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Dissertations / Theses on the topic 'Education of children with disabilities'

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Published: 7 June 2025

Last updated: 2 August 2025

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1

Kilgallon, Pamela A. "Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.

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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, We

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2

Chambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.

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3

Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.

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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but ne

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4

Pang, Cheung-yin Rebecca. "Early education and training centres in Hong Kong a historical and evaluative analysis /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627073.

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5

Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.

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Thesis (MEd)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed in

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6

Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.

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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of

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7

Mak, Sau-man Michelle, and 麥綉雯. "Unraveling the barriers to education for children with severe disabilities (Cambodia)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390725.

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8

Ande, Meseret Kifle. "The right to education of children with disabilities in Ethiopia." Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1731_1380706544.

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9

Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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10

Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.

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11

White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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12

Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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13

Peterson, Deborah. "Parental participation in special education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.

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14

Wong, Fung-ying. "Self concept of physically handicapped students : effects of personal and social education /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671571.

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15

Bains, Randhir S. "The efficacy of the Das Naglieri Cognitive Assessment System to discriminate between children with reading disabilities and children without reading disabilities." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2457.

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The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all s

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16

Llewellyn, Ann. "Perceptions of inclusive education for children and families with physical disabilities." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393658.

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It was the focus of this thesis to examine the influence of the school community and education system upon the children and families of young people with physical disabilities in one 'designated' mainstream school within the United Kingdom. The first phase of the study examined the self-perceptions of ninety three non-disabled peers between the ages of twelve and thirteen from year 8 of the school. The Twenty Statements Test (Rees and Nicholson. 1994) was used to establish sources of influence and values underlying identity in this group. This served as a basis to establish what the young peop

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17

Ritzema, Anne Marie. "Stress in parents of children with developmental disabilities over time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94922.

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Stress levels of parents whose children have developmental disabilities (DD) are significantly higher than those of parents with typically developing children. However, few studies have looked at the effects of child characteristics on parent stress over time. The aim of the present study is to assess whether changes in child behaviour problems or adaptive functioning affect parent stress. Using data from the National Early Intervention Research Initiative, predictors and correlates of stress were examined in parents of children with DD who attend early intervention (EI) programs (n = 21).

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18

Mayton, Michael R., John J. Wheeler, Ann Huang, and Erik Dobosz. "Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/275.

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19

Penny, Anne Marie. "School access, children with motor disabilities in rural Uganda." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62560.pdf.

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20

Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.

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21

Morrier, Michael Joseph. "Disproportionate Representation of Preschool-Aged Children with Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/48.

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Historically, students from ethnically diverse backgrounds in grades K-12 have been over-represented in special education, yet little research on disproportionate representation has been conducted with preschool-aged children. This study examined if 72,525 preschool-aged children with disabilities from ethnically diverse backgrounds were disproportionately represented in special education within and across five southern states. Data were gathered from the 2006 December 1st Child Count reported by each State Department of Education to the U.S. Department of Education. Chosen states offered stat

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22

Zuiderhof, Louise. "Response to intervention in the classroom educating the educator /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008zuiderhofl.pdf.

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23

DeCesare, Betsy Harrison. "A college handbook for learning disabled adolescents, adults and their parents, educators and special education professionals /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10296372.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen Condliffe-Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (leaves 172-185).

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24

DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.

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25

Pang, Cheung-yin Rebecca, and 彭張燕. "Early education and training centres in Hong Kong: a historical and evaluative analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627073.

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26

Lynn, Kathryn M. "Revamping the classroom improving the education of students with disabilities /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KLynnPartI2006.pdf.

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27

Tukur, Sani Yusuf, and James Kiyuba. "CHALLENGES OF PROVIDING SPECIAL EDUCATION TO CHILDREN WITH DISABILITIES : View of teachers and education officials." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18019.

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Upon the introduction of the Universal primary education in 1997 by the government of Uganda, the idea of integrated education was put into practice. As of now, children with disabilities are accessing education through the mainstream schools though facing many challenges. However, our study has found out that CWDs are still facing many challenges in accessing special education in Uganda. This includes lack of good physical infrastructure, educational materials, easy access to classrooms, and other services. In addition, teachers are not motivated to take

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28

Sagahutu, Jean Baptiste. "Barriers to school attendance among children with disabilities in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4002_1273603356.

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<p>The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, ma

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29

Melling-Williams, Natalie Ruth. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study /." Link to the online version, 2005. http://hdl.handle.net/10019/1109.

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30

Groskreutz, Nicole Christine. "Generalization of Negatively Reinforced Mands in Children with Developmental Disabilities." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1268.

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Everyone, including children with developmental disabilities, encounters stimuli they find aversive every day (e.g., the sound of a classmate tapping their pencil). These aversive stimuli may not be problematic for typically developing individuals, because they learn to behave in ways that allow them to escape or avoid this aversive stimulation. They could, for example, mand (i.e., request) for something to be changed in the environment (e.g., ask their classmates to stop tapping their pencils). A child with developmental disabilities, however, may not have the communication skills necessary t

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31

Rytter, Kristin Michelle. "Improving pre-literacy experiences of toddlers with disabilities /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9045.

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32

Daveta, Mereoni Laveti. "Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes." The University of Waikato, 2009. http://hdl.handle.net/10289/2769.

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The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school se

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33

Corr, Catherine, Carol M. Trivette, Rosa Milagros Santo, and Susan Connor. "The DEC Recommended Practices and Young Abused Children with Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4437.

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34

Miller, Michael A. "A behavioral curriculum for preschool, handicapped children." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467699.

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Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/stu

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35

Giordanella, Kathleen B. "Self-concept in individuals with learning disabilities : influence of educational placement /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974783.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Linda Hickson. Dissertation Committee: Dennis Mithaug. Includes bibliographical references (leaves 100-107).

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36

Matatyaho, Hanna. "Silence Improves Anxiety Levels and Test Scores Among Children With Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1201.

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Students with disabilities may experience more anxiety when taking a test than do students without a disability. The purpose of this study was to assess whether a technique called 1-minute of silence reduces anxiety and improves test scores among students with disabilities. The theoretical framework for this study was the theory of planned behavior/reasoned action and the health belief model. Two research questions were used, one to determine the difference in anxiety levels in students with special needs and the other to determine the difference in New York State (NYS) Math posttest scores in

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37

Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.

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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the cur

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38

Boyd, Andrea. "Cooperative learning in preschool settings: enhancing the social integration of young children with disabilities." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2065.

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An examination was made of the effectiveness of cooperative learning as a strategy for enhancing the social acceptance of preschool children with disabilities who had been included in a mainstream educational setting. Preschool groups accommodating children with special needs were randomly assigned to one of three experimental conditions - cooperative play and social skills training, social skills training on1y, or control (no intervention). Children in the cooperative play programme received significantly higher levels of social acceptance than did those in the social-skills or regular presch

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39

Scott, Catherine M. "Perceived general education teacher efficacy and students with high incidence disabilities /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7676.

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40

Sveinsson, Arni Vikingur. "School Bullying and Disability in Hispanic Youth: Are Special Education Students at Greater Risk of Victimization by School Bullies than Non-Special Education Students?" Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194911.

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There has been a tremendous increase in the study of school bullying over the past 20 years, where research findings have shown that bullying occurs in school settings regardless of particular country or culture. The vast majority of this research has addressed the behavior of the aggressor (i.e., the bully), whereas relatively few studies have focused on children who are the targets of peer aggression (i.e., the victim). Research findings specific to victims of bullying have shown certain characteristics that indicate increased risk of victimization, such as social isolation, insecurity, and

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41

Parikh, Radha Mani. "Computing technology in special education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060692.

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42

Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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43

Bleazard, Adele. "The experiences of two children with intellectual disability : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with

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44

Daniels, Carol D. "Functional behavioral assessment in the general education setting /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052169.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2002.<br>Leaves numbered after leaf 76 are inconsistant in numbering or not numbered at all. Typescript. Vita. Includes bibliographical references (leaves 71-75). Also available on the Internet.

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45

Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.

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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that par

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46

Leavitt, Jane Elizabeth Laymon Ronald L. Franklin David L. "Public school financial and educational liability for special education students' placements and provision of related services in non-public schools." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234465.

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Thesis (Ph. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 27, 2006. Dissertation Committee: Ronald L. Laymon, David L. Franklin (co-chairs), Robert Arnold, Jack C. Eisele, Jack E. Matheney. Includes bibliographical references (leaves 213-224) and abstract. Also available in print.

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47

Lee, Mo-ling. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

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48

Bergstedt, Jo-Ann. "Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96807.

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Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Learning facilitation is a growing phenomenon in mainstream schools in South Africa, as learning facilitators are increasingly being employed by parents as a conduit in providing individual support for learners with disabilities. An in-depth examination of available knowledge and theory about the phenomenon of learning facilitation revealed that associated research is lacking in the South African education context. Consequently, learning facilitators’ roles lack definition, status and regulation in both policy documents and the

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49

Cherian, Mary. "Individualized education programs (IEPS) as lived experiences." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063403/.

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Weintraub, Gerald A. "Perception of control and coping mechanisms of children with learning disabilities." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35648.

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Coping behaviour, perceived control, and the self concept of elementary school children with learning disabilities educated in regular and special education classrooms was examined using a comparative design. In addition, the influence of teachers' classroom management orientation on children's self-perceptions and coping behaviour was investigated. Children attending a special school for students with learning disabilities were found to be more adaptive copers than children in special education classes in regular schools, children receiving resource room assistance, and children mainstreamed

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