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1
Abhayawansa, Subhash Asanga. "Sell-side analysts' use and communication of intellectual capital information." University of Sydney, 2010. http://hdl.handle.net/2123/6260.
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Doctor of Philosophy (PhD)Structural economic changes in many countries, together with unprecedented developments in the business environment, have significantly affected the value creation processes of firms and the way business is conducted. The traditional financial reporting model is inadequate as a consequence of these developments, and intellectual capital (IC) information has gained importance for investment decision making. Empirical capital markets research demonstrates the value-relevance and predictive ability of certain types of IC information. The use of IC information by capital market participants is a topic that has begun to gain attention from contemporary researchers, but for which scant empirical evidence exists. Much of the research in this area relies on the literature about the use of non-financial information (NFI), which is inadequate in its examination of certain types of IC information. Therefore, the main aim of this thesis is to examine the use and communication of IC information by sell-side analysts. Sell-side analysts are of particular interest because they are capital market intermediaries and sophisticated processors of corporate information. The reports they produce provide an opportunity to examine their use and communication of IC information. The specific objectives of this thesis are to examine: the extent and types of IC information used by sell-side analysts in initiating coverage reports produced by them; how IC information is used and communicated in these reports; and factors that may influence the use of IC information by sell-side analysts. In order to address these research objectives a content analysis of IC references in 64 initiating coverage reports written on an equivalent number of S&P/ASX 200/300 companies is performed. The content analysis identifies and measures IC references by topic, evidence (discursive, monetary, numerical, or visual), news-tenor (positive, neutral or negative) and time orientation (forward-looking, past-oriented or non-time-specific). The findings indicate that Australian sell-side analysts appreciate the importance of IC in firm valuation, and thus are not ambivalent about the use of IC information in general. However, the findings suggest that their communication of IC information is inconsistent and unsystematic, and inadequate in relation to certain types of IC. This highlights the need for undertaking work at a policy level to educate and train sell-side analysts to deal with IC information, and the development of better models and guidelines for analysing and communicating IC information. On how IC information is used, this thesis finds that sell-side analysts have varying uses of IC information. It was found that IC is predominantly communicated discursively, positively, and in a past-oriented manner; and in doing so IC is used as a tool to further the sell-side analysts’ agenda for the company analysed. Further, the results highlight that the type of investment recommendation in analyst reports impacts on the evidence, news tenor, and time-orientation of IC communicated. These findings alert future researchers to the wider role played by IC beyond its use in forecasts and valuations. Also, the findings indicate inter-sectoral differences in the use of IC information in analyst reports, highlighting the need to improve IC reporting practices of firms by including additional information on industry-specific IC value drivers. Further, it was found that sell-side analysts emphasise IC information in analyst reports for companies from high IC-intensive sectors compared to those from low IC-intensive sectors. Similarly, it was found that analyst reports on risky companies contain significantly more IC information than analyst reports on less risky companies. Contrary to expectations, the extent of IC information is not found to vary with firm size and firm profitability. Also, the results support that the extent of certain types of IC information differs between types of analysts’ investment recommendations. More generally, the findings of this thesis suggest that the corporate reporting process could be improved by including additional types of IC information and providing this information more effectively in a manner that enables users to visualise the interrelationships between resources (both tangible and intangible) and outcomes. This study calls for standards or guidelines for intellectual capital reporting (ICR) in Australia and the expansion of the role of auditing and assurance services to enhance reliability of firm provided IC information in a bid to improve the use of IC information in company analysis by sell-side analysts.
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Walton, Anne P. "Communication in young people with intellectual impairments : the influence of partnership." Thesis, Queen Margaret University, 2002. https://eresearch.qmu.ac.uk/handle/20.500.12289/7438.
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Adults with intellectual impairments experience frequent communication breakdown in their everyday interactions. This can result from impairment of the linguistic skills required for effective communication and/or difficulties dealing with non-verbal information. Problems also exist, however, in the way that some non-impaired speakers, such as care providers, approach these communicative episodes. This thesis investigates communication in young adults with intellectual impairments with three different communication partners. These were a care provider, a student and a peer with intellectual impairments. Student partners were previously unknown to the main participants and not experienced in communicating with people with intellectual impairments. Communication structure and process are investigated according to the number of words and turns used to complete a co-operative problem-solving task and the types of conversational acts used by speakers and listeners. Non-verbal communication is investigated through the use of one non-verbal signal, gaze, during the task dialogues. An interactionist approach is taken to communication, where outcome or success is viewed as a product of the collaborative efforts of speakers and listeners. Communication is seen as multi-modal and involving the exchange of information via the verbal and non-verbal channels. The results show that when both parties were intellectually impaired performance was poorest. More surprisingly, dyads including a student partner communicated more effectively and efficiently than where the partner was a carer. One reason for this may be that carers used more complex, open questions to introduce new information into the task, and these were distracting rather than useful. Overusing open questions may be problematic for this population and less effective at establishing shared understanding than where listeners check their own interpretation of previous messages, a strategy preferred by student partners. Non-verbal signals can help to ease constraints on communication by providing interlocutors with feedback information on the levels of mutual understanding.
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Howells, Victoria. "Functional assessment and receptive communication assessment in adults with intellectual disabilities." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4841/.
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This thesis consists of a literature review and research report focussing on functional assessment and receptive communication assessment within an Applied Behaviour Analysis approach in an adult intellectual disability (ID) context. The literature review, informed by systematic review procedures, examines and critically evaluates the literature on the psychometric properties of the three prominent functional assessment instruments, the Motivation Assessment Scale, the Questions About Behaviour Function scale, and the Functional Analysis Checklist. These instruments, commonly utilised to identify the function(s) of challenging behaviour within functional assessment are compared, and factors impacting upon their reliability and validity examined. Recommendations for the application of these instruments within clinical and research settings are presented. The quantitative pilot study utilises a cross- sectional design to explore whether a standardised receptive communication assessment, the Test for the Reception Of Grammar version two, can be utilised as a reliable measure for comparing service users’ receptive communication competence with care staff perceptions. To examine whether care staff can accurately estimate the receptive communication competence of adult service users with intellectual disabilities (ID), and whether there is a relationship between accuracy, and service user and care staff characteristics. Finally it aims to investigate a possible relationship between overestimation by care staff of service users’ receptive communication competence and challenging behaviour. The results are considered with reference to existing research, and the implications for research and clinical practice outlined. The study limitations are explored and avenues for future research highlighted.
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Marsh, Carol. "Detecting misuse of intellectual property and counterfeit integrated circuits using thermal communication channels." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2617/.
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The objective of this thesis is to introduce a new method for identifying and detecting Intellectual Property (IP) in digital devices. The technology operates by inserting a small, low powered digital tag into a digital design; the tag is detected using temperature as a novel covert communications channel. The IP detection technology is a non-destructive, simple to use method which quickly detects the IP via the digital device package and thus requires no prior knowledge of the system. The method is intended to be used alongside existing IP protection methods. This thesis focuses on four areas: proving that temperature can be used to communicate information by varying both the internal and external temperature of an electronic device; the development of an active tag using a range of internal digital heat generators; the design of a passive tag, using an internal heat sensor and an external heat source; the invention of a True Random Number Generator (TRNG) using the digital properties of a Field Programmable Gate Array (FPGA). This research was sponsored by Algotronix, a company which develops security IP Cores for use in FPGAs. Both the active tag and TRNG were incorporated into Algotronix’ award winning DesignTag product.
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Cronin, Blaise, and Lokman I. Meho. "The shifting balance of intellectual trade in information studies." Wiley, 2008. http://hdl.handle.net/10150/105512.
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The authors describe a large-scale, longitudinal citation analysis of intellectual trading between information studies and cognate disciplines. The results of their investigation reveal the extent to which information studies draws on and, in turn, contributes to the ideational substrates of other academic domains. Their data show that the field has become a more successful exporter of ideas as well as less introverted than was previously the case. In the last decade, information studies has begun to contribute significantly to the literatures of such disciplines as computer science and engineering on the one hand and business and management on the other, while also
drawing more heavily on those same literatures.
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Pontual, da Rocha Falcão Taciana. "Discovery learning with tangible technologies : the case of children with intellectual disabilities." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021669/.
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Intellectual disabilities cause significant sub--‐average achievement in learning, with difficulties in perception, attention, communication of ideas, language acquisition, abstraction and generalisation. From a socio--‐constructionist perspective, digital technologies can provide resources to help addressing these difficulties. Tangible technologies are considered particularly promising tools for children with intellectual disabilities, by enabling interaction through physical action and manipulation and facilitating representational concrete--‐ abstract links by integrating physical and digital worlds. However, hands--‐on learning activities remain a recommended but problematic approach for intellectually disabled students. This thesis investigates how and which characteristics of tangible interaction may support children with intellectual disabilities to productively engage in discovery learning. Empirical studies were performed where children with intellectual disabilities used four tangible systems with distinct design characteristics. Four broad themes emerged from qualitative analysis which are central for identifying how to best support exploratory interaction: types of digital representations; physical affordances; representational mappings; and conceptual metaphors. Guidelines for the development of tangible artefacts and facilitation of discovery learning activities with tangibles were derived from these themes. A complementary quantitative analysis investigated the effects of external guidance in promoting episodes of discovery in tangible interaction. This thesis argues that providing tangible interaction alone is not sufficient to bring significant benefits to the experience of intellectually disabled students in discovery learning. Visual digital representations, meaningful spatial configurations of physical representations, temporal and spatial contiguity between action and representations, simple causality and familiar conceptual metaphors are critical in providing informational intrinsic feedback to exploratory actions, which allied with external guidance that creates a minimal underlying structure for interaction, should establish an ideal environment for discovery.
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Steinberg, David Charles. "Why Hollywood lost the Uruguay Round : the political economy of mass communication revisited." Thesis, London School of Economics and Political Science (University of London), 1999. http://etheses.lse.ac.uk/1568/.
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In this dissertation I examine the reasons why the U.S. film industry lost the GATT-Uruguay Round negotiations on audiovisual services and intellectual property rights (IPRs) related to copyright. I revisit the political economy approach to communication and implement Mosco's (1996) suggestions on the approach's renewal. Mosco notes that political economists of communication thematically view the state as supporting transnational business (1996, p. 94). However, Jarvie's (1992) analysis of the relationship between the U.S. government and film industry between 1920 and 1950 suggests that this 'support' theme does not adequately capture the often antagonistic and unproductive relationship between the two parties. I extend Jarvie's (1992) work by developing themes from his scholarship and applying them to a case study on the Uruguay Round. I review the literature on the media-cultural imperialism thesis and focus on Herbert Schiller's (1969 [1992], 1976, 1989) scholarship. Schiller's thesis implies that outcomes in international relations are dictated by domestic determinants such as the influence of corporate lobbyists. However, I argue that the reasons why Hollywood lost lie not in domestic determinants alone, but in a broader perspective (derived from the discipline of international relations) that focuses on the interaction between domestic trade politics and international relations (Putnam, 1988 [1993]). Putnam characterises international negotiations as an interactive process involving the bargaining between negotiators and the separate discussions each delegation has with constituents in its domestic market on the ratification of the agreement. I assess themes from Jarvie's work and propositions from Schiller's thesis using Putnam's (1988 [1993]) two-level analysis and empirical evidence from primary documents and thirty-five interviews conducted over a three-year period (1994 to 1997) with U.S. and European negotiators and film executives. I argue that U.S. domestic trade politics hampered efforts by U.S. negotiators to reach a bilateral accord on audiovisual services and IPRs related to copyright because of linkages forged by EU Member States between progress in those talks and progress in talks on agriculture, maritime transport services, geographic indications related to wines and anti-dumping. A second obstacle to a bilateral accord was an influential hawkish minority of the Hollywood lobby, who set an aggressive agenda for U.S. negotiators and set off a chain reaction in the final moments of the Round that led to Hollywood's defeat. Finally, I present an alternative scenario to the argument (cf. Waregne, 1994; Dehousse and Havelange, 1994; Joachimowicz and Berenboom, 1994) that the French government dictated the outcome of the audiovisual services and IPRs negotiations. My scenario emphasises the preeminent status of the General Affairs Council, the role of EU Member States other than France, and Commission efforts to forge a bilateral deal. In the end, the hawks dictated the outcome of the audiovisual services talks, while a majority of EU Member States dictated the outcome of the talks on IPRs related to copyright.
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Malhotra, Neera. "Desirable Conversations: Sexuality and Women with Intellectual Disabilities." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2708.
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The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012).
The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (1) What is the role of familial culture in addressing sexuality for young women with intellectual disabilities and (2) How do young women with intellectual disabilities describe their understanding of sexuality?
The findings of this study suggested that familial culture played a significant role in the women's decisions regarding accessing their own sexuality. In addition, data collected indicated that women's lived experiences highly influenced in their understanding of sexuality and as a women with intellectual disabilities. Data from a thematic analysis were used to develop a person-centered theoretical model for understanding sexuality. In addition, these data were used to create a research-based theatrical script, known as an Ethnodrama (Saldana, 2005) to bring forward the voices of these women affirming their understanding of sexuality.
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Wright, Priscilla. "Communication Training and Nonemergency Transportation Driver Perception of Challenging Behavior." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4115.
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Nonemergency transportation drivers play a critical role in helping individuals with Intellectual Disabilities (ID) gain access to community integration opportunities. Challenging behaviors can limit access to enrichment opportunities and possibly increase the likelihood that individuals with ID will be isolated from community enrichment activities. The purpose of this study was to determine if positive behavior support training improved nonemergency transportation drivers' perceptions of challenging behaviors displayed by individuals with ID. For purposes of this study, perception was defined as staff (driver) beliefs about the causes of challenging behavior. A convenience sample of 52 nonemergency transportation drivers was chosen from a Logisticare provider list using local zip codes. Data were collected using the Challenging Behavior Attribution Scale (CHABA) before and after training using the Positive Behavior Support Curriculum 2nd Edition. A 2-way ANOVA revealed no statistically significant differences in perception before or after training. Analysis of the data indicated that training had no impact on driver perception of challenging behavior. The drivers who participated in this study appeared to have positive perceptions of challenging behavior, and, as a result, no statistically significant results were found. Perhaps the results of this study might lead community organizations that support individuals with ID to include transportation drivers in team meetings when there are concerns regarding challenging behavior. The drivers' positive perceptions regarding challenging behaviors may be an asset to support teams in developing positive behavior support strategies that improve the quantity of life for persons with ID.
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Huguet, Alice Audrey. "The iconicity of picture communication symbols for children with English additional language and intellectual disabilities." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/26328.
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Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided and/or unaided symbols are used as a means of reception and expression to create shared meaning. The selection of an appropriate symbol set/system is vital and iconicity plays a central role in this process. The Western-based symbol set, Picture Communication Symbols (PCS) (Johnson, 1981), is readily available and widely used in South Africa, despite little information existing on its iconicity to South African populations with disabilities. This study aimed to determine the iconicity of Picture Communication Symbols (PCS) for children with English Additional Language (EAL) and intellectual disability. A quantitative, non-experimental, descriptive design was used. Thirty participants between the ages of 12;00 and 15;11 (years; months) with EAL and intellectual disability were required to identify 16 PCS presented thematically on a ‘bed-making’ communication overlay in response to a gloss read out by the researcher. The results indicated that, overall, the 16 PCS were relatively iconic to the participants. The results also indicated that the iconicity of PCS can be manipulated and enhanced and that it can be influenced by other PCS that are used simultaneously on the communication overlay. The reasons for these findings are described. The clinical and theoretical implications of this study’s results are discussed, followed by a critical evaluation of this study and, finally, recommendations for future research are suggested.Dissertation (Master of Arts)--University of Pretoria, 2012.
Centre for Augmentative and Alternative Communication (CAAC)
unrestricted
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Janarthanan, Arun. "Networks-on-Chip based High Performance Communication Architectures for FPGAs." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1239839825.
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Mammo, Fassil. "The impact of information and communication technology on people with intellectual disabilities: naratives of professional caregivers." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-29275.
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Åström, Fredrik. "The social and intellectual development of library and information science." Doctoral thesis, Umeå University, Sociology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-943.
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The background of the project is partly found in a long tradition within library and information science (LIS) of meta-analyses on the field, partly in a science studies discussion on research fields and their contextual relation to wider academia, fields of professional
practices and professionalization processes. The general purpose of the project is to analyze the social and intellectual development and organization of LIS; and to investigate the impact of the close relation to the practice field, as well as the relation to the academic world in general. Based on the general purpose of the project and results and interpretations of the four articles attached to the thesis, three questions were stated for discussion in the thesis proper, concerning: the effects of a dual origin and LIS as a discipline, a field of research and a field of practice, the purpose of meta-studies and implications in terms of identity and perception of LIS; and competition and cooperation with other fields of research. Because of the heterogeneous nature of LIS, a variety of methods and materials was used in the different articles; and methodological issues on limits and bias in bibliographic databases – and the implications on the perception of research areas with varying publication and citation behaviour – were discussed. The analyses were performed against a theoretical framework, providing key organizational characteristics of scientific fields, relating to social, intellectual and contextual aspects, in combination with theories on scientific and disciplinary development, professionalization and interdisciplinarity; but also, for analytical contrast: alternate theories on the development of the sciences since 1945. LIS shows two distinct paths of development: research areas developing out of other fields of research; and a disciplinary development originating out of the field of practice and institutions for educating practitioners. Analyzing meta-studies of LIS, the picture of a field with a vague identity and a diverse self-understanding, even in terms of core characteristics, emerges. The relation to the wider academic community is characterized by diffuse boundaries towards, and competition from, other fields of research. In general, LIS is a fragmented field with a multitude of wildly varying research areas; and with large variations in terms of organizational setting; which together with a vague identity and diffuse boundaries, as well as the close connections to the field of practice, might contribute towards explaining problems LIS have been experiencing, establishing itself in academia. However, there are also signs towards an integration of a number of LIS research areas, as well as an increase in interdisciplinary cooperation, contradicting theories suggesting a further fragmentation; and supporting ideas on the sciences developing towards e.g. interdisciplinarity and applicability of results.
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Brooks, Whitney T. "Assessing the Validity of the Social Communication Questionnaire in Adults with Autism Spectrum Disorders and Intellectual Disability." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282075552.
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Deroo, Cristina. "A Visual CV to Empower Adults with Intellectual and Developmental Disabilities Entering The Canadian Workforce." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34438.
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Individuals with intellectual and developmental disabilities (IDD) have faced continual barriers to achieving social inclusion within their communities and are often excluded from many avenues of community life. While segregated institutionalized living—and the social exclusion associated with it—has declined, individuals with IDD continue to face barriers to achieving social inclusion linked to restrictions placed upon them that inhibit opportunities to obtain meaningful paid employment. One of the first steps necessary to pursue employment opportunities is a coherent, effective and professional curriculum vitae (CV). For individuals with IDD, preparing and using a traditional text-based CV may be unrealistic. Therefore, the goal of this thesis was to equip a sample of young adults with IDD with a visual photograph-based CV and to help them practice using it in an interview. This thesis used photovoice narrative in order to visually document the strengths and skills that a person with IDD could offer to a potential employer through the communication tool of a visual CV. By engaging participants in producing and using a visual CV, this research project explored options for increasing channels of communication between prospective employees and employers in hopes of encouraging inclusion of people with IDD in Canadian labour markets.
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Guinn, Dana M. "Proloquo2Go or SwiftKey Symbols: Which Leads to Better Acquisition of Targeted Phrases for a Student with Intellectual Disability and Articulation Concerns?" Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3196.
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Having a meaningful system for expressing common needs and thoughts is important for overall quality of life for students with intellectual disability and limited expressive language. The current study was conducted to evaluate whether one communication system, Proloquo2Go ($249.99) or SwiftKey Symbols (FREE), is more effective in the acquisition of targeted expressive phrases in one student with intellectual disability who exhibited expressive communication difficulties. The student was provided with instruction in both systems using task analytic instruction and system of least prompting and encouraged to use each system at different times in a single case, alternating treatment design. Results indicated that Proloquo2Go led to faster acquisition of targeted phrases, although gains were shown with both devices. Although, given the cost difference, teachers and parents may want to consider free options, like SwiftKeys, given the student made gains with this device. Future research is needed to provide generalizability of these results.
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Wybrow, Vernon, and n/a. "Construction of the savage : western intellectual responses to the Maori and Aborigine, first contact to 1850." University of Otago. Department of History, 2002. http://adt.otago.ac.nz./public/adt-NZDU20070508.150402.
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This thesis is a comparative study of the West�s intellectual responses to the indigenous inhabitants of Australia and New Zealand from the period of first contact through until 1850. The thesis does not attempt a comprehensive history of the West�s encounters with Australasia nor does it attempt to discuss the role of the indigene within these encounters. The thesis does, however, discuss the formulation and expression of those intellectual traditions that informed the Western response to the Maori and Aborigine. Specifically, each chapter addresses a particular aspect of the West�s interaction with the indigenous peoples of Australasia in order demonstrate how the Western narratives of exploration, travel and settlement were informed by the wider discourse of colonialism. Amongst some of the themes addressed in the course of this thesis are: the ideal of the �Good Savage�, the shifting notion of a �Great Chain of Being�, the rise of natural history as a system for classifying human difference and the importance of ideas of savagery in framing the colonial response to the Maori and Aborigine were characterised by similarities and continuities as much as by the more commonly acknowledged differences and discontinuities.
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Freitas, Tiffany Marie. "Student Perceptions of Instructor Humor as a Predictor of Student Intellectual Stimulation, Academic Interest and Engagement." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3117.
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Student intellectual stimulation, interest, and engagement within the college classroom is of great importance when attempting to heighten learning, both cognitively and affectively. Although scholars have examined predictors of student interest and engagement within the classroom setting, it has yet to be examined in correlation with an instructor’s use of humor. More specifically, student intellectual stimulation is rarely studied on its own, especially in relation to an instructor’s humor orientation. This study seeks to determine if an instructors humor orientation acts a predictor of student intellectual stimulation, engagement, and interest within the college classroom setting. This study obtained data from a sample of 337 full-time college students at two Northern California Universities. Data was collected through a self-administered paper and pencil questionnaire. Six sections of the questionnaire subsequently measured students’ perceptions of an instructor’s humor orientation, student intellectual stimulation, student interest, student engagement, demographic information on the participant, as well as the instructor that they were reporting on. The Humor Orientation scale was used to measure the dimensions of the instructor’s humor use within the classroom. The Student Intellectual Stimulation Scale (SISS) was used to examine the instructors use of intellectual stimulation within the classroom. Last, the student Interest and Engagement scales were utilized to measure the how interested and engaged students were within the reported course. This study found a statistically significant positive relationship amongst an instructors use of humor orientation and their ability to intellectually stimulate, engage, and interest students within the course. More specifically, an instructors use of humor within the classroom acted as a predictor to students being more intellectually stimulated, interested, and engaged within that given course. Furthermore, this study is of significance because it suggests that an instructor that uses humor within the classroom setting, will not only help intellectually stimulate their students, but they will also help enhance their interest, and engagement within the course, which can possibly lead to heightened cognitive and affective learning. Thus, instructors that are perceived to be funny within their respective course, are more likely to have students that are intellectually stimulated, interested, and engaged which enhances learning.
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Fors, Margaretha, and Sepideh Mosleh. "Samspel och kommunikation med elever med intellektuell funktionsnedsättning och ytterligare funktionsnedsättningar : En systematisk litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169809.
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I denna systematiska litteraturstudie ville vi undersöka modern forskning kring kommunikation och delaktighet för elever med flerfunktionsnedsättningar och intellektuella funktionshinder. Ämnet delaktighet för elever med flerfunktionsnedsättningar som ingår i grundsärskolans inriktning träningsskola är ett komplicerat ämne att bearbeta. Elevernas olika förmågor, förutsättningar och svårigheter att uttrycka sig gör det svårt att få insikt i elevernas egna uppfattningar. Konsekvensen av detta blir att personer med flera funktionsnedsättningar ofta blir exkluderade från forskningen. Syftet med studien är att sammanställa forskning som handlar om kommunikation och samspel med elever med flera funktionsnedsättningar på tidig utvecklingsnivå. För att samla in data till vår litteraturstudie gjorde vi vår artikelsökning i Stockholms universitetsbiblioteks (SUB) databas-samling och denna studie omfattar 12 artiklar som berörde vårt ämne. Våra urvalskriterier var att artiklarna skulle handla om elever med flera funktionsnedsättningar och kommunikationssvårigheter samt vara kopplade till lärande och skolmiljö. Kvalitetsgranskning och metodanalys samt resultatanalys av dessa kvantitativa artiklar har dels redovisats i tabellform, som bilaga och ett mer omfattande resultat återfinns i löpande text. Det sammanfattande resultatet visar att omgivningens värdegrund och attityder samt pedagogers förhållningssätt är avgörande för elevernas utveckling och lärande. Undervisningen måste individanpassas utifrån elevernas förmågor och förutsättningar med tillgänglig AKK samt med stöd av partners och mentorer för att skapa de bästa premisserna för samspel och kommunikation.
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Dreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.
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Howes, Alice. "Communication skills, resources and needs of adults with intellectual disability in residential facilities in the Western Cape and their support staff : a descriptive study." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/72852.
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Many adults with intellectual disability are unable to meet their everyday communication needs due to various communication difficulties. Opportunities for meaningful social interactions, self-determination and community participation are thus significantly restricted. Support staff working within residential facilities for adults with intellectual disability play an important role in facilitating and interpreting the adult’s communication as staff frequently interact with the adults. Studies have found that AAC strategies and tools prove effective in supporting the understanding and use of language in adults with ID, however the success of AAC intervention rests on the extent to which it is implemented and maintained by those interacting with and supporting them. The aim of this research is to describe the communication skills, resources and needs of adults with intellectual disability living in residential facilities in the Western Cape and their support staff, as reported by facility managers. Managers of 19 residential facilities for adults with ID in the Western Cape agreed to complete a self-administered questionnaire. The questionnaire was developed based on a range of both local and international previous studies and aimed to gain information pertaining to the (1) background of the facility and adults (2) communication- and related skills of the adults (3) communication skills of the care staff working directly with the adults as well as (4) current availability of communication-related resources and support for the adults and staff. The results obtained indicated that approximately a third of nearly 1000 adults with ID were unable to communicate effectively. Adults with no or limited functional speech most often relied on informal, unaided AAC strategies to communicate requiring interpretation from the care staff. Facility managers reported most care staff used a variety of practices that facilitated communication. Furthermore, aided and unaided AAC strategies and tools to support comprehension were implemented by some of the facilities which were obtained from individuals or organisations knowledgeable in AAC. However, few facilities implemented a formal mode of aided or unaided AAC to support expressive language due to a variety of environmental barriers relating to a lack of staff skill and knowledge as well as limited access to appropriate professions such as speech-language therapy for AAC related training or support. More than three quarters of participants indicated that was some or an extensive need for training pertaining to communication support. Broadly, a need exists for (1) aided AAC to support the comprehension and expression of language for adults with ID in residential facilities (2) staff to obtain knowledge and skills in more formal AAC strategies through ongoing training as well as (3) access to professionals who are knowledgeable and skilled in AAC to provide individualised support to the adults and guidance to the multi-disciplinary team supporting the communication skills of the adults.Mini Dissertation (MA)--University of Pretoria, 2019.
Centre for Augmentative and Alternative Communication (CAAC)
MA
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Ekholm, Erland, and Axel Petersson. "How interactive musical instruments influence children with intellectual disabilities? : A user study of the Rullen Band." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299336.
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In order to further investigate the efficacy of interactive musical toys developed by students in the course DM2799 at KTH Royal Institute of Technology, we conducted a user study. The intended users of the toys are primary school children with special needs. The trials were held at the Rullen Dibber special needs school in Solna, Sweden. The study was conducted in order to be able to further develop the instruments and to better understand the needs and wants of the intended users. In order to do this, we studied the emergence of positive behaviors linked to musical expression. The study concluded that although the instruments did not result in any significant change in togetherness and nonverbal communication in the children during playing with the instruments, they were observed to be an effective tool in music therapy.För att närmare undersöka inverkan av interaktiva musikaliska leksaker utvecklade av studenter i kursen DM2799 på KTH så har vi utfört en utförlig användarstudie. Den avsedda användaren av leksakerna är primärt barn i skolålder med funktionsvariationer. Försöken utfördes på Rullen Dibber särskola i Solna. Studien utfördes för att vidareutveckla instrumenten och att bättre förstå behoven hos den avsedda användaren. För att göra detta undersökte vi framväxten av positiva beteende kopplade till musikaliskt uttryck. Studien visar att trots att instrumenten inte påvisar någon ökad gemenskap bland barnen är de effektiva verktyg för musikterapi.
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Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.
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This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish.
A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction.
The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course.
Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load.
The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.
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Todd, Celia Anne. "The role of communication partners in conversations with people with learning difficulties." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4519.
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This study looks at what happens in informal conversations between three people with learning difficulties (intellectual impairment) and a range of non-disabled partners. It takes a participatory approach using data collected by the participants with learning difficulties who chose their communication partners; these partners included family and staff who were paid to support them. The study uses descriptive statistics to highlight areas where there was apparent asymmetry in the conversations. Conversation Analysis combined with features taken from Systemic Functional Linguistics is then used to look in detail at some of these aspects. Important features identified include turn design, repair, and the use of evaluative language and the contribution of non-verbal aspects in particular eye gaze, gesture and the use of artefacts. The study highlights possible strategies for assessing and supporting more effective and equitable interaction for those with learning difficulties and communication impairment and identifies features that should be considered when training professionals working in the field of learning difficulties.
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Syropoulos, Nikolaos. "DigiJag : A participatory design of an e-learning and social platform accessible to users with moderate intellectual disabilities." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-273921.
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Background: Digital education provides lifelong learning opportunities and acquisition of new skills and the importance of developing flexible e-learning platforms, taking into account the end- users’ needs and experiences, is high. People with intellectual disabilities are the most likely group to encounter challenges related to school while they are underrepresented in studies in web accessibility and digital education. DigiJag project in Sweden aims to the development of an e-learning and social platform accessible to users with moderate intellectual disabilities. Purpose: The purpose of this exploratory research study was to define the user’s needs and identify the key features used in the design of an e-learning and social platform accessible to users with moderate ID. Methods: Participatory methods were used to provide all stakeholders an influence on the final design. Qualitative data was collected from two focus groups with professional experts. Qualitative data was also collected from a series of processes together with students with ID including three voting sessions, individual observation barrier walkthroughs and two cognitive walkthroughs for heuristic evaluation of DigiJag platform’s Hi-Fi interactive prototype. Qualitative content theme analysis was used, and an iterative prototype design process was applied. Results: The study revealed themes related to direct and indirect stakeholders, values that reflect user needs, key features to be supported by the platform and suggestions for data collection methods from students with intellectual disabilities using participatory design processes. Additionally, aesthetic elements, social themes for the platform, information regarding the user experience of students with intellectual disabilities with existing interactive digital tools as well as results from heuristic evaluation of an interactive Hi-Fi prototype were also part of the study’s findings. Discussion: By involving people with intellectual disabilities in different stages of this study, we managed to give them voice in the design process and also to distribute power from designers and experts to users with intellectual disabilities.Bakgrund: Digital utbildning ger möjligheter till livslångt lärande och nya färdigheter därför är vikten av att utveckla flexibla plattformar för e-learning, med hänsyn till slutanvändarnas behov och erfarenheter, hög. Personer med intellektuella funktionsnedsättningar är den grupp som möter störst utmaningar relaterade till skolan samtidigt som de är underrepresenterade i studier inom webbtillgänglighet och digital utbildning. DigiJag-projektet syfte är att utveckla en elearning och social plattform som är tillgänglig för användare med måttliga intellektuella funktionsnedsättning (IF). Syfte: Syftet med den här undersökande forskningsstudien var att definiera användarens behov och identifiera nyckelfunktioner som används vid utformningen av en e-learning och social plattform som är tillgänglig för användare med måttligt IF. Metoder: Deltagande metoder användes för att ge alla intressenter ett inflytande på den slutliga designen. Kvalitativa data samlades in från två fokusgrupper med professionella experter. Kvalitativa data samlades också in från en serie processer tillsammans med studenter med IF inklusive tre omröstningssessioner, individuella genomgångar för observationsbarriär och två kognitiva genomgångar för heuristisk utvärdering av DigiJag-plattformens interaktiva prototyp Hi-Fi. Kvalitativt innehållsanalys användes och en iterativ prototypdesignprocess tillämpades. Resultat: Studien visade teman relaterade till direkta och indirekta intressenter, värden som återspeglar användarnas behov, nyckelfunktioner som stöds av plattformen och förslag till datainsamlingsmetoder från studenter med intellektuella funktionsnedsättningar med deltagande designprocesser. Dessutom var estetiska element, sociala teman för plattformen, information om användarupplevelsen för studenter med intellektuella funktionsnedsättningar med befintliga interaktiva digitala verktyg samt resultat från heuristisk utvärdering av en interaktiv Hi-Fi-prototyp också en del av studiens resultat. Diskussion: Genom att involvera personer med intellektuella funktionsnedsättningar i olika stadier av denna studie lyckades vi ge dem röst i designprocessen och också att omfördela makt från designers och experter till användare med intellektuella funktionsnedsättningar.
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Chauhan, Lokendra P. S. "Modelling stock market performance of firms as a function of the quality and quantity of intellectual property owned." Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07092007-111641/.
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Rosén, Malin. "Kommunicera med bilder : Elever med intellektuell funktionsnedsättning kommunicerar med digitala verktyg respektive papperbilder." Thesis, Karlstads universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-40586.
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Syftet med denna studie är att undersöka hur elever i grundsärskolan inriktning träningsskola kommunicerar med hjälp av digitala verktyg respektive pappersbilder, med frågeställningen; på vilket sätt ger pappersbilder respektive appen Widgit Go elever stöd i sin kommunikation? Detta har undersökts i en kvalitativ studie med deltagande observationer som metod. Fem deltagare deltog i studien. Under sammanlagt tio tillfällen använde deltagarna först pappersbilder sen en kommunikationsapp i en Ipad för att begära olika föremål. Resultatet visade att båda hjälpmedlen fungerade som stöd deltagarnas kommunikation och att de använder Ipaden och pappersbilderna på samma sätt för att kommunicera. Kommunikationen med pappersbilder visade fördelar genom att deltagarnas uppmärksamhet i kommunikationen riktades mot mottagaren. Ipaden visade sig ha fördelar genom att den minskade risken för missuppfattningar i kommunikationen.The aim of this study was to investigate how pupils in a special training school communicate with digital tools and paper images. The specific research question was in what way paper images and the Ipad communication app Widgit Go could support pupils in their communication. The method used involved qualitative participant observation on two occasions with five different pupils. In all, ten observations were conducted where the participants first used paper images followed by the Ipad app to request certain objects. The results showed that both tools supported the communication of the participants and that the app and the paper images were used in a similar manner to communicate. The paper imageshowed advantages by directing the attention of the communication towards the receiver. The Ipad app showed advantages by decreasing the risk for misunderstandings in the communication.
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Collins, Shawnee Dee. "The Effects of Video Modeling on Staff Implementation of the Picture Exchange Communication System in a Group Home for People with Intellectual Disabilities." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1152.
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Treatment integrity has recently received increased attention in behavior analytic research. As more individuals with intellectual disabilities live in integrated, community group home settings, it is increasingly important that direct support staff are well trained to implement behavioral interventions, including skill acquisition programs. However, given the typically low supervisor-staff ratios and lack of prior training for most residential staff, providing the adequate intensity of training to teach sophisticated behavior skills is challenging. These studies investigated the effects of watching a video model and completing a brief quiz on staff’s ability to implement Phases I (study 1) and II (study 2) of the Picture Exchange Communication System (PECS) in group homes for adults with intellectual disabilities. Moreover, the effects of this staff training on clients’ correct use of PECS was also evaluated. Each study used a nonconcurrent multiplebaseline design across participants to evaluate the effects of the intervention procedures. In study 1, all four primary staff participants increased the percentage of correctly implemented Phase I steps after viewing the video model and completing the quiz. In addition, one of the primary staff participants generalized the skills to a second client participant. Likewise, secondary staff participants also demonstrated improvement after the intervention and clients demonstrated an increase in correct picture exchanges. In study 2, all three staff participants increased the percentage of correctly implemented Phase II steps after viewing the video model and taking the quiz and these effects maintained over time.
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Anvar, Matluba. "Women and religious practices in Uzbekistan : transformation and changes in the capital of Uzbekistan in the light of the post-Soviet period." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/58087/.
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This thesis is an anthropological study of Uzbek women's everyday life and religious rituals, focusing on the experience and transformation of women's religious and ritual lives in the capital Tashkent, after Soviet rule lasting seventy-three years ended in 1991. The research was conducted over four years, covering English, Russian, and Uzbek language literature, periodical press, archive materials, and oral histories of women who experienced the challenges of the Soviet system and the social changes of the period since independence in 1991. A large body of literature has been written about women's ritual life in Islam, but relatively little about Uzbek women's ritual life within Islam since independence. This thesis introduces an ethnographic contribution to the literature by investigating Uzbek women's everyday life since independence. This thesis will lay out the historical background to the changes in the government of Uzbekistan between 1991 and 2011, in particular the transition from Soviet to independent rule. It will then examine the particular impact this change in government had on women's religious and ritual life, by comparing data gathered before and after the transition. The existing body of literature on women's ritual life will be critically assessed in relation to the particular findings of women's experience in Tashkent, and differences and similarities will be discussed. The thesis argues that religious rituals and the everyday life of Uzbek women change continuously because of the influence of social forces and institutions. The ritual and everyday life of women has adapted to historical circumstance and political systems. Women's rituals are controlled and partly constructed by the state and religious institutions for the purpose of national identity-building, ideological legitimation, and controlling women's everyday lives. In the following study, I argue that women have incorporated change and transformation into their everyday (ritual and religious) lives, thus revealing their agency and self-expression as they navigate the social and gender realities of twenty-first century Uzbekistan.
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Fadil, Mamdouh Kamal Hakim. "'Between hopelessness and ambivalence' : young Egyptians, secondary schooling and the Arab Spring in urban Cairo." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51648/.
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This thesis is based upon ethnographic fieldwork carried out in and around three secondary schools and Tahrir Square in urban Cairo between October 2009 and December 2011. It explores the lives of young Egyptians at the time of their secondary schooling and the Arab spring through examining the contradictions and ambivalence of the coming of age for middle class young people inside the school and in the wider everyday life in urban Cairo. This thesis seeks to understand, by examining the social theory on the tension between structure and agency, the way through which disciplinarian interventions enable youth's articulation of critical dispositions and forms of resistance. This thesis, whilst it embarks by looking at the deterioration of the formal schooling system in Egypt after thirty years under Mubarak's rule, examines the extent to which the everyday educational studentship circumstances had constrained the sorts of subjects that Egyptian youth could become and which would constitute them as young and educated in contemporary Egypt. Whilst education, in its broader meaning, emerged as being undeniably crucial for young Egyptians' project for social mobility, secondary schools are presented not as venues for socialisation or reproduction of inequalities but rather as an ambivalent and contradictory resource. The young Egyptians who were the subjects of this thesis negotiated meritocratic aspirations at the intersections of their transversal educational circumstances, and the norms of patriarchy and subordination of their wider everyday life. The forms of exclusion and tension about the future have affected young Egyptians' articulation of their critical dispositions of hopelessness and ambivalence. Their engagement in the Tahrir riots and occupational actions and demanding their right to the city, manifested their emerging political consciousness and capacity to produce new spatial meanings and practices.
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Buthelezi, Colette Lesego. "Test-retest reliability of the Picture My Participation Instrument." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/73565.
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Introduction: People who have disabilities are often deprived of opportunities to be involved in daily life situations. While research attempts to explore the participation patterns of individuals with disabilities, there is a paucity of studies that have obtained the personal opinions of participation from children with intellectual disabilities, and none that have obtained personal opinions (self-reports) from children living in low- to middle-income (LAMI) countries. Reasons for this are thought to be the lack of measures and methods available for obtaining self-reports from children with intellectual disabilities. The Picture my Participation (PMP) instrument has been developed for use in LAMI countries and when used with the Talking MatsTM framework, ensures that the views of children with intellectual disabilities can be obtained. This study aimed to assess the test-retest reliability of the PMP instrument.
Methods: Sixteen children aged 12 to 17 years with intellectual disabilities and their primary caregivers took part in this study. Each participant pair was required to complete the Picture My Participation survey twice in a space of two weeks. Cronbach’s alpha coefficient and Spearman’s rank order were used to measure internal consistency and test-retest reliability.
Results and conclusions: While the questionnaire yielded high alpha values, indicating high internal consistency, the values for test-retest reliability were incomparable due to a small sample size and limited data. Further study is required with a larger and more diverse data sample.Mini Dissertation (MAAC)--University of Pretoria, 2018.
This research forms part of an international project jointly funded by the National Research Foundation (NRF)/ STINT. Opinions expressed and conclusions arrived at are those of the author and are not necessarily to be attributed to the NRF/ STINT.
Centre for Augmentative and Alternative Communication (CAAC)
MAAC
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Jervis, Felicia Claire. "Moving beyond silence, listening to the voices of people with significant intellectual and communication handicaps who engage in self-injurious and aggressive acts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22830.pdf.
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Holliday, Linda Ann. "Knowledge convergence theory the role of knowledge transfer in a corporate transformation /." Full text available, 1997. http://images.lib.monash.edu.au/ts/theses/holliday.pdf.
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Haq, Shaji. "Using Competing Stimuli to Minimize Resurgence of Challenging Behavior during Fixed-lean Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20448.
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Individuals with intellectual and developmental disabilities, such as Autism Spectrum Disorder, often engage in challenging behavior that severely limits positive outcomes. Although treatment packages comprising functional communication training and multiple schedules of reinforcement have demonstrated great promise to both increase appropriate, socially acceptable communication responses for preferred items and decrease challenging behavior associated with not having access to preferred items, resurgence of challenging behavior has been reported to occur during lengthy periods when preferred items are not available (i.e., extinction). This study evaluated whether noncontingent access to an alternative item during an abrupt shift to a lengthy period of extinction would reduce the extent of challenging behavior. Two children with Autism Spectrum Disorder participated. The results of this study indicated that (a) functional communication training successfully reduced challenging behavior and increased the rate of functional communication responses (FCR) for both participants, (b) multiple schedules of reinforcement (i.e., signaled periods of reinforcement and extinction for FCRs) successfully produced discriminated FCRs, and (c) no major differences in challenging behavior were observed when alternative items were presented during the abrupt shift to a terminal period of extinction versus when alternative items were not presented. Limitations and future directions of research are discussed.
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Hawes, Jane. "SENDING A MESSAGE INTO OUTERSPACE : Communication Between Nonverbal, Intellectually Disabled Adults with ASD, and the People Around Them." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23035.
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Very little information exists regarding the communication ofnonverbal adults with severe Intellectual Disabilities(ID) and Autism Spectrum Disorder(ASD). Most research in this area pertains to children. This study poses the following questions: “Howdononverbal, intellectually disabled adults who haveASD and those people who have contact with them on a regular day-to-day basis communicate with each other? What enhancesand or strengthens this communication? Can positive development in communication occur?”Based upon the data retrieved from eleven interviews, portraits of the communicative relationships of nonverbal adults with ID and ASDand their caregivers were compiled. The results of the study confirmed the existence of a personalized, functional system of communication between nonverbal adults with severe ID and ASD and their caregivers. The information gathered revealed improvement in communication. It was discovered, moreover, that a key factor in communicative development was the creation of common conceptual ground between caregiver and service user. Several attitudes and behaviors on the part of caregivers were noted to increase this common conceptual ground. The study’s conclusion cites the limitations, in methodology and scope, of the current investigation, and calls for more wide-ranging research on the communication of nonverbal adults with ID and ASD.Det finnsidagintemycket information tillgängliggällandekommunikation avicke-verbala vuxna med gravtintellektuella funktionshinder ochAutismspektrumtillstånd. En stor delav forskningsom har bedrivitsidetta område gäller barn. Frågeställningarna i denna uppsats är: ”Hur kommuniceraricke-verbala vuxna med intellektuella funktionshinder och Autismspektrumtillståndi sin vardagmed de människor som finns runt omkring dem?Vad är det som gynnaroch förstärkerdenna kommunikation? Kan dennakommunikationutvecklas och förbättras?Med information från intervjuer med elva omsorgsgivare skapades femporträtt av detkommunikativa samspeletmellan icke-verbala individer med gravtintellektuella funktionshinder och Autismspektrumtillstånd, och deras kontaktmän. Studiens resultat visade att det finns ettfungerande, individualiserat kommunikationssystem mellan omsorgstagare och omsorgsgivare. En förbättring i kommunikationennoterades. Man har kunnat se att omsorgsgivarens attitydoch förhållningsättgentemot omsorgstagaren varit betydande fördenna förbättring. Resultatenvisade att utvidgning av den gemensamma konceptuella grunden[common conceptual ground] mellan omsorgstagare och omsorgsgivare var en viktig faktor i den kommunikativaförbättringen. Flera faktorer visade sig vara avgörande i expansionen av den gemensamma konceptuella grunden. Det påpekasatt det fanns uppenbara begränsningar i bredden och metodeni denna studie och det konstateras att det finns behovav mera omfattande forskning omkommunikation av icke-verbala vuxna med intellektuella funktionshinder och Autismspektrumtillstånd.
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Gerber, Berna. "Identity and discourse : a critical philosophical investigation of the influence of the intellectual self-image of the medical profession on communicatively effective care to patients." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85649.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Communication between doctors and patients in clinical settings is notorious for being difficult. This problem has inspired a wealth of empirical research from a variety of academic fields on the subject of doctor-patient communication. However, very little attention has been paid to the role of modern medicine's intellectual self-image as natural science in interactions within clinical medical settings. The aim of the current study was to philosophically investigate the influence of the medical profession's intellectual self-image on communication between doctors and patients. Jürgen Habermas' work on Universal Pragmatics was used to comment on doctor-patient communication as it is described in the existing empirical research literature. Michel Foucault's work on discourse and power was used to analyse and describe medical discourse and the nature of power in doctor-patient relationships. The outcome of this philosophical analysis leads to the conclusion that modern medicine's intellectual self-image has a pervasive and negative influence on communication between doctors and patients during clinical consultations. This is because medicine's positivist world-view results in an almost exclusive focus on the physical aspects of disease in clinical medicine. The patient's mind and his/her social world are not of great significance from the natural scientific perspective. Medical professionals may thus easily regard their clinical task solely as the physical treatment of physical disorders. They are very likely to consider many communicative activities as unrelated to their clinical task. Inadequate doctor-patient communication can easily affect the quality of medical care and patient outcomes in a negative manner, as well as diminish the quality of the doctor's occupational experience. For this reason I conclude that medicine's natural scientific intellectual self-image is not appropriate for the task of providing medical care to individual patients. Two additional reasons support this conclusion, namely the misidentification of clinical medicine as a natural science and the inappropriateness of a scientific conception of truth for the context of doctor-patient interactions. The implications of these conclusions are that the intellectual self-image and world-view of modern medicine should change to better agree with the nature of clinical practice and to make room for the psychological and social dimensions of the patient's life within health care. The medical profession should also revise its conception of science to a theory that acknowledges that interpretive reasoning and knowledge without guaranteed certainty are legitimate elements of science. I advocate for consciousness among the medical profession of the reality of medical discourse and its effects on doctors, patients and on their interaction with one another.
AFRIKAANSE OPSOMMING: Kommunikasie tussen dokters en pasiënte in kliniese omgewings is daarvoor berug om moeilik te wees. Hierdie probleem het 'n magdom empiriese navorsing vanuit 'n verskeidenheid van akademiese velde omtrent dokter-pasiënt kommunikasie geïnspireer. Baie min aandag word egter gewy aan die rol van moderne geneeskunde se intellektuele selfbeeld as 'n natuurwetenskap in interaksies in kliniese mediese omgewings. Die doel van die huidige studie was om die invloed van die mediese professie se intellektuele selfbeeld op kommunikasie tussen dokters en pasiënte filosofies te ondersoek. Jürgen Habermas se werk oor Universele Pragmatiek (Universal Pragmatics) is gebruik om kommentaar te lewer oor dokter-pasiënt kommunikasie soos wat dit beskryf word in die empiriese navorsingsliteratuur. Michel Foucault se werk oor diskoers en mag is gebruik om mediese diskoers en die aard van mag in dokter-pasiënt verhoudings te ontleed en te beskryf. Hierdie filosofiese ontleding gee aanleiding tot die gevolgtrekking dat moderne geneeskunde se intellektuele selfbeeld 'n deurdringende en negatiewe invloed op kommunikasie tussen dokters en pasiënte gedurende kliniese konsultasies het. Die rede hiervoor is dat geneeskunde se positivistiese wêreldbeskouing lei tot 'n byna uitsluitlike fokus op die fisiese aspekte van siekte in kliniese geneeskunde. Die pasiënt se verstand en gees (mind) en sy/haar sosiale wêreld is nie van groot belang vanuit die natuurwetenskaplike perspektief nie. Persone in die mediese beroep mag hul kliniese taak dus maklik as bloot die fisiese behandeling van fisiese afwykings beskou. Dit is baie waarskynlik dat hulle vele kommunikatiewe aktiwiteite as onverwant tot hul kliniese taak beoordeel. Ontoereikende dokter-pasiënt kommunikasie kan die kwaliteit van mediese sorg en pasiënte se gesondheidsuitkomste maklik negatief beïnvloed, en ook die kwaliteit van die dokter se ervaring van sy/haar beroep verlaag. Om hierdie rede maak ek die gevolgtrekking dat geneeskunde se natuurwetenskaplike intellektuele selfbeeld nie toepaslik is vir die opdrag om mediese sorg aan individuele pasiënte te lewer nie. Twee verdere redes ondersteun hierdie gevolgtrekking, naamlik die verkeerdelike identifikasie van kliniese geneeskunde as 'n natuurwetenskap en die onvanpastheid van 'n wetenskaplike konsepsie van waarheid vir die konteks van dokter-pasiënt interaksies. Die implikasies van hierdie gevolgtrekkings is dat die intellektuele selfbeeld en wêreldbeskouing van moderne geneeskunde moet verander om beter ooreen te stem met die aard van die kliniese praktyk en om ruimte te maak vir die sielkundige en sosiale dimensies van die pasiënt se lewe in gesondheidsorg. Die mediese professie moet ook haar konsepsie van die wetenskap hersien na 'n teorie wat erken dat interpreterende redenasie en kennis sonder gewaarborgde sekerheid, geregverdigde elemente van die wetenskap is. Ek pleit vir bewustheid onder die mediese professie van die realiteit van mediese diskoers en die effek daarvan op dokters, pasiënte en op hul interaksie met mekaar.
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Mullins, Lisa Moses. "Hearing Health in Utah Special Olympics Athletes Compared to Special Olympics Athletes Worldwide: A Prevalence Study in Individuals with Intellectual Disabilities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1296.pdf.
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McKenzie, Kevin M., and kmckenzie@spipowernet com au. "Exchanging �PayLoad� knowledge: Interpersonal knowledge exchange within consulting communities of practice." Swinburne University of Technology. The Australian Graduate School of Entrepreneurship, 2002. http://adt.lib.swin.edu.au./public/adt-VSWT20040310.162600.
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Knowledge Management has evolved over time into the domain of Information Technology (IT), where codification, storage and retrieval of explicit knowledge is believed to lead to a competitive advantage for an organisation. More recently, knowledge management literature has suggested that knowledge is socially constructed and inseparable from the communities of practice in which it is held.
This dissertation examines the interpersonal process by which payload knowledge (a concept that emerged from the research data as comprising that specific distillation of knowledge, both tacit and explicit, required to resolve an applied problem in context) is exchanged in a consulting firm�s communities of practice.
Through a qualitative case study design involving sixteen in-depth interviews with consultants from a medium sized consulting firm, the nature of the interpersonal knowledge exchange process was illuminated. In this study, two inter-related research questions were addressed:
What is the interpersonal process by which knowledge is exchanged between consultants?
And,
Why do consultants prefer to participate in the interpersonal knowledge exchange process in preference to using stored explicit knowledge ?
This detailed examination of consultants as knowledge workers, resulted in the proposal of a process based model of interpersonal knowledge exchange. Utilising the concept of payload knowledge, the interpersonal knowledge exchange process is shown to be predicable in terms of passing through eight identifiable stages, yet unpredictable in terms of knowing how each community interaction will lead to payload knowledge. Within this process, the sourcing, handover, distillation and implementation of payload knowledge are seen as an artistic endeavour, characterised by social community based exchanges that �hop� the consultants toward their specific contextual need.
Key advantages of this interpersonal process are the decontextualisation and recontextualisation processes carried out at both the request negotiation stage and the knowledge handover stage. This process uses the community�s shared language, mental models, social etiquette and cultural norms to compress and funnel the meaning of the payload knowledge into a form that can be transferred meaningfully to a requesting consultant.
Through participating in the interpersonal knowledge exchange process, consultants save time, and are provided with an opportunity to confirm their personal knowledge as up-to-date and relevant to the specific context. By using the interpersonal process, consultants conform with and confirm the community�s social etiquette, which dictates its preference for the identified exchange mechanism. The interpersonal process allows them to practice and learn the consulting community�s professional artistry and, in consequence, to enjoy the exchange experience, and to have fun.
This dissertation contributes to making one aspect of the interpersonal knowledge exchange process explicit. The process, by its very nature however, appears to remain tacitly understood by those within the consulting community of practice. Through understanding the process and the reasons that consultants prefer to engage in interpersonal knowledge exchange processes, it is anticipated that managers will be better able to produce a knowledge-based sustainable competitive advantage for their firms.
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Wignall, Ross. ""Our brother's keeper" : moralities of transformation at YMCA centres in the UK and The Gambia." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/63209/.
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Founded in London in 1844, the Young Men's Christian Association (YMCA) has spread across the world, becoming integrated into state programmes of social reform and driving a development discourse that links socially productive youth into economic moralities of transformation. I trace the circulation of these ideas through a multi-sited, cross-cultural ethnographic study of Young Men's Christian Associatin (YMCA) centres in the UK and The Gambia, focussing on YMCA programmes that operate transnationally, implementing global youth-oriented policy in local centres linked by bilateral partnerships. I follow these transnational linkages from Sussex Central YMCA (based in Brighton and Hove, England) where I have strong links as worker and volunteer, to a similarly sized centre in Banjul, Gambia, creating a cross-cultural analytical framework through which to explore the experiences of young men participating in their programmes. Using these contrasting contexts, I focus on the lives, narratives and practices of young men and YMCA staff in each location, analysing how YMCA programmes foster a version of transnational masculinity that combines economic rationality with the spiritual principles derived from Protestant Christianity. I explore this in reference to an often implicit, idealised form of YMCA masculinity based around strenght of 'mind, body and spirit', known as the 'Whole Man'. I suggest that the 'Whole Man' operates as an idealised motif of manhood within YMCA centres, fostering notions of self-sacrifice, empathy and embodied dynamism that is reproduced at the YMCA through 'secular rituals'. I trace how these masculine subjectivities interact with localised conceptions of manhood and youth in each location, focussing on the interplay of differing versions, conceptualisations and practices of masculine behaviour in each location. This thesis is generated by the friction between self-help models and actual lived realities, frictions which I hope to show represent the limitations of totalising models of coherent subjectivity based on moral principles.
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Wallin, Marianne. "Musiken skapar en bro mellan människor : en intervjustudie med personal inom Daglig Verksamhet." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1304.
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Studien är en undersökning om hur personal beskriver musikverksamheten i den omsorgsgren som erbjuder sysselsättning för personer med grav till lindrig intellektuell funktionsnedsättning. Studien söker också svar på vilka reflektioner personalen har kring musikverksamhet. Uppsatsens problemområde uppstår i skärningspunkten mellan det praktiska, vardagliga arbetet med musikanvändning i mötet med personer med intellektuell funktionsnedsättning och uppsatsens problemområde utifrån det musikterapeutiska ämnesområdets teori och tillämpning. Studien har den kvalitativa forskningsintervjun som metod. Det teoretiska vetenskapsperspektivet har hämtat inspiration ur hermeneutiken. Forskningsresultaten visar på att det finns en kunskap som helt bygger på beprövad erfarenhet bland den grupp av individer som undersökningen omfattar och att det finns ett uttalat behov av en kompletterande teoretisk baserad kunskap. Forskningsresultaten belyser olika perspektiv på reflektioner kring musikanvändning. Dessa resultat har sedan bearbetats under diskussionsdelen i ljuset av de teoribildningar som presenteras under ämnesområdet.The study is a research project on how personnel appreciate music in the branch of care that provides activities for persons suffering from severe to mild intellectual deficiency. The study also attempts to find answers to what kind of observations the personnel have concerning the use of music as activity. The problem area of the study arises from the meeting point between on the one hand the practical, everyday application of music on persons with reduced intellectual capacity. On the other hand, the study will illustrate the adaptional possibilities of the theories of the topic area. The research results show that there is information which is completely based on tested experience among the group of individuals included in the research project, and further that there is an explicit need for supplementary theoretically based knowledge. The research results point to different perspectives concerning observations of the application of music. These results have later in the study been treated in the discussion part and shed light on by theories which are presented in the topic area. The method being used in the study is the qualitative research interview. The theoretical scientific perspective is taken from the hermeneutics.
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Chavan, Rohit. "JAVA synchronized collaborative multimedia toolkit: A collaborative communication tool." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2549.
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In this project a collaboration multimedia toolkit, JSCMT (Java Synchronized Collaborative Multimedia Toolkit) was developed which is intended to connect a group of people located in different geographical locations who are working on the same project.
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Renblad, Karin. "Empowerment : a question about democracy and ethics in everyday life : ICT and empowering relationship as support for persons with intellectual disabilities." Doctoral thesis, Stockholm : Stockholm Institute of Education Press (HLS förl.), 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139668.
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Pokhrel, Lok Raj. "Appropriation of Yoga and Other Indigenous Knowledge & Cultural Heritage: A Critical Analysis of the Legal Regime of Intellectual Property Rights." restricted, 2009. http://etd.gsu.edu/theses/available/etd-07092009-145552/.
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Thesis (M.A.)--Georgia State University, 2009.Title from file title page. Gregory C. Lisby, committee chair; Kathryn Fuller-Seeley, Svetlana V. Kulikova, committee members. Description based on contents viewed Feb. 22, 2010. Includes bibliographical references (p. 158-167).
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Johnels, Linn. "Kartläggning av musikrelaterade förmågor hos personer med grav intellektuell funktionsnedsättning : musikterapeutisk metodutveckling." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1294.
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Musikterapeutisk metodutveckling, av Linn Johnels är en studie inom ramen för Magisterprogrammet i musikpedagogik med profil musik- terapi vid Kungliga Musikhögskolan i Stockholm.Syftet med uppsatsen var att ta fram och utvärdera ett instrument för att kartlägga olika musikrelaterade förmågor hos individer med grav intellektuell funktions- nedsättning. Detta är en eftersatt grupp i musikterapeutisk forskning, trots att det finns indikationer på att musik kan fungera som ett viktigt medel för kommuni- kation, känslouttryck och socialt samspel. Uppsatsen tar sin utgångspunkt främst i den biologisk-dynamiska utvecklingspsykologiska inriktningen av musikterapi. Instrumentet innehåller 43 frågor och kartlägger förmågor inom följande fyra do- mäner: Motorisk/Sensorisk Funktion, Socialt- & emotionellt engagemang, Kog- nition samt Kommunikation.I undersökningen fick fyra musikpedagoger/-terapeuter/-handledare använda in- strumentet med 11 personer ur målgruppen. Resultatet visade att personerna pre- sterade sinsemellan på olika nivåer, och med delvis olika profiler avseende mu- sikrelaterade styrkor och svårigheter. Musikpedagogerna/-terapeuterna/- handledarna menade att instrumentet var användbart, och kom också med värde- fulla synpunkter inför eventuell revidering av instrumentet. Förhoppningen är att instrumentet ska kunna användas för att planera och utvärdera musikterapeutisk verksamhet, samt även potentiellt visa på möjliga processer i musikterapi för målgruppen.Music therapeutic method development, by Linn Johnels is a study car- ried out within the context of the Master Program in Music Education, profile Music Therapy at the Royal College of Music in Stockholm.The purpose of this paper was to develop and evaluate an instrument to identify various music-related abilities in individuals with severe intellectual disabilities. This is a neglected group in music therapy research, although there are indications that music can serve as an important means of communication, emotional expres- sion and social interaction. The essay is primarily based on the bio-dynamic de- velopmental theory of music therapy. The instrument contains 43 questions andidentify the following four domains: Motor/ Sensory Function; Social & emotion- al engagement; Cognition; and Communication.In the study four music educators/therapists/leaders used the instrument with 11 individuals from the target group. The results showed that the individuals per- formed at different levels, and with somewhat different profiles with regard to music-related strengths and difficulties. The music educators/therapists/leaders generally appeared to find the instrument useful, and also came with valuable feedback for revision of the instrument. It is hoped that the instrument will be used to plan and evaluate music therapy activities, and also potentially show pos- sible processes in music therapy with the target group.
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Newton, Brian A. "USING A NATURALISTIC TIME DELAY TO INITIATE A REQUEST FOR PREFERRED OBJECTS FROM SAME AGED PEERS." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/45.
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The purpose of this study was to provide training to peer tutors in order to teach students with severe intellectual disability to initiate communication to obtain preferred objects. A multiple probe (days) across students was used to evaluate the effectiveness of the peer implementing a naturalistic time delay to teach the communication skill. Two of the four students were able to initiate communications with the peer tutors to use objects they preferred. One student showed increasing in responding prior to the implementation of the intervention. The results showed that the peers were able to maintain the instructional procedures to teach the skill.
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Fourie, Mieke. "What African voice? The politics of publishing Africa in IR." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6644.
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Thesis (MA)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: Despite the validity of arguments highlighting the inadequacy of existing theories to explain Third World and specifically African realities, criticism has perpetuated, rather than disarmed, status quo theories. This is because focus on (and thus within) the existing conceptual framework has impeded vision beyond these barriers, thereby hampering the formation of new, more applicable theories. The intellectual balance of power and methodological hegemony of the West is perpetuated, on the African continent through Western monopoly over course content in tertiary education as well as the preferences of publishers for Africanist rather than African contributions. This study provides a critical assessment of scholarly dominance on the topic of Africa in order contribute to a greater understanding of the dynamics acting to exclude non-Western ideas and experiences from the IR narrative. The study provides a content analysis of 25 peer-rated influential journals publishing IR content for the period January 2000 to August 2010. The aim was to identify dominant themes and scholars on the topic of Africa in IR. General biographical information on the five highest ranking scholars in terms of publication exposure was gathered in order to assess networks of academic and professional affiliation that could have contributed to their publishing success. Dominant themes vary between African, Third World and international-oriented journals. Governance is a prevalent theme throughout, but African journals prefer intervention to the international journals’ preoccupation with conflict in Africa. Third World Journals place development first. The five most prolific authors are Ian Taylor, Kevin C. Dunn, Cameron G. Thies, Nana K. Poku and Chris Alden. They are all currently lecturing at either American or British academic institutions and are all Africanists, save for Poku who is a diasporic African. Networks of affiliation are established through institutions of higher education primarily and through societal memberships. The internet does not seem to be an important tool of networking amongst Africanists. Dominant authors tend to collaborate, serve as article reviewers or on editorial boards of journals for which they also submit articles, and as research grant proposal reviewers, thus also constituting the gatekeepers in academia.
AFRIKAANSE OPSOMMING: Ten spyte van geldige argumente wat aanvoer dat bestaande teorieë nie in staat is daartoe om Derdewêreld ervarings – spesifiek dié van Afrika – genoegsaam te begryp nie, het kritiek eerder hierdie teorieë versterk as ontsetel. Dit is omdat fokus op (en dus vanuit) bestaande teoretiese raamwerke die oorweging van elemente buite hierdie raamwerke onmoontlik maak, en sodoende die ontstaan van nuwe, meer verteenwoordigende raamwerke, teenwerk. Die intellektuele magsbalans en metodologiese hegemonie van die Weste word voortgesit, selfs op die Afrika kontinent, deur Westerse monopolie oor die kursusinhoude van tersiêre instansies, sowel as deur die voorkeur wat Afrikaniste se bydraes geniet bo dié van Afrikane vir publikasie. Hierdie studie bied ‘n kritiese analise van dominansie in kundigheid oor die onderwerp van Afrika om sodoende by te dra tot ‘n meer omskrywende geheelbeeld van die dinamiek wat nie-Westerse idees en ervarings uitsluit tot die diskoers van Internasionale Betrekkinge. Die navorsing is in die vorm van ‘n inhoudsanalise van 25 invloedryke joernale wat inhoud relevant tot Internasionale Betrekkinge publiseer, vir die periode Januarie 2000 tot Augustus 2010. Die doel is om dominante temas en kundiges oor die onderwerp van Afrika se internasionale betrekkinge te identifiseer. Biografiese inligting oor die vyf mees bedrewe kundiges in terme van publikasies is ingesamel om die netwerke van akademiese en professionele affiliasie wat moontlik tot hulle status kon bydra, te assesseer. Dominante temas verskil tussen Afrika-, Derdewêreld- en internasionaal-georiënteerde joernale. Regeerkunde is deurgaans ‘n prominente tema, maar die Afrika-joernale verkies intervensie teenoor die internasionale joernale se fokus op konflik in Afrika. Derdewêreld-joernale plaas meer klem op ontwikkeling. Die vyf mees bedrewe outeurs is Ian Taylor, Kevin C. Dunn, Cameron G. Thies, Nana K. Poku en Chris Alden. Hulle is almal lektore by Amerikaanse of Britse akademiese instansies en, behalwe vir Poku wat deel van die Afrika diaspora vorm, is hulle almal Afrikaniste. Netwerke van affiliasie word deur instansies van hoër opleiding of lidmaatskap aan professionele assosiasies bewerkstellig. Die internet is klaarblyklik nie ‘n baie belangrik instrument in kontakbouing vir Afrikaniste nie. Dominante outeurs is geneig om saam te skryf, hulle is dikwels die artikelkeurders vir joernale of dien op die redaksie en tree ook dikwels in ‘n hoedanigheid van keurders van navorsingsbefondsing op. As sulks is hulle gelyk die dominante akademici as die waghonde van die ivoortoring.
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Tiede, Gabrielle Marie. "Exportable Communication Intervention for Classroom Staff Serving Children with Autism Spectrum Disorder: Towards Improving the Feasibility of Evidence-Based Practices in Community Settings." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499684839741718.
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Uys, Catharina Jacoba Elizabeth. "Validation of a play package to facilitate the development of communication-related skills." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08252003-102211.
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Skoog, Frida, and Elisabet Ringqvist. "Feedback i grundsärskolan. : Lärares beskrivningar av att använda sig av feedback i undervisningen." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78543.
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Syftet med studien är att synliggöra lärares perspektiv på hur feedback görs föratt stödja elevens lärande i grundsärskolans undervisning. Två frågeställningarhar formulerats utifrån syftet: Med vilka olika verbala och icke-verbala uttryckkommunicerar lärare feedback till eleverna i undervisningen? och Hur beskriverlärare i grundsärskolan den feedback de ger sina elever? Studien har enkvalitativ ansats med semistrukturerade intervjuer där 10 intervjuer med lärareinom grundsärskolan har genomförts. Den teoretiska utgångspunkten är detsociokulturella perspektivet, där vi använt oss av sociokulturella begrepp somkommunikation och interaktion, proximal utvecklingszon och scaffolding i våranalys. Det insamlade datamaterialet har sedan transkriberats och analyserats. Ivår argumentation har vi tolkat det analyserade datamaterialet utifrån detsociokulturella perspektivet.Studiens resultat visar att feedback i grundsärskolan är beroende av att lärarehittar sätt att kommunicera och interagera med eleverna för att kunna gefeedback. För att lyckas med detta behöver lärarna börja med att bygga relationtill sina elever. Både lärare och elever kommunicerar på olika sätt medvarandra. Utöver verbal kommunikation används ofta bildstöd, tecken som stödoch kroppsspråk. Lärarna i studien beskriver sin feedback som individuelltanpassad utifrån varje elevs personlighet, kommunikationssätt ochutvecklingsnivå. De menar vidare att feedback ges som ett strukturellt stödunder elevens hela skoldag och som en motor för att orka jobba lite till. Mångaav lärarna menar att feedback i grundsärskolan ska utformas så att denfokuserar på och förstärker positiva beteenden eller goda prestationer.The purpose of this study is to describe teachers' perspectives on how to offerfeedback to students with intellectual disability. Two questions have beenformulated based on this objective: What different verbal and nonverbalresources does the teacher use to communicate feedback to the students duringteaching? And how do teachers describe the feedback they give to students withan intellectual disability? A qualitative approach has been used, wheresemi-structured interviews of 10 interviews with teachers of students withintellectual disability have been conducted. The theoretical starting point is thesociocultural perspective, where we have used sociocultural concepts such ascommunication and interaction, proximal development zone and scaffolding toanalyze our results. The collected data has been transcribed and analyzed. Ourresult is an argumentation based on the sociocultural perspective.The study's results show that teachers need to find suitable ways tocommunicate and interact in order to provide feedback when teaching studentswith intellectual disability. By establishing a relationship, teachers can find away of communication that works. Both teachers and students communicatewith each other in different ways. In addition to verbal communication, imagesupport , sign language and body language are often used. The teachers in thisstudy explain that their feedback is individually designed to fit every student’spersonality, level of communication and development. They further describehow feedback is provided in the shape of structural support throughout thestudents' school day and as motivation to encourage them to do extra work.Many of the teachers believe that feedback should be designed to focus on andreinforce positive behaviors and good performances.
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Reiche, Bjoern Sebastian. "Knowledge sharing through inpatriate assignments in multinational corporations : a social capital perspective /." Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00003635.
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