU students with disabilities differ regardless of visible or invisible disability. Findings also indicated that faculty attitudes towards providing accommodations to students with disabilities were generally positive. However, attitudes of faculty members at ETSU did mirror the attitudes of faculty members at other universities in the provision of certain accommodations based on type (classroom or testing.) In general, faculty members were less willing to alter a test than to provide extended time for a test. Also, faculty members were less willing to provide lecture notes as opposed to allowing a student to record a lecture. It is suggested that the willingness of a faculty member to provide accommodations may hinge on knowledge, experience, and ease of providing the accommodation.
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Lolwana, Lulama. "Investigating attitudes towards cardiopulmonary resuscitation and cardiopulmonary resuscitation competency of nurses at a hospital for intellectually disabled people in the Western Cape." University of Western Cape, 2020. http://hdl.handle.net/11394/7670.
Full textAbstract:
Magister Curationis - MCurCardiopulmonary resuscitation (CPR) is a core emergency skill in which all nurses need to be proficient to save the lives of patients. It is important for nurses working in psychiatric hospitals to administer CPR correctly should the need arise. However, they rarely perform CPR as the patients they care for are generally not physical ill, unlike patients admitted in general hospitals. Given the paucity of literature on CPR in psychiatric hospitals, this study aimed at investigating the attitudes towards CPR and the CPR competency of nurses working at a hospital for intellectually disabled people in the Western Cape, South Africa
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Bartos, Bonnie Heather. "An Investigation of School-Based Specific Learning Disability Identification." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2714.
Full textAbstract:
Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of relativity, acceptability, and profitability as they reflect on the SLD process? and b) What other themes regarding SLD eligibility determination emerged from interviews with secondary resource teachers? Utilizing the modified constant comparative method (Lincoln & Guba, 1985), the author revealed that there was moderate support for the paradigms of relativity and acceptability, but less support for the paradigm of profitability. In addition, the author identified other themes, such as difficulties with evaluating English language learners and the benefit of case management, that can be used to expand Bocian’s theory. The author also argued that the paradigms overlap with one another during the special education identification process, rather than proceeding in a sequential order. Finally, the author discussed the implications of her findings in terms of improving school-based and policy practices.
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Jervis, Sarah Jenny. "Exploring the experiences of the sibling of a child with an intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21630.
Full textAbstract:
Thesis (MEdPsych)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were used to support and substantiate findings. During this qualitative study, which is situated within an interpretive phenomenological paradigm, four participants between the ages of eight and sixteen years were interviewed using semi-structured interviews. This format of interview allowed participants to use their own words to express their personal experiences. The results showed that siblings have both positive and negative experiences when another sibling has an intellectual disability. Other common difficulties include embarrassment, guilt, and the experience of differential treatment. Positive experiences and competencies include love and acceptance, personal growth, maturity, pride in siblings accomplishments, and appreciation for one's sibling. Several experiences were congruent with those mentioned in the literature. The insights into the experiences this study provides has implications for the development and provision of sibling support programmes and interventions. At present, state group support programmes for siblings are not provided within the Western Cape area. The interventions and assistance that do exist seem to be provided by the private sector only. Support can prove very costly, which means that it is not accessible to many who require it. Sibling workshop groups could provide a valuable support alternative to a currently "unsupported" group, the siblings.
AFRIKAANSE OPSOMMING: Hierdie studie poog om insig te verkry in die ondervindings van die broers en susters van 'n kind met intellektuele en fisiese gestremdhede. Beter insig in die realiteit van hul leefwyse, hulle gevoelens en bekommernisse kan beter ondersteuning aan hulle moontlik te maak. Die ondersoek van geselekteerde literatuur voorsien inligting rakende vele aspekte van die ondervindings van hierdie kinders. Alhoewel baie van die studies kwantitatief in hul benadering is, het die bestaande literatuur tog relevante en bruikbare bydraes en gevolgtrekkings verskaf wat gebruik kon word om bevindings te bevestig en te staaf. Hierdie kwantitatiewe studie het plaasgevind in 'n verklarende fenomenologiese paradigma en vier semi-gestruktureerde onderhoude is gevoer met deelnemers tussen die ouderomme van 8 jaar en 16 jaar. Hierdie formaat van onderhoudvoering dra by dat deelnemers hulle gevoelens in hul eie woorde uitdruk. Die bevindings het gewys dat broers/susters beide positiewe en negatiewe ondervindings van kinders met 'n intellektuele gestremdheid het. Ander algemene probleme sluit in skaamte, skuldgevoelens en die gevoel van gedifferensieerde behandeling. Positiewe ondervindings en vaardighede van broers en susters sluit liefde en aanvaarding, persoonlike groei, volwassenheid, trots op die broers/suster se bekwaamheid en die waardering van so 'n broer/suster in. Verskeie van die ondervindings het ooreengestem met bevindings wat in die literatuur gevind is. Die insigte in hierdie ondervindings wat deur hierdie studie voorsien word het implikasies vir programme en intervensies wat ondersteuning aan hierdie kinders bied. Tans is daar nie sodanige staatsgefinansierde ondersteuningsprogramme in die Wes-Kaap area nie. Die intervensies en ondersteuning wat wel beskikbaar is word slegs in die privaatsektor aangebied. Ondersteuning kan baie duur wees, wat beteken dat dit vir baie kinders wat dit nodig het, ontoeganklik is. Ondersteuningsgroepwerkswinkels kan 'n waardevolle alternatief bied vir die "nieondersteunde" groep, die kinders.
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Carlsson, Louise, and Cecilia Kumerius. "Right to a Normal Life : The progress of changing attitudes towards people with mental disabilities in Tanzania." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12808.
Full textAbstract:
Research on mental disability in the Sub-Sahara African context has recently stagnated, and is in need of a revival. The objectives of this study was to examine (i) the current situation of children and youth with mental disabilities in the Morogoro Region, Tanzania, and (ii) how to create more community awareness on rights of people with mental disabilities in the society, to put the discussion of mental disabilities back on the agenda. To fully grasp the cultural context, we have used interviews with local professionals working with children and youth with mental disabilities, in order to gain knowledge of efficient ways to create more community awareness. Over time there has been a change of attitudes due to improved knowledge, mainly through the increased visibility of people with mental disabilities in the society. However there is still a need to create awareness of the rights of people with mental disabilities, especially in rural areas. In order to influence the current situation for this group, we have concluded, within the frames of social constructionism, that networking through a bottom-up approach could be appropriate to share the burden.