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Dell'Agli, Betania Alves Veiga. "Aspectos afetivos e cognitivos da conduta em crianças com e sem dificuldade de aprendizagem." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251795.
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Previous issue date: 2008<br>Resumo: Embasados na teoria psicogenética que preconiza a existência de paralelismo entre aspectos afetivos e cognitivos da conduta, a presente pesquisa teve como objetivo verificar as relações entre esses aspectos em crianças com e sem queixa de dificuldade de aprendizagem. A amostra foi constituída por 12 crianças que cursavam a 3a série do ensino fundamental de uma escola da rede pública do interior do estado de São Paulo, sendo seis com queixa de dificuldade de aprendizagem e seis sem queixa de dificuldade de aprendizagem, segundo a informação da professora responsável. Os participantes são de ambos os sexos com idade entre 9 anos e 1 mês a 10 anos e 10 meses. O procedimento de coleta de dados pautou-se em observações em sala de aula com a turma toda, tanto nas tarefas escolares como nas atividades lúdicas. As tarefas escolares foram aquelas dadas pela professora e para as atividades lúdicas foram oferecidos jogos de regras. A fim de coletar informações a respeito das condutas das crianças no ambiente escolar e familiar, realizou-se uma entrevista com a professora e uma entrevista com a família. Aos participantes da pesquisa foram aplicadas individualmente as provas operatórias clássicas piagetianas e o jogo Descubra o Animal. Para a análise dos dados foram criadas categorias afetivas e cognitivas a partir das observações e das entrevistas. Os aspectos afetivos da conduta foram comparados entre os dois grupos e relacionados com o índice de operatoriedade, com o desempenho em conteúdos escolares e com o desempenho cognitivo no jogo. Ao comparar os aspectos afetivos em tarefas escolares e em atividades lúdicas, os resultados demonstraram que existem diferenças entre os grupos. Nas tarefas escolares, predominaram aspectos afetivos positivos nas crianças sem queixa de dificuldade de aprendizagem, enquanto que nas crianças com queixa de dificuldade de aprendizagem, predominou a ausência de afetos positivos. Nas tarefas lúdicas, em ambos os grupos, evidenciou-se predomínio de afetos positivos. No que se refere às relações entre os aspectos afetivos e cognitivos analisados, os resultados demonstraram a existência de relações entre esses aspectos nas tarefas escolares nos dois grupos. Já nas atividades lúdicas, no grupo com queixa de dificuldade de aprendizagem, essa relação não se manteve, isso porque esse tipo de atividade parece mobilizar condutas afetivas positivas, garantindo o interesse, sem, contudo, modificar os aspectos cognitivos. Por ser um estudo empírico, essa pesquisa contribuiu para melhor compreender a relação entre afetividade e cognição em crianças com e sem queixa de dificuldade de aprendizagem assim como compreender que aspectos afetivos e cognitivos são complementares, indissociáveis e irredutíveis<br>Abstract: Based on the theory of psycho-genetics that shows the existence of a parallel between affective and cognitive aspects of behavior, the objective of this research is to verify the relationship between these aspects in children with and without learning disabilities. Twelve boys and girls with ages ranging from 9 years and 1 month to 10 years and 10 months were chosen to be observed. The children were attending 3rd grade in a public primary school in a suburban town in the state of Sao Paulo, Brazil. Based on the assessment by their teacher, half of the children showed gaps in learning and the other half had no learning disabilities. The test group was observed with other students in a classroom environment, performing teacher directed learning activities and playing activities such as rule games. In order to get further information about the children¿s behavior in school and in their family environment, both the teacher and family members were interviewed. Classical operational Piaget tests and the game Find the Animal were applied individually to all twelve participants engaged in the research. By analyzing the data obtained from observation and interviews some affective and cognitive categories were set. The affective aspects of the behavior were compared between the two groups and then were related to operational index, performance in school content and cognitive performance in the game. Comparing the affective aspects occurring in school work and in playful activities, it was shown that there were some differences between the groups. Children with no learning disabilities displayed more positive affective aspects concerning school work whereas the children with learning disabilities showed a lack of positive affection. It was clear that in both groups the positive affect was predominant in regard to playful activities. Regarding the relationship between analyzed affective and cognitive aspects the results showed that there was correlation between the aspects observed in the school work of both groups. However, with the group that exhibits learning disabilities, the relationship did not exist with the playful activities because these kinds of activities seem to require positive affective behavior, which guarantees interest without modifying cognitive aspects. Because this was an empirical study it contributes to a better understanding of the relationship between affection and cognition in children with and without learning disabilities as well as an understanding that affective and cognitive aspects are complementary, inseparable and irreducible<br>Doutorado<br>Psicologia, Desenvolvimento Humano e Educação<br>Doutor em Educação
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Percy, Lucelia McClain. "Seeing learning disability through a re/claimed book : a narrative inquiry drawing on arts-based methodologies to visually represent experiences of learning disabilty." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730884.
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Walmsley, Janette Susan. "Gender, caring and learning disability." n.p, 1994. http://ethos.bl.uk/.
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Walmesley, Janette Susan. "Gender, caring and learning disability." Thesis, Open University, 1994. http://oro.open.ac.uk/57504/.
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The thesis explores the meaning of caring in the lives of a group of people who are labelled as dependants, adults with learning difficulties. Through biographical interviews and documentary research the author examines how care for people with learning difficulties has developed over time in one local area; and the understandings people on the receiving end have of the care offered them by families and staff. The findings suggest that dependency is not acknowledged by the majority of people interviewed who present themselves as givers of care as much as recipients of care. The research identifies gender as an important variable in the way care and caring are understood and experienced. The research makes a contribution to the literatures on gender and caring; family; peer and staff relationships of adults with learning difficulties; the history of learning disability; and qualitative research with marginalised groups.
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Fitzgerald, Suzanne. "Evaluation of the 'Risk Assessment Protocol for Intellectual Disabilites' in community services for adults with a learning disability." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37145/.
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Review of the research literature on the prevalence of physical aggression in community teams for adults with a learning disability (CLDTs) suggests that services are managing people who are physically aggressive, which impacts on services. This suggests that there is a need for services to use risk assessment instruments of physical aggression to support teams to accurately identify those who will be physically aggressive to others. Established risk assessment instruments are resource intensive and so a screen, such as The Risk Assessment Protocol for Intellectual Disabilities (RAPID), developed in forensic psychiatric patients with a learning disability (LD), could support services to target their limited resources. The predictive validity of the RAPID to predict physical aggression, property aggression and verbal aggression, in a community sample of adults with a LD was evaluated. The RAPID was compared to an established risk assessment instrument, the VRAG, in order to assess its concurrent validity. The predictive validity of the items of the RAPID were analysed to provide a measure of construct validity. The RAPID was also compared to a Risk Rating made by staff, to assess incremental validity. In addition, the ability of the RAPID to be easily and reliably scored was evaluated. The RAPID predicted incidents of physical aggression with a large effect size. The RAPID was highly correlated with the VRAG, which suggests that it has good concurrent validity. Some of the items of the RAPID predicted physical aggression, which suggests some construct validity. It was not possible to establish that the RAPID has incremental validity above the VRAG or the Risk Rating. The RAPID was found to have good inter-rater reliability. The findings of the study suggest that the RAPID could be used to support CLDTs to make informed decisions about the completion of risk assessment instruments, risk management plans and interventions that aim to reduce the risk of physical aggression.
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Baldrey, Sarah Patricia. "Computer assisted learning and learning disability : an evaluation." Thesis, University of Plymouth, 1994. http://hdl.handle.net/10026.1/2125.
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The aim of this thesis is to evaluate the use of computer-assisted learning with people who have severe and profound learning disabilities. Theories of learning are central to our understanding of learning disability and contributions from the cognitive and behavioural schools are reviewed and related to methods of education and training for people with learning disabilities. This framework provides a rationale for understanding the premises of computer-assisted learning. A review of the literature reveals a lack of evidence for the efficacy of computer-assisted learning. Evaluation studies to date appear to be characterised by a lack of a methodologically sound framework. An evaluation survey of software designated for use with people with severe learning disabilities is presented which finds that much educational software lacks a sound grounding in established and effective principles of learning and teaching, although its use is still supported by instructors. Thus, the need for empirical research investigating the use and efficacy of computer-assisted learning in learning disability is identified. Psychological models provide an appropriate method of such an inquiry, though methodological problems inherent in evaluative research with a special population appear to act as a barrier to the development of effective knowledge in the area. Within these limitations, three experiments are presented. The first compares conventional teaching with computer-assisted teaching. The computer was as effective as the teacher, though the conventional measures of achievement used were not sensitive to any differences between the two methods. The second developed a more finegrain analysis which revealed a difference between the quality of participants' interaction with computer and teacher instruction. Specifically, attentional behaviour was increased in the computer-taught condition, yet there was no concomitant increase in learning. The reliance of educational software on sensory reinforcement was postulated as underlying the ability of computer-assisted learning to maintain attention to the task. The third experiment directly addressed the ability of three different sensory reinforcers typical of those found in educational software to support learning a simple discrimination task. It was found that sensory reinforcers were not effective in supporting learning, though they did maintain attention and performance on the task. It is suggested that the multiple modalities used by software may interfere adversely with the coding of relevant information involved in the discrimination of stimulus dimensions and that this may account for the discrepancy between measures of performance and measures of learning on computer-assisted tasks.
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Sinason, Valerie Elaine. "Learning disability as a trauma and the impact of trauma on people with a learning disability." Thesis, St George's, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406793.
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Hames, Annette. "Young children's understanding of learning disability." Thesis, Northumbria University, 2002. http://nrl.northumbria.ac.uk/1925/.
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While it is certainly true that children - and adults - with learning disabilities have become more visible within society, we still have inadequate knowledge of people's understanding of learning disability. In particular, there is little or no information about the development of understanding among siblings of children with learning disabilities. The five studies presented here seek to provide relevant information. The first study forms part of a longitudinal investigation of siblings' conceptions (a) of their brothers' and sisters' disabilities; and (b) of the implications of these disabilities upon themselves and their disabled brothers and sisters. The next three studies compare (a) understanding of learning disability; (b) perceived social acceptability of children with learning disabilities; and (c) attainment of the normative concept of ability, amongst the siblings of children with severe and profound disabilities, children who have contact with others with disabilities in school and children who have no contact. These three studies identify children as young as 4 who are able to predict the difficulties that will be experienced by a child with severe learning disabilities, and children as young as 5 who can use adult-type explanations for why these difficulties occur. Having an older brother or sister with a learning disability promotes understanding. It is suggested that children's social experiences, - particularly language - facilitate early understanding, and that children who possess greater understanding of a disabled child's difficulties are consequently more likely to rate this child as having lower perceived social acceptability. The findings from these studies may help families and teachers who are concerned about young children's understanding and acceptance of other children with learning disabilities. The final study considers the adult general public's understanding of learning disability and was conducted in order that investigation with children could be considered within the context of adults' understanding.
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Murray, Victoria Louise. "The moving landscapes of learning disability." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8709/.
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Most adults are able to take some control over where they live and are able to reflect on their migration histories, those places where they have lived and worked, and those places where they might aspire to live in the future. These life altering decisions have been negotiated either autonomously or in conjunction with significant others in their lives. For some adults, most notably those with learning disabilities, these life decisions are partially, if not wholly, made for them by others. It is therefore the aim of this thesis to uncover more about the decision-making opportunities afforded to people with learning disabilities regarding their home-spaces as they navigate ‘moving landscapes’ which they have perhaps not envisaged for themselves. Through the themes of decision-making, movement and belonging, this thesis works towards an up-close and in-depth study of residential spaces for people with learning disabilities as they traverse landscapes not always suited to their physical, mental and political needs.
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Morrison, Colin Arthur. "From disability to capability : sex and relationship learning for children and young people with a learning disability." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2910/.
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This study focuses on sex and relationships learning and is concerned with the securing of sexual rights for people with learning disabilities. The intent is to identify the characteristics of effective sex and relationship learning as well as address the broader role that adults can play to enable safe, happy and fulfilling personal relationships for children and young people with learning disabilities. What will result is an understanding of what social justice means in the lives of people with a learning disability and how this might be applied to personal and sexual relationships. What will be claimed is the right to (and the experience of) relationships lived as an integral part of a life lived with human dignity.
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Cluley, Victoria. "What does learning disability mean in the 'real world'? : re-evaluating conceptions and definitions of learning disability." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/34078/.
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What does learning disability mean in the ‘real world’? is a qualitative sociological thesis that explores the discursive resources used by different groups of people in relation to the term learning disability. Learning disability is a term that can mean different things to different people. It is also a term that can be seen from a variety of theoretical standpoints. Indeed, the term learning disability exists within a semantic tangle of definitions, concepts, colloquialisms, politics and attitudes that is fraught with historical, social and political tensions. While this is a feature of many terms, how learning disability is understood is of direct consequence to people with learning disabilities and the lives they live. This thesis aims to address this confusion and to work towards a re-evaluation of concepts and definitions of learning disability. The empirical work undertaken for this thesis is based on two philosophical positioning statements that emanated from the literature review: that learning disability is both an embodied reality and a social construct; and that people’s views, perceptions, and understandings are meaningful reflections of social reality. In order to obtain the perceptions of people experiencing the ‘real world’ of learning disability, a combination of focus groups with people without learning disabilities and photovoice sessions with people with learning disabilities were used. The resultant findings have been analysed using a combination of discourse analysis and interpretive engagement. From this data, it is concluded that dominant models of disability, found in current learning disability policy and research as well as in the research participants’ talk, result in the (mis)representation of learning disability. In order to redress this issue, it is argued that the body, including the brain as a bodily organ, must be reoriented to a position of influence within understandings of learning disability.
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Ivens, Mary. "Learning disability staff and aggression from clients." Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/1829.
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This study was designed to investigate whether provision of information, in the form of a leaflet, about issues surrounding aggression and violence at work would lower anxiety about aggression and increase confidence in dealing with aggression, in care staff working in learning disability. A brief evaluation of the leaflet was carried out, and measures taken to establish whether information was assimilated from the leaflet. Also investigated were other feelings that care staff had about aggression at work. An information leaflet entitled "Preventing and coping with an aggressive incident involving a client in your care", and a questionnaire entitled "Aggressive incidents involving a client at work" were constructed. The questionnaire incorporated a scale for measuring 'Confidence in dealing with aggression'. 53 care staff, working in residential homes for people with learning disabilities, completed pre and post-intervention Spielberger State-Trait Form Y-1 questionnaires, and "Aggressive incidents involving a client at work" questionnaires. Results were analysed using analysis of variance, t-tests and Pearson's product moment correlation. No differences were found in levels of anxiety or confidence in dealing with aggression between two experimental groups and a control group, pre and post-intervention, but a significant difference was found in levels of anxiety within the groups pre and post-intervention. The leaflet was evaluated positively, but information was not assimilated. These and other findings are discussed in relation to present practice and implications for future research.
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Caudle, Susan. "Defining moments : leadership and Learning Disability Theatres." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/defining-moments-leadership-and-learning-disability-theatres(b5a6f998-c274-4c30-9f35-3560ab60c440).html.
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This thesis is written from a practitioner-researcher perspective and explores leadership within Learning Disability Theatres, focussing on a series of moments captured within the education and outreach programme of DIY Theatre Company, Salford, UK. The researcher presents a dialogical view of research within which knowledge-production is viewed as dynamic and processual rather than mobilised by the search for a single truth or one prescriptive method of working. Emerging from research undertaken as political activity the thesis engages with, and attempts to disrupt, dominant, normative agendas of power and knowledge which limit our notions of leadership and result in people with learning disabilities all too often being viewed as too disabled to carry out leadership roles. The thesis highlights the challenges and potential for research undertaken collaboratively with disabled co-leaders to be viewed through frameworks of Applied Theatre, Critical Disability Studies and Critical Leadership Studies and articulates a methodology-in-the-making with the potential to inform future research, practice and policy within all three disciplines. Methods include observations, arts-based Inclusive Research and interviews. Descriptions of moments of practice, written from a phenomenological perspective, offer insights into the highly relational nature of leadership practice in Learning Disability Theatres. The researcher suggests it is in such moments of practice, only visible and present in the making that new ways of thinking about and carrying out leadership in participatory theatre can be located. A critical and relational perspective opens up alternative ways of negotiating and describing leadership by and with performers and theatre-makers with learning disabilities. The term workshop-in-the-making has been coined to introduce a view of the drama workshop as an extension of improvised artistic practice within which improvisers work with light structuring, are heedful, generous, able to accept offers and to respond in the moment. Development and research of dialogical leadership are political acts which challenge normative, ableist perspectives and offer significant opportunities for development of practice, research and policy within and beyond Learning Disability Theatres. This thesis does not seek to define a single model of leadership, but highlights the value of a relational perspective in exploring the nuances, shifts and complexities of roles within leadership-in-the-making and, as a result, reveals the rich range of leadership practices often masked by more hierarchical approaches.
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Genders, Nicky. "Making a difference? : understanding the working lives of learning disability nurses : 30 years of learning disability nursing in England." Thesis, De Montfort University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705060.
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The study aimed to explore the lived experience of the careers of learning disability nurses in England. The methodology was informed by Hermeneutic Phenomenology, and the study design utilised narrative interviewing techniques based on an adapted model of the Biographic Narrative Interpretive Method (Wengraf 2001) in order to explore the career choices, experiences and beliefs, and values about learning disability nursing. Twenty in-depth qualitative interviews with learning disability nurses, who had been in practice in the 30-year period between 1979 and 2009, were undertaken in 2010 across nine counties in England. The data was interpreted using a narrative analysis approach. Key findings indicated that nurses, working in a diverse range of settings with varying degrees of experience, are motivated by working with people with learning disabilities and narrate their experiences of building relationships with people articulating the meaning of this for them as nurses. The initial reasons for choosing learning disability nursing as a career formed a key theme within the findings, with complex influences on their career choice. Additionally, all participants in this study created a narrative of change, focusing on the ways in which change in policy, practice and in societal views have impacted upon their working lives and their identity. The individual narratives have also been interpreted to form a collective narrative of learning disability nursing to specifically explore the identity of learning disability nurses and nursing in a changing context of health and social care provision.
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Boahen, Godfred Fordjour. "Ethnicity, learning disability, and the Mental Capacity Act 2005 : a social constructionist ethnography of an integrated learning disability service." Thesis, Open University, 2013. http://oro.open.ac.uk/54718/.
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This thesis explores how the Mental Capacity Act 2005 (MCA) is operationalised within an integrated statutory learning disability service and examines how the legislation is manifested in everyday lived experience of an ethnic minority. In England and Wales, the MCA established a framework for assessing cognitive decision-making ability with mental capacity conceptualised as 'objective', 'rational' and person-specific. Taking as points of departure rationality and individualism which are associated with Western liberal democracy, the MCA evokes interest in how the notion of mental capacity is understood within different cultures. In the statutory context, with on-going heated debates about the epistemology of mental capacity, there is the need to examine how professionals concretise an arguably nebulous concept in their roles. These aforementioned issues are addressed in this thesis through examination of data collected during two phases of ethnographic fieldwork in a London local authority. Proposing a new relational model as a theoretical approach, it is argued that ethnicity, learning disability, and mental capacity emanate from human interactions; therefore, greater attention should be paid to context and localised meanings to better understand how they interact in everyday living.
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Bahl, Megha. "Word Learning by Adults with Learning Disability: Effect of Grammatical Class." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193598.
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A novel word learning paradigm in a reading context was employed to investigate the ability of adults with and without learning disability to learn new words. The participants were required to read a short English story. The story was based on an Indian folk tale to eliminate any confounding effect of familiarity with content. Two nouns and two verbs from the story were replaced by novel words. The story was read in three sections. The target non-words occurred once in the first section, allowing for fast mapping of the words. The non-words occurred three times each in the second and the third sections of the story allowing for additional slow mapping. After reading each section, participants were tested for different aspects of lexical acquisition such as production of words, comprehension of the content, and grammatical knowledge associated with the non-word. This allowed for an examination of the growth in learning with increased exposure to the words in context. Results indicated that the normal language group performed significantly better than the learning disability group. Moreover, nouns were more easily learned than verbs. The overall performance of both groups improved with each section read, suggesting that more experience with the word assisted learning of novel forms.
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Brown, Scott Anthony. "Student perceptions of the efficacy of learning disability support services." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467885891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Östergren, Rickard. "Mathematical Learning Disability : Cognitive Conditions, Development and Predictions." Doctoral thesis, Linköpings universitet, Psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96799.
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The purpose of the present thesis was to test and contrast hypotheses about the cognitive conditions that support the development of mathematical learning disability (MLD). Following hypotheses were tested in the thesis: a) domain general deficit, the deficit is primarily located in the domain general systems such as the working memory, b) number sense deficit, the deficit is located in the innate approximate number system (ANS), c) numerosity coding deficit, the deficit is located to a exact number representation system, d) access deficit, the deficit is in the mapping between symbols and the innate number representational system (e.g., ANS), e) multiple deficit hypothesis states that MLD could be related to more than one deficit. Three studies examined the connection between cognitive abilities and arithmetic. Study one and three compared different groups of children with or without MLD (or risk of MLD). Study two investigated the connection between early number knowledge, verbal working memory and the development of arithmetic ability. The results favoring the multiple deficit hypothesis, more specifically the result indicate that number sense deficit together with working memory functions constitutes risk-factors to the development of MLD in children. A simple developmental model that is based on von Asters and Shalev´s (2007) model and the present results is suggested, in order to understand the development of MLD in children.<br>Avhandlingens syfte var att testa och kontrastera hypoteser om vilka kognitiva förutsättningar som är centrala för utvecklandet av matematiska inlärningssvårigheter (MLD) hos barn. De hypoteser som prövas i avhandlingen är följande: a) den domängenerella hypotesen, detta innebär att den förmodade störningen/nedsättningen finns primärt i barnets generella förmågor, främst då i arbetsminnes funktioner. b) en nedsättning i den medfödda approximativa antalsuppfattningen. c) nedsättning i den exakta antalskodningen. d) nedsättning gällande kopplingen mellan den kulturellt betingande symboliska nivå (räkneord och siffror) samt den medfödda antalsuppfattningen (eller antalskodningen). e) slutligen prövas även hypotesen att MLD kan härröras från flera nedsättningar i dessa förmågor. I tre studier undersöktes kopplingen mellan kognitiva förmågor och aritmetik. i studie1 och 3 jämfördes grupper av barn med MLD (eller risk för MLD) med grupper av barn som inte hade MLD i studie 2 undersöktes kopplingen mellan förmågorna verbalt arbetsminne och tidig sifferkunskap samt tidig aritmetiskförmåga. Sammantaget indikerar resultaten från denna avhandling att det kan vara både multipla och enstaka kognitiva förmågor, primärt i den approximativa antalsuppfattningen samt i arbetsminnesfunktioner, som kan fungera som riskförutsättningar för utvecklande av MLD hos barn. Dock måste dessa förmågor samspela med andra faktorer som kan fungera kompensatoriskt eller riskhöjande för utvecklandet av MLD. En förenklad utvecklingsmodell med utgångspunkten i resultaten från studierna samt von Asters och Shalevs (2007) modell föreslås. Syftet med modellen är att den ska kunna användas som teoretiskt ramverk för att förstå utvecklingen av MLD hos barn.
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Atherton, Helen Louise. "Eugenic attitudes amongst professionals in learning disability services." Thesis, University of Hull, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419757.
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Gale, Evelyn. "The use of touch in learning disability nursing." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311733.
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Lovell, Andrew William. "Learning disability against itself : lost in self-injury." Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400244.
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Lybarger, Pamela. "An Analysis of Specific Learning Disability Exclusionary Clause." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22667.
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The purpose of Individuals with Disabilities Education Improvement Act (IDEIA) is to protect the rights of students with disabilities and to assure that all students receive equitable access to a free and appropriate public education; yet there are explicit exclusions written in the law for students who may have experienced environmental, cultural, and economic disadvantages. An explanatory sequential mixed methods design was used to study Section Four of the exclusionary clause of Specific Learning Disability (SLD) that states students must be excluded from identification if their learning difficulties are primarily the result of environmental, cultural, or economic disadvantage. The Contextual Interaction Theory (CIT) was borrowed from water governance policy analysis to provide a theoretical framework for better understanding the complexity of context and interaction processes in special education policy implementation in Oregon.
Survey (n = 100) and interview (n = 6) results showed that 87% of Oregon school psychologist respondents demonstrated some level of non-compliant behavior on Section Four implementation. Barriers to implementation included unclear state and federal guidelines, lack of measurable terms, unclear roles and responsibilities, external pressures to find students eligible, and lack of confidence that Section Four can be applied in every case for 69% or more of the sample. Recommendations for future research include defining the Section Four terms, developing a measurement tool with cut offs, and training to improve implementation; however, there is concern that this may be an impossible task. Recommendations were made to develop a state level Task Force to begin the dialogue; however, future research is needed to gain a deeper understanding of validity of CIT, definitions of Section Four terms that are measurable, identification and definitions of the mitigating mechanisms in the determination of Section Four for appropriate and possible implementation. A supplemental spreadsheet file included with this dissertation was used to illustrate the coding and mapping of Ochoa, Rivera, & Powell (1997) factors onto CIT categories.
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Vidal, Joana Breda. "A genealogy of 'dual diagnosis' in learning disability." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6782/.
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The dual diagnosis of learning disability and mental illness stigmatises and disenfranchises those subject to it. It silences the structural and material causes of distress, pathologises natural responses to difficult circumstances and legitimises the use of restrictive methods of governance. This study used a Foucauldian genealogical approach to explore the conditions of possibility for the emergence of dual diagnosis in Britain, its attending social practices, and the subjugated discourses that could provide alternative ways of constructing and responding to the distress that people with learning disabilities may experience. Analysis of clinical and social policy documents using Rose’s (1999) six perspectival dimensions suggested that dual diagnosis emerged within a historical context of governmental concerns regarding population control, particularly in relation to economy, productivity and social order. Distal conditions of possibility included the establishment of the state’s legal and political power over insanity; the medicalisation of idiocy and lunacy; and the emergence of disciplinary and biopolitical apparatuses of the state. The developmental (re)construction of idiocy opened up a possibility for its co-occurrence with insanity and presented a conceptual framework that would be taken up following deinstitutionalisation, when dual diagnosis offered an explanation and potential solution for the social problems caused by those who did not settle into the community as desired. Dual diagnosis is neither fixed nor inevitable; it is a ‘truth’ produced by power that has been reified and endorsed through clinical and government policy and practice. Implications for clinical practice, research and policy are discussed. It is proposed that a more helpful approach to alleviating distress, poverty and disability is to address the material and social causes and the power-networks that sustain these.
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Pacheva, Daniela Jivkova. "College students with learning disabilities: a developmental perspective on conceptions of learning, learning disability, and others in learning." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/366.
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A call for the design of programs focused on the development of self-awareness skills permeates the field of research and practice on postsecondary students with learning disabilities (LD). Important components of self-awareness are students' advanced understanding of learning, LD, and the social context (peers, instructors, classmates) of college learning.
This study explores students with LD's conceptual understanding of learning and LD by situating it within developmental theoretical frameworks delineating the form and content of adult reasoning. Twelve female and five male college-students with LD participated in two-hour interviews. Students' thinking about others was explored by asking participants to reason about the behaviors, intentions, feelings and traits of the characters in two scenarios depicting typical dilemmas faced by students with LD. Students' conceptual understanding of learning and LD was elicited by means of open-ended questions followed by prompts. Students' responses were scored for level of cognitive complexity and coded for conceptual content.
Overall, the students reasoned abstractly about learning and LD at a level of complexity expected from college-age population. They demonstrated well-developed understanding of others' expectations and motivations especially as they relate to the themes of self-identification, seeking accommodations, and understanding of LD. Students' conceptions of learning and LD presented qualitatively different variations on main themes. These variations paralleled the increase in complexity and were associated with experience(number of years of education). The overarching understanding of learning as acquiring knowledge transitioned from understanding learning as an external, given task to learning as an internal, personal-development process. The common understanding of LD as a difference transitioned from a difference related to an external label and an imposed constraint, to meaning of "difference" as a special ability, an asset, and a source of identity.
These results indicate a possible progression in the evolution of the concepts of learning and LD throughout the college career of students with LD. The approach to this conceptual content and its description can inform and serve as starting points in the development of programs that foster the conceptual understanding of learning, LD, and the social-context of the educational enterprise, as a way of building these students' self-awareness skills.
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Cosenza, Julie Susan. "A Critical Disability Pedagogy: Legitimizing Dyslexia." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1347.
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A common understanding is that dyslexia is the inability to spell words, the inability to recall symbols, the inability to recognize sight words, or the inability to decode. Dyslexia is often described in deficiency language—the inability to do something. Deficiency language is a product of special education and continues to dominate common understandings of dyslexia. Additionally, special education views dyslexia as an isolated variable, an object to assess, measure, and rehabilitate, and does not take into consideration systemic factors that may influence learning. In this dissertation, I ask three primary research questions: (1) What are the influential areas of study in the academy that have shaped our contemporary understanding of dyslexia? (2) What is a dyslexic way of knowing and writing? How can we make our classrooms more accessible? And (3) What can we learn about the educational institution from a dyslexic positionality? After reviewing the literature on dyslexia from the areas of special education, disability studies in education, critical communication pedagogy, and crip theory, I identify that dyslexia tends to be object of study, and very few people who identify as dyslexic are writing about dyslexia. The dyslexic scholar is rendered invisible. An undergirding principle of this dissertation is that dyslexia becomes visible only through communication: the miss-reading of a sign, a miss-spelled word, a misunderstood text, mistakes. If we come to know the world through writing and communication, then the “mistakes” that are common to dyslexia are actually another way of knowing the world, a legitimate way of knowing. Through performative writing, I articulate a dyslexic way of knowing, and show how this way of knowing can help us rethink course design and classroom communication. I also offer course design strategies that aim to disrupt ritualized educational practices, subvert scriptocentricism, embrace universal design for learning, and promote personalized education. In the process, I legitimize a dyslexic way of know, and by effect, legitimize dyslexia.
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Linders, Lisa M. "Personality characteristics of adults with nonverbal learning disability subtypes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0003/MQ33408.pdf.
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Fitzgerald, Suzanne. "Risk assessment of violence in offenders with learning disability." Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/54788/.
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Methods to predict dangerousness (recidivism and institutional violence) in mentally disordered offenders are well established in the research literature. In stark contrast there have been fewer developments in the prediction of violence in offenders with learning disabilities (LD), a subgroup of mentally disordered offenders. Chapter 1 reviewed the prevalence of offending and recidivism in offenders with LD and concluded that risk assessment of violence was an area that required further research. The literature regarding the risk factors for offending in this population illustrated that it was unclear if the risk factors for offending are qualitatively different to other mentally disordered offenders without LD. This was tested in Chapter 2 and it was found that the factors related to offending in offenders with LD were not different to other mentally disordered offenders. This provided evidence for the criterion validity of 'best practice' risk assessment instruments, the VRAG, the PCL-R and the HCR- 20, already validated in mentally disordered offenders (the predictive efficacy of these instruments was also reviewed in Chapter 1). Chapter 3 and 4 tested the predictive efficacy of the VRAG, the PCL-R (and its variants) and the HCR-20 in offenders with LD by evaluating the ability of the risk assessment instruments to predict long-term re-convictions (Chapter 3) and institutional violence (Chapter 4) in offenders with LD in comparison to a control group of other mentally disordered offenders. It was found that the VRAG, the PCL- R (and its variants) and the HCR-20 have comparable or superior predictive efficacy in offenders with LD. Chapter 5 served to complement these findings with the development of a screening tool for risk of violence in offenders with LD. The research contained in this thesis has extended the evidence base on risk assessment in offenders with LD and should hopefully serve to improve evidence based practice and service provision in forensic services for people with LD.
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Boxall, Kathryn A. "Reseach and the Production of Knowledge about Learning Disability." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503742.
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Disley, Philip Alan John. "Applying equity theory to staff in learning disability services." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618725.
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According to Adams' (1965) equity theory. individuals determine how fairly they are being treated in relationships by comparing their ratio of inputs and rewards with those of a comparison other. A small number of studies on staff working in services for people with learning disabilities (LD) have utilised this theory, A review of these studies found a number of theoretical and methodological issues that require investigation. The aim of the current study was to address these issues. Specifically, its main aims were to (I) find out what inputs and rewards are relevant to LD service staff and who they compare themselves to (2) develop and evaluate a detailed measure of staff equity perceptions that is suitable for LD service staff - The Equity Perception Scale - Learning Disability Service (EPS-LDS) - and (3) expand on previous research by investigating whether staff equity perceptions are associated with a number of variables that have not previously been investigated within the context of LD services (i.e. performance, job satisfaction and organisational commitment). Data was collected using a combination of qualitative and quantitative methods (i.e. semi-structured interviews (n=; 15), focus groups (n = 7) and postal questionnaires (n = 143)) and data analysis procedures (e.g. template analysis and non-parametric statistical tests). A wide range of inputs, outcomes and comparison others were identified. Overall, the EPS-LDS was found to possess acceptable internal consistency reliability, construct validity and criterion validity. The overall test-retest reliability of the measure, however, was found to be unsatisfactory. Staff equity perceptions were found to be associated with performance. job satisfaction and organisational commitment. Possible explanations for some of the findings are forwarded. The results are discussed in terms of their implications for research and practice. Directions for future research are proposed.
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Brennan, Ailsa Katrina. "Understanding women's distress within a forensic learning disability service." Thesis, Coventry University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487543.
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The Department of Health consultation 'Women's Mental Health: Into the Mainstream' (2002) presented a strong evidence base demonstrating the need for 'gender sensitive' and 'gender specific' services. A further document 'Mainstreaming Gender and Women's Mental Health' (2003) highlighted the need for consideration of the mental health needs of women within secure settings. It acknowledged that women in secure settings have often had histories of abuse and trauma and it was therefore important to ensure that their environment was 'validating' and 'safe'. It recommended that services provide an appropriate 'therapeutic context' in order to address the complexity of mental distress in women. Specific reference was made to women with 'complex mental health care needs'. This included women who selfharmed or carried out offending behaviours, women with learning disabilities and those with a borderline personality disorder. Chapter 1 reviews the literature on the medicalisation ofwomen and their distress and discusses the clinical implications of this for women who self-harm within forensic learning disability services. It recommends that clinicians are guided by how women conceptualise their self-harm and that women should not be discouraged from using biological explanations if this is meaningful to them. It stresses the importance of consulting women regarding their experiences in order to inform relevant policies and protocols. Recommendations for future research are made. Chapter 2 details the main study which explored how six women with mild learning disabilities within a secure forensic setting made sense of their self-harm, using a grounded theory methodology. A model is proposed representing how women coped with their lives on a daily basis; self-harm being integral to this. Recommendations are made for clinical practice and future research. Chapter 3 details a pilot study which explored differences between staff perceptions of female self-harm versus that carried out by males within a forensic learning disability service, using a questionnaire design. Data was analysed using thematic analysis. Results demonstrated that although there are many similarities in how staff perceive self-harm in men and women, there are also differences which may be difficult for staff to verbalise. Recommendations for future research are made. Chapter 4 offers a reflective account of the research process which may be of benefit to other psychologists and researchers.
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Whittinger, Naureen. "Religion and parenting a child with a learning disability." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10325/.
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Section A provides a review of the current research literature on religion and parenting a child with a learning disability. Religion is generally associated with positive outcomes, although there are some mixed views regarding religious communities. Most literature is carried out abroad and differences between study designs make it difficult to compare between studies, indicating a strong need for UK research. Implications for services are discussed and suggestions provided for future research. Section B is a research study exploring the role of religion for parents of children with a learning disability in the UK. Existing research shows religion plays an important role for some parents of children with a learning disability. To date, most studies have been carried out in America and have focussed on religious observance. This study aimed to assess the personal role of religion for parents in the UK. Eight parents of Christian, Muslim and Jewish faith were interviewed. Data was analysed using Interpretative Phenomenological Analysis, a method designed to capture lived experiences. Religion was found to help some parents make sense of their child’s disability and their role as a parent. Having faith gave parents hope and was an important part of their personal identity. The religious community was generally perceived as supportive, although there were barriers to participation for many families, including limited time and lack of family support. Further research assessing parents with other faiths and from specific ethnic groups and religious denominations may broaden understanding in this area. Section C outlines further issues pertaining to the research study including research skills acquired and lessons learned during the completion of the project, implications for future clinical practice, and ideas for future research.
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Reilly, Niamh-Elizabeth. "Enhancing motor skill acquisition in individuals with learning disability." Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/enhancing-motor-skill-acquisition-in-individuals-with-a-learning-disability(18ead98a-7587-4f7b-a931-f557cf5303ee).html.
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1.1 Background This thesis is presented as an investigation into the movement integration, performance processes and effects of anxiety on the skill acquisition of individuals diagnosed with Down syndrome or DS as it will be referred to in this thesis (a full description of this genetic condition is presented in the thesis introduction). The investigation of several features of motor control and performance pressure in individuals with DS is carried out through several related research projects which will be rationalised and outlined throughout. In both everyday life and in sporting situations, people are required to perform tasks quickly and accurately and these tasks vary in complexity. Some of these actions consist of one segment movements (e.g. turning on a light switch), whilst other actions have multiple segments (e.g. making a cup of tea) and the need to be fast whilst maintaining a high degree of accuracy is very important. Therefore understanding the basic principles behind these actions in individuals with DS and how performance pressure may affect speed and accuracy of movements will not just have theoretical implications, but also practical importance such as designing practice protocols to enhance functional independence. Motor skill control, learning and performance are imperative for everyday activities such as signing one’s name, dressing oneself and personal hygiene. The capability to perform these motor skills with or without support is of the upmost importance for individuals with DS. Discovering new channels of enhancement in motor skill control, learning and performance for individuals with DS is extremely important and vital step on the pathway to improving functional independence for personal and professional gains. 1.2 Outline of thesis This thesis attempts to investigate the issues relating to the programming of movements and the affects of anxiety on the motor skill learning of individuals with DS. The first experimental chapter focuses on the underlying mechanisms responsible for the planning, control and integration of multiple target aiming extension movements in individuals with DS. The aim of this chapter was utilise to the One Target Advantage (OTA) phenomenon in sequential extension movements to see if individuals with DS utilise similar movement planning and control strategies to typically developing (TD) individuals and individuals with an undifferentiated intellectual disability (UID). The second experimental chapter was designed to further understand the control of multiple directional movement actions in the DS population and the possible central and peripheral movement deficits. This experimental chapter aims to examine both the directional requirement of the second movement together with the effects of practice on the OTA phenomenon in persons with DS. Specifically, as in the first experimental chapter, we compare single-target movements with two-target extension sequences when the two-target responses are performed with a single arm and when there is a switch between the arms used to execute the first and second movement segments. However, in this chapter we also include sequences where the second movement in the sequence requires a reversal in direction to that of the first movement. The purpose of the third experimental chapter was to investigate the effects of environmental characteristics outside of those associated with the number of targets within a sequence. Specifically, the effects of performance pressure on the speed and accuracy of the movements of persons with DS. 1.3 Thesis format This thesis consists of a review of the literature, three research papers and a general discussion. All three manuscripts were written as stand-alone research articles and have been or are currently being prepared to be submitted for publication in international disability research journals. For consistency, all manuscripts have been written in the style of the American Psychological Association Publication Manual (Deckers, 2001) and the current recommendations adopted by the School of Sport, Health and Exercise Sciences, Bangor University for thesis preparation. For this purpose, all illustrations are numbered consecutively and citations are included in a single section at the end of this thesis. For ease of reading, all abbreviations are defined at their first appearance within each chapter of the thesis. Any contribution of co-authors is detailed in the ‘acknowledgements’ section of this thesis. All experimental chapters of this thesis are independent but linked, therefore at times there may be a necessary overlap in content between chapters.
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Townsend, Robert C. "Understanding coach learning in disability sport : a Bourdieusian analysis." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32423.
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The purpose of this research was to answer longstanding calls to explore the learning and development of coaches in disability sport (DePauw, 1986; Reid & Prupas, 1998). We know very little about coaches in disability sport and although there exists a growing body of work that has explored coach learning, there is an absence of in-depth sociological research on disability coaching and coach education. In order to address this gap in the literature, this research sought to examine the nature of coach learning through analyses of coach education and coaching practice. Drawing upon a critical sociological framework, the research was conducted on the premise that understanding social practice can generate critical insights into the nature of coach learning. The research begins to answer some of the criticisms levelled at previous research by operationalising the sociological framework of Pierre Bourdieu in conjunction with disability studies, to analyse data generated through a two-year case study evaluation of an impairment-specific mode of coach education, and ethnographic data generated from eighteen-months of fieldwork in a specific disability coaching context. Altogether, data were collected through in-depth observations, interviews, focus groups and qualitative surveys to generate data that had both breadth, gathering data from large numbers of participants, and depth, by understanding in detail a particular coaching culture (Polkinghorne, 2005). The findings reveal how knowledge about disability was often marginalised in coach education, with engagement in the field functioning as principle source of knowledge about coaching in disability sport. As a result, disability-specific coach education contributed marginally to coach learning and functioned as a platform for the transmission of medical model discourses about disability, in terms of the pedagogy adopted and its effects on coaches knowledge. In the ethnographic study, analyses revealed how disability was assimilated into a high-performance coaching logic that structured coaches learning according to high-performance ideals. The process of learning was revealed to follow the logic of reproduction as alluded to by Bourdieu (1977, 1990a), and reinforced in social practice through the continual (re)adjustment of class habitus to structural conditions. The mechanisms underlying this process revealed learning to have a symbolic nature, mediated by power, resulting in the uncritical reproduction of ideology related to coaching disabled people. Thus, the research extends an understanding of coach learning, taking into consideration social structure and agency, as a basis for further critical inquiry into coaching in disability sport.
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Bartos, Bonnie Heather. "An Investigation of School-Based Specific Learning Disability Identification." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2714.
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Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of relativity, acceptability, and profitability as they reflect on the SLD process? and b) What other themes regarding SLD eligibility determination emerged from interviews with secondary resource teachers? Utilizing the modified constant comparative method (Lincoln & Guba, 1985), the author revealed that there was moderate support for the paradigms of relativity and acceptability, but less support for the paradigm of profitability. In addition, the author identified other themes, such as difficulties with evaluating English language learners and the benefit of case management, that can be used to expand Bocian’s theory. The author also argued that the paradigms overlap with one another during the special education identification process, rather than proceeding in a sequential order. Finally, the author discussed the implications of her findings in terms of improving school-based and policy practices.
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Turnbull, K. "Learning disability staff responses towards allegations of sexual abuse." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26947/.
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Peckham (2007) has argued that people with learning disabilities are at a greater risk of abuse than members of the general population however, no research has investigated paid carers' responses to allegations of sexual abuse. The current research aimed to investigate: factors affecting care staff responses in this situation, the relationship between attributions, emotions and helping responses, and test predictions derived from Weiner's (1985; 1986) cognitive-emotional model of attributions. A vignette methodology was used. Sixty four residential services support staff (32 females, 32 males) answered a questionnaire describing a scenario in which a service user alleged they had been sexually abused. The characteristics of the person making the allegation were varied across eight versions of the scenario according to gender, whether they were known to be sexually active and if they had reported being abused before. Participants were asked to describe what they thought the most likely cause (or causes) of the claimant's behaviour was, and then made judgements on 7- point rating scales as to the cause of the allegation, their own emotional response and their willingness to offer help. The data was analysed using 4-way ANOVAs and correlational techniques. Important results included: 1) the most common causal explanation given overall was that the claimant had been sexually abused and absolute levels of willingness to provide help for the service user were high across all situations; 2) all independent variables affected at least some part of attributions, emotions or helping behaviour; 3) there was evidence for gender differences in the treatment of sexual abuse allegations, with participant gender becoming a unexpected fourth variable; 4) the analysis indicated support for Weiner's (1985; 1986) model with the effects of willingness to help being mediated by emotions and optimism. Implications for learning disability practice, attribution theory and vignette methodology are discussed.
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Becker, Toni C. "What do college students with learning disabilities learn from lectures?" Thesis, University of Iowa, 2015. https://ir.uiowa.edu/etd/1544.
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A learning disability (LD) is any disability resulting from a primary impairment in comprehending or expressing language. Many studies have looked at atypical language processes in children - particularly those with Specific Language Impairment and Dyslexia - but few have considered to how language demands, and therefore the impact of LD, change as children or adolescents transition into the postsecondary setting where auditory language abilities are often a necessary component for success.
In this study we posited that students with LD would have a more difficult time learning information from a typical lecture format, and that contributors such as extant vocabulary, short-term verbal memory, and attention would all predict outcomes for post-lecture test performance. Participants were 34 individuals with LD and 34 individuals who were typically developing (ND). Each participant watched a 30-minute lecture. Before the lecture, a baseline-test of general topic knowledge was given. Afterwards a post-test was given regarding specific information from the lecture. Additionally, multiple standardized tests and ratings were given to each participant to look at individual differences that contributed to outcomes on the post-test. We found that LD students learned less information from the lecture than did the ND students, as measured in both recall and recognition formats. Post-test performance for all students was predicted based on vocabulary and attention. Verbal memory was an additional predictor for LD participants.
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Conway, Joseph. "WORKPLACE DISCRIMINATION AND LEARNING DISABILITY: THE NATIONAL EEOC ADA RESEARCH PROJECT." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1950.
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Using the Integrated Mission System of the Equal Employment Opportunity Commission (EEOC), the employment discrimination experience of Americans with Learning Disabilities (SLD) is documented for Title I of the Americans with Disabilities Act. The study examines demographic characteristics of the charging parties and the industry of the responding employer against whom complaints are filed. It establishes the nature of the discriminatory act, specifically, pin-points the issue(s) that predicated the allegation, and shows the final outcome or resolution of these complaints. Key dimensions of workplace discrimination as experienced by individuals with LD are detected using two Tests of Proportion. The first test compared individuals with LD to persons who have similar, non-physical disabilities (mental retardation and autism). The second test compares the experience of the LD group to a group representing all other physical, sensory, and neurological disabilities. The Exhaustive CHAID technique is then used to identify and prioritize the most significant variables that contribute to predicting the outcomes of the allegations filed by persons with LD. The comparative findings of both Tests of Proportion in this study indicate that among other industries, Educational Services is more likely to experience allegations of discrimination charged by individuals with LD. Among disability groups, the LD populace was also more likely to make charges of discrimination relative to Assignment, Testing, Harassment, Training, and Discipline. The predictive findings of this study identify eleven specific Issues that drive allegations of discrimination filed by individuals with LD. Derivative implications are discussed as they affect individuals with LD, designated industries, the EEOC, and other stakeholders. Recommendations for future research are made.
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Dunham, Mardis D. "A comparison of adult learning disability subtypes in the vocational rehabilitation system /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809668.
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McDonnell, Daniel Michael 1948. "Qualitative assessment of successful individuals who have a learning disability." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282130.
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This study used qualitative methods to investigate successful individuals who had a learning disability. Six participants, three men and three women, along with their family members and significant others were interviewed. A participant observation was also conducted during each participant's typical day at work. Four common characteristics were found among the participants. These characteristics were organizational skills, drive, a match between strengths and career, and interpersonal competence. The characteristics identified by the study were similar to those found by Gerber and Ginsberg (1990); however, it was noted that over-reliance on one characteristic and an inability to adjust to success often created difficulties. Further, job satisfaction and eminence in one's field did not always mean self-fulfillment, happiness, and psychological maturity. A definition of success which suggests a balance between career, family, and social activities was given. The study noted that a key element in coping with a learning disability was that the individuals understood both their strengths and weakness. Family members indicated that the transition from school to adult life was critical and that the role of parent and family members' perceptions about the participants usually needed to be adjusted. Older participants indicated that having a son or a daughter who had a learning disability helped them to come to terms with their disability. They also noted the importance of having a diagnosis, so they could reframe their self-perception in terms of a condition rather than a sense of mental incompetence or laziness. Recommendations for future research in this field were presented.
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Simpson, Leon Mark. "The emotional landscape of working in a learning disability service." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10615.
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Aims: The UK policy documents ‘Valuing people’ (DOH, 2001) and ‘Valuing people now’ (DOH, 2009) presaged a new direction in learning disability services: towards a human-rights model of care with the underlying principles of rights, choice, inclusion, freedom and independence. However, despite such legislative changes, a recent review (DOH, 2008a) candidly described that people with learning disabilities have greater need for healthcare than other people, yet have worse access to the care that they actually need and poorer health outcomes. Whilst some research has explored this from the perspective of people with learning disability (Jones & Donati, 2009; Jones & Parry, 2008) there is significantly less from the perspective of support workers. This research seeks to examine the emotional and psychological experience of support workers in learning disability services. Although research has explored the experience of support workers from the perspectives of ‘stress’ and ‘burnout’, there is a dearth of research in areas such as emotions, sense-making, their constructing of systems, relationships and their underlying motivations. Method: Semi-structured interviews were carried out with seven support workers from three learning disability care homes. Verbatim transcripts of interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: The analysis produced two superordinate themes, both with two main themes. The superordinate theme ‘Emotional Motivation’ had the main themes ‘Personal Fulfilment and motivation’ and ‘The Emotional Struggle’. The superordinate theme ‘Demands and Coping’ had the main themes ‘Safety and Conflict within Coping’ and ‘Persecution and Protective Positions’. Implications: This research suggests that the support worker role may evoke strong feelings of pleasure but also powerlessness, blame, deficit, injustice, responsibility and anger. Support workers seem to manage these emotions in various ways: such as compensating by striving to be the ‘ideal’ carer, protecting themselves by avoiding and not elaborating on difficulties, and also projecting their difficulties onto others. Problematically, this may reinforce a work culture in which no individual actually takes responsibility for the ongoing difficulties, conflict and struggles. Thus, political and legislative changes may be negated or ineffective unless addressed within the context of this dynamic; namely, the value, emotional and meaning systems within services, i.e. the nature of the relationship between the support worker and resident. Indeed, paid staff are often the only meaningful relationship that people with learning disability have in their lives. Such findings are discussed in light of existing theory, research and practice.
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Shewan, Laura. "Being a parent with a learning disability : a qualitative study." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6178.
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This research portfolio aims to further explore the issues faced by parents with a learning disability. Firstly, a systematic review of qualitative research into the social support of parents with a learning disability is presented. This not only indicated that a range of social support is provided to parents with a learning disability and received with different perceptions, but also highlighted the need for further qualitative research in the area, to gain a better insight into the lived experiences of this group of parents. Secondly, and further to the findings of the systematic review, is the empirical research study. Adopting a qualitative design (Interpretative Phenomenological Analysis- IPA) (Smith, 1996; Smith et al., 2009), the study aimed to explore what parents with a learning disability understood about their learning disability and how they perceived it to impact on them in their parenting role. Analysis revealed five themes which reflect the perceptions and experiences of a sample of eight parents with a learning disability. Finally, to enable efficient and effective dissemination of the findings to the wider audience a journal article is presented. The journal article, as well as attempting to summarise the methodology used, focused on the most salient theme of the findings, which was how participants viewed themselves in relation to having a learning disability and being a parent.
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Southby, Kris. "Supporting the fans : learning-disability, football fandom and social exclusion." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7004/.
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In Britain, within the contemporary drive of using sport to tackle the isolation of socially excluded groups, association football (football) fandom has been implicated in many policy documents as a possible site for learning-disabled people to become more socially included. However, whilst there is some evidence of the benefits of playing football for learning-disabled people, there is little evidence to support these claims. Drawing on empirical data from learning-disabled people about their experiences of football fandom and from relevant authorities responsible for facilitating the fandom of learning-disabled people, this thesis provides a critical analysis of the opportunities to tackle social exclusion that football fandom provides learning-disabled people. This includes examining the experience of football fandom for the learning-disabled people involved, any opportunities for social inclusion football fandom provides, and the response of relevant football authorities to learning-disabled fans. The thesis concludes that whilst football fandom offers social benefits to learning-disabled people in terms of opportunities for social interaction, a sense of belonging and a shared social identity that go some way towards tackling their social exclusion, football fandom is unlikely to result in the 'social inclusion' characterised by Government.
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Braley, Denise A. "Evaluation of Stakeholder Collaboration With a College Disability Learning Center." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583496.
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Ivani-Chalian, Christine. "A critical analysis of disability through processes of open learning." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241953.
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Fincher, Justin. "Leadership self efficacy for college students with a learning disability." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8210.
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Thesis (M.A.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Rossetti, Zachary Stephen. "Learning to connect: Developmental disability and friendship in high school." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2007. http://wwwlib.umi.com/cr/syr/main.
Full text
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Cifelli, Ami. "Sex and relationships : the role of learning disability support staff." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6402/.
Full textAbstract:
Sex and relationships with regards to people with learning disabilities is an important area of research for two overarching reasons; the promotion of social equality for people with learning disabilities, and to promote safety. Many people with learning disabilities have the support of paid staff to enable them to live independent lives. Support-staff’s attitudes and opinions towards sex and relationships can have an impact on the type of support they provide. This study sought to explore what informs support-staff understanding of their role with regards to provision of support around sex and relationships, how learning disability support-staff conceptualise their role with regards to providing this support, and what conflicts arise as a result of their adopted role. The study employed a qualitative design, using semi-structured interviews with a sample of 11 support-staff from across South East England. A critical realist epistemology was adopted and a thematic analysis used to analyse the data. Three overarching themes emerged; ‘Definition of support work’, ‘Moral and value judgement’, and ‘Enablement and empowerment’. Support-staff discussed the changing nature of the support-staff role and how understanding of the overall support-staff role impacts on the type of provision towards sex and relationships. Support-staff identified the personal and value laden nature of decisions around sex and relationships, drawing on societal norms, family values and legislation to inform their role. Support-staff demonstrated a willingness to support people with learning disabilities with regards to sex and relationships and identified ways in which they could be enabled and empowered to do so such as organisational changes, clear guidance and support from external professionals. The findings have implications for clinical change in organisations and cross professional working in this area. Further research could take a more action focused approach to enable and empower support-staff in the arena of sex and relationships.
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Aikhomu, Irene Ekohamen. "Learning Disability Status and Gender as Predictors of Self-Efficacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/220.
Full textAbstract:
In the school district under study, students with learning disabilities were
underperforming when compared to students without disabilities. Research has indicated that improved self-efficacy can promote improved student outcomes and that self- efficacy can be taught. Despite this known association, the school district under study has not provided students with such support. The current study addressed ways in which that gap may be attenuated. Guided by the framework of Bandura's theory of self-efficacy and social cognitive theory, the purpose of this study was to explore (a) whether students' perceptions of self-efficacy differed depending on whether or not they had diagnosed learning disabilities and (b) whether learning disability status and gender were predictors of self-efficacy. Bandura's Children's Perceived Self-Efficacy scale was used to examine students' (N = 394) levels of self-efficacy in this causal-comparative study. Data were analyzed using both descriptive and inferential statistics (scale reliability analysis, multivariate analysis of variance, and multiple regression). Results indicated that students with learning disabilities had lower levels of perceived self-efficacy, whether measured using the 7 subscales or the 3 overall scales, and that these differences were independent of gender. These results indicate a need for administrators and teachers to implement strategies to improve levels of self-efficacy for students with learning disabilities. Ultimately, improving students' levels of self-efficacy could contribute to improved academic outcomes, thus promoting social change.
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Kelm, Joanna Lynne. "Adults' experiences of receiving a diagnosis of a learning disability." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58711.
Full textAbstract:
A learning disability (LD) is a term used to refer to a heterogeneous group of disabilities characterized by difficulty acquiring or demonstrating one or more academic skills, such as reading, writing, and mathematics (Fletcher, 2012). Learning disabilities are often identified in childhood or adolescence, but persist over the lifespan (Gerber, 2012). There is a small, but growing body of literature that has examined the experiences and outcomes of adults with LDs (e.g., Gerber, 2012; Nalavany, Carawan, & Sauber, 2013; Wilson, Armstrong, Furrie, & Walcot, 2009). This literature has neglected to differentiate between individuals who were diagnosed with LD in childhood, and those who were diagnosed in adulthood. Limited research suggests that an increasing number of individuals are seeking and receiving an assessment and initial diagnoses of LDs in adulthood (Sparks & Lovett, 2009).
There is little understanding of how adults make sense of the experience of seeking and receiving a psychoeducational assessment and receiving a diagnosis of an LD. This study employed a qualitative research approach, interpretative phenomenological analysis (IPA), to understand the meaning of seeking and receiving a psychoeducational assessment and of receiving a diagnosis of an LD in adulthood. Six adults who had received a diagnosis of an LD engaged in semi-structured interviews. With regard to the experience of seeking and receiving a psychoeducational assessment, four broad themes and five subthemes were identified. The broad themes are: 1) Reviewing the past, 2) Pursuing the assessment, 3) Perceptions of the clinician, and 4) Understanding the results. With regard to the experience of receiving a diagnosis of an LD, four broad themes and 11 subthemes were identified. The broad themes include: 1) Gaining insight and perspective on the past, 2) Making sense, 3) Conceptualizing a new self, and 4) Reflecting on the LD and society. Participants described experiences prior to, during, and following the LD assessment and diagnosis. The findings are considered in relation to the existing literature. Implications for practitioners, recommendations for future research, and the strengths and limitations of the study are discussed.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate
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Wolfe, Christopher B. "Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/8.
Full textAbstract:
Recent research has begun focusing on the connections between reading and mathematics. Little research, however, has examined connections between mathematics and other reading related skills, such as spelling. Moreover, working memory may a play a significant role in both systems. Results indicated a significant predictive relationship between spelling and mathematics. Furthermore, this relationship was found to be partially mediated by measures of phonological working memory.