Dissertations / Theses: 'Learning disabilities – Case studies'

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Bradshaw, Yvonne M. "Case Studies of Postsecondary College Students with Learning Disabilities." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27568.

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The purpose of this study was to (a) identify educational counseling interventions and accommodations that learning disabled (LD) postsecondary students received that contributed to their academic success and (b) identify barriers and issues that LD students experienced in accessing services. Ten postsecondary students were identified and classified as LD that had attended a community college in Northern Virginia and volunteered to participate in this study. Out of the ten, two students were selected for this research study. These students were interviewed using a two-part questionnaire (Appendix C). The questionnaire included significant factors and variables frequently associated with postsecondary success. Questions in part I of the Questionnaire pertained to the LD studentâ s profile (e.g., medical and social history, employment, volunteer work, hobbies, education including special education experiences, language therapy, and assessments). Questions in part II consisted of the recommended support services identified in the literature (e.g., disability awareness, accommodations, self-advocacy skills, academic remediation, parent and counselor advocacy, computer technology, career counseling, transition services, and rehabilitation counseling) often delivered to LD students. Psychological and educational assessments were also obtained, reviewed, and coded. The interviews were tape recorded in order to assure concise descriptive information from the studentâ s own â personalâ past and current educational experiences. Each student reported that they had received a great deal of assistance by another individual who had been most instrumental in helping them over come their postsecondary academic barriers. These individuals were also interviewed. The interviews were transcribed, and the data collected were coded. Two in-depth comprehensive case studies were developed by reviewing and recording data from the interviews, psychological assessments, and educational records. All narrative material was subsequently analyzed by coding procedures used in grounded theory.
Ed. D.

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Bernacchio, Charles P. "Perceived Attributes to the Development of a Positive Selfconcept from the Experiences of Adolescents with Learning Disabilities." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/BernacchioCP2003.pdf.

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Chen, Holly Hsiu-Pi. "The contexts of learning disabilities : case studies in primary schools in Taiwan /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17480.pdf.

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Taylor, Shaunna. "Case Studies in Learning to Coach Athletes with Disabilities: Lifelong Learning in Four Canadian Parasport Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32234.

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The complex human process of sport coaching is a dynamic and evolving practice that develops over a long period of time. Coaches learn from a number of different situations and their past experiences influence what they choose to pay attention to and learn from (Werthner & Trudel, 2009). This dissertation explores the lifelong learning process through a collective case study involving four coaches for athletes with a physical disability. The theoretical framework that guides this study is Jarvis’ (2006, 2007, 2009) comprehensive view on human learning, including his concept of lifelong learning, and key concepts such as biography, experience and disjuncture, and types of learning. Jarvis' psychosocial perspective on human learning is a useful lens for a closer examination of how coaches develop over a lifetime and how they change and continue the process of becoming through new experiences, which they gain, more often than not, within a social context. The work of Moon (1999, 2004) and her metaphor of a network view of learning is a complementary framework for examining learning through reflective practice. Moon's generic view of learning (1999) illustrates how a network of knowledge, feelings and emotions make up one’s "cognitive structure" and suggests that this structure plays an important role in the learning process as it guides what we choose to pay attention to and what we choose to learn. A thematic analysis (Braun & Clarke, 2006) was used to extract themes and examples from three in-depth interviews with each coach, observation of the coach in their coaching contexts, as well as interviews with key collaborators in their coaching practice. The transcripts were member checked to increase trustworthiness. Three articles comprise the results section and the main points in this dissertation are as follows: (a) a case study of one exemplary parasport coach and how he learned through a wide variety of life experiences, such as pragmatic problem solving, education, and building relationships; (b) the four coaches who engaged in social learning through meaningful interactions with a variety of key collaborators who contributed to their learning and coaching practice; and (c) the four coaches who used reflection to learn and to build their coaching practices within the unique context of the parasport world. These findings contribute to the emerging body of literature on coaches for athletes with disabilities by adding to our understanding of how coaches’ life experiences and biographies determine what kinds of learning opportunities they each found meaningful; the importance of the social context in learning to coach athletes with disabilities; and the role and importance of reflection in understanding the interconnections of learning from life experiences, particularly in the unique and developing parasport setting. The study will also aid coach educators in understanding the role and importance of past learning experiences and the social context in coach learning.

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Garcia-Rodriguez, Gina D. "Analysis of School Discipline with a Focus on Characteristics of Hispanic Adolescents with Learning Disabilities from a Low-Socioeconomic Area." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12126/.

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The research reported herein examined the emotional and behavioral characteristics of adolescent Hispanic students with and without learning disabilities from a middle school in north central Texas. The data were based on all students enrolled at the campus (N = 986), but focused on 55 students of Hispanic descent with learning disabilities and 55 students without. The data accrued for this study utilized a school discipline database. In addition, a 43-item behavioral rating scale was completed on each student of the more focused group. Methods of data analysis were derived from descriptive statistics, one-way analysis of variance, and multiple regression measurements. The results indicate that Hispanic students with learning disabilities often exhibit more disruptive behaviors.

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Topper, Kegan. "Narrative play therapy and the journey of a boy diagnosed with a learning disability: a case study." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/313.

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This study offers a detailed exploration of the personal narrative of a nine year old boy diagnosed with a learning disability, and explains how the nature of the therapeutic relationship facilitated shifts in his personal understandings of himself, others and the world. Children diagnosed with learning disabilities experience a range of challenges in their different life contexts, and particularly within the school context. This is often because of constant evaluation and surveillance from teachers, family members and peers, who define the child within rigid and limiting frameworks. Soon enough children diagnosed with learning disabilities develop problem-saturated narratives that can significantly influence their relationship with themselves and others. This is because the individualising effects of having a disability cause them to feel different or isolated from their peers. This study illustrates an eight session case study, facilitated by a narrative play therapy approach, between a counsellor, a child and his parents. The therapeutic encounters were intended to assist the child in moving away from problem-saturated narratives of incompetence and inferiority towards more preferred narratives that would positively influence his self esteem. Key words: learning disability, dyslexia, narrative, narrative therapy, identity, self esteem. Children Diagnosed with a Learning Disability Children who have been diagnosed with a learning disability often experience themselves and their world very differently from other children (Rodis, Garrod, & Boscardin, 2001). Within the educational system a considerable amount of pressure is placed on children to succeed. The educational discourse of achievement that professes itself to be the only direction from which a successful future can be attained, marginalizes and rejects those children whose knowledge and skills exist outside this rigid and oftentimes insensitive system of evaluation. As a result, children soon create problem saturated narratives, believing themselves to be the problem. However, in the last two decades there has been a move from reductionism to constructivism and as a result research in the field of learning disabilities has started to focus on children’s non-traditional strengths and talents, which are often misunderstood and ignored by schools. Armstrong (1987) sums it up as follows: The schools allow millions of imaginative kids to go unrecognised

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Griess, Julie Omodio. "A Canine Audience: The Effect of Animal-Assisted Therapy on Reading Progress Among Students Identified with Learning Disabilities." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1649.

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This study explored the use of animal-assisted therapy with students identified with a learning disability and limited reading success. Initially, reading progress was defined as the participants' comprehension rate obtained from an oral Informal Reading Inventory (IRI) passage. The nature of the Informal Reading Inventory requires the introduction of more difficult reading passages as the student's comprehension rate increases, potentially masking the overall effect of the intervention. Due to this factor and erratic student performance, which is a common characteristic of students with learning disabilities, obtaining consistent comprehension rates was difficult. Therefore, progress was defined only as total amount of time the student was engaged in reading under each condition. A reversal replication, single case design was implemented to determine the effects of reading to the therapy dog on the students' reading progress as measured by total amount of time read. The analysis indicated a statistically significant increase in the total amount of reading time as determined by the participants in the presence of the therapy dog. Positive student feedback about their experience reading with the therapy dog supported the effect of the intervention on reading progress.

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De, Waal Hester Jacoba. "Youths’ predispositions to learning : case studies within a place of safety (Western Cape, South Africa)." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5409.

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Thesis (MPhil (Centre for Higher Education))--University of Stellenbosch, 2010.
Bibliography
ENGLISH ABSTRACT: Learning in young adulthood, especially in communities where there may be substantial barriers to learning and exclusion from formal education, needs further investigation. This study provides an in-depth investigation of six youths’ predispositions to learning while awaiting trial in a place of safety. This study focused on an in-depth investigation of youths’ predispositions to learning in the particular context of the place of safety (Western Cape, South Africa). I have been working with awaiting trial male youths for over four years as principal at the place of safety. The place of safety is a residential facility for boys and youths between the ages of 10 and 16 years who broke the law and who were at risk. The court placed these youths at the place of safety for the duration of their pending court cases, which may take up to two years in extreme cases like rape and murder. They typically come from communities where they had been exposes to violence, substance abuse and crime, both at home and at school. All of the youths at the place of safety broke the law and were awaiting trial; and they had all dropped out of school or had never attended school. The six respondents used in my study either were abusing drugs themselves or witnessed drug abuse. During their stay al the place of safety, the learners undergo various therapeutic programmes. They also attend school, where the curriculum is adapted to the individual needs of the learners. While working with these youths at the school, I became deeply concerned about the limited prospects they seemed to have. I was curious why most of them demonstrated little or no ambition or eagerness to learn, given that they all had literacy levels below the average for their age group and that most of them had dropped out of school or had never attended school. Popular media reports as well as official documents indicate that youths in South Africa – and the Western Cape in particular – are exposed to drug abuse, violence and crime, which may influence the escalating number of school dropouts. An understanding of the predispositions to learning among awaiting trial youths may contribute to a better understanding of the sense of disempowerment within these communities. This research project focused on qualitative case studies where I tried to discover and understand youths’ predispositions to learning. I followed an interpretive approach to provide insights into the life stories of the six respondents between the ages of 14 and 16 years and how they interpret and make meaning of their personal realities. This marginalised group of people had the opportunity to narrate their individual life stories with relation to their experienced learning processes. I conducted this study, collected, and interpreted data over a period of approximately two-and-a-half v years. I collected data from their official files and by conducting in-depth individual interviews. I video-recorded the six personal interviews and used the footage to assist me in the process of data analysis. The thesis presents the life stories of the six respondents as a foundation for a discussion on how we as educators define and practice adult education in the context of marginalised youth.
AFRIKAANSE OPSOMMING: Die leerprosesse van jeugdiges in gemeenskappe waar akute leerstoornisse en gebreke ten opsigte van formele onderrig heers, behoort nagevors en ondersoek te word. Hierdie studie het gepoog om ondersoek in te stel na die ontvanklikheid of predisposisie van ses jeugdiges teenoor leer terwyl hulle verhoorafwagtend is en in plek van veiligheid aangehou word. Die studie het op grondige ondersoek na die ontvanklikheid of predisposisies vir leer by jeugdiges teen die agtergrond van die plek van veiligheid (Wes-Kaap, Suid-Afrika) gefokus. Ek werk reeds langer as vier jaar by die plek van veiligheid as skoolhoof. Seuns en jeugdiges van 10 tot 16 jaar oud wat die wet oortree het en sorg nodig het, gaan daar tuis nadat die hof hulle daar geplaas het vir die duur van hulle hofsake. In sommige ernstige sake, soos moord en verkragting, kan dit selfs twee jaar neem vir die sake om afgehandel te word. Hulle kom gewoonlik van gemeenskappe waar hulle tuis en by die skool blootgestel was aan geweld, dwelmmisbruik en misdaad. Die ses respondente in my studie het self dwelms misbruik of was blootgestel aan dwelmmisbruik. Alle leerders by die plek van veiligheid het die wet oortree en is verhoorafwagtend. Hulle het die skool op voortydige ouderdom verlaat of het nooit voorheen skoolgegaan nie. Terwyl hulle by die plek van veiligheid bly, ondergaan hulle verskillende terapeutiese programme. Hulle woon ook skool by. Die leerplan is aangepas na aanleiding van die individuele behoeftes van die leerders. Terwyl ek met hierdie seuns en jeugdiges by die skool gewerk het, het ek besorg geraak oor die beperkte verwagtinge wat hulle klaarblyklik gehad het. Ek het gewonder waarom die meeste van hulle min of geen ambisie toon en klaarblyklik min of geen gretigheid het om te leer nie, veral as in ag geneem word dat hulle vlakke van geletterdheid benede die gemiddelde vlakke van hul ouderdomgroepe is en dat die meeste van hulle die skool voortydig verlaat het of selfs nooit skool bygewoon het nie. Algemene beriggewing en amptelike dokumente dui aan dat jeugdiges in Suid- Afrika – en veral in die Wes-Kaap – toenemend aan dwelmmisbruik, geweld en misdaad blootgestel word. Dit kan invloed hê op die groeiende aantal skoolverlaters. Beter begrip van verhoorafwagtende jeugdiges se ontvanklikheid of predisposisies vir leer kan lei tot beter begrip van die graad van ontmagtiging wat in hierdie gemeenskappe ervaar word. Hierdie navorsingstudie het op kwalitatiewe gevallestudies gefokus waartydens ek gepoog het om jeugdiges se ontvanklikheid of predisposisies vir leer te ondersoek en te verstaan. Vertolkende of interpretatiewe benadering is gevolg om insigte te bekom ten opsigte van die lewensverhale van vii die ses respondente en die wyse waarop hulle hul persoonlike werklikhede interpreteer en verstaan. Hierdie gemarginaliseerde groep mense het die geleentheid gekry om hul persoonlike lewensverhale met betrekking tot hul beleefde leerervaringe te verbaliseer. Ek het hierdie studie oor tydperk van ongeveer twee-en-‘n-halwe jaar uitgevoer, met in agneming van dataversameling en –verwerking. Ek het data versamel deur middel van inligting in amptelike dokumente, asook deur die voer van persoonlike onderhoude. Die indringende onderhoude wat ek met ses respondente gevoer het, is op video vasgelê. Ek het hierdie data gebruik in die proses van dataverwerking. Die tesis bied blik op die lewensverhale van die ses respondente. Dit kan dien as grondslag vir diskoers oor hoe die beoefening van volwasse onderrig en leer teen die agtergrond van gemarginaliseerde jeugdiges gedefinieer en toegepas word.

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Ip, Chuk-kuen, and 葉竹娟. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196235X.

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Perez, Esther Lorraine. "Disability and Power: A Charter School Case Study Investigating Grade-Level Retention of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/206.

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Students attending charter schools, including those with learning disabilities, are subject to policies set by individual charter management organizations. One practice used within some charter schools is grade-level retention, or having students repeat a grade level. Literature overwhelmingly indicates that retention is associated with negative outcomes, yet the practice continues to be used. One particular charter school that uses a strict retention policy and retains students with learning disabilities was studied to understand how the process unfolds. Using the conceptual frameworks of critical disability theory and critical pedagogy, the study draws inferences regarding how this phenomenon blends with ableism and power imbalances. Six teachers (four general education and two special education teachers) participated in interviews for this qualitative case study. Through triangulation of findings from individual and group interviews, trends were identified. A major finding showed that although retention is conceptualized as beneficial for the school to threat unmotivated students, for students with learning disabilities, retention is still regarded as highly ineffective and harmful. Decision making factors used with students with disabilities include particular individual characteristics, such as abilities and parental support. Discussion into participants’ perception of students with disabilities as inferior, and how retention as punishment asserts the school’s power, follows a review of concepts, effectiveness, and decision-making factors related to retention. Implications for educators to improve inclusive and fair school policies, in addition to rethinking traditional methods of analyzing school practices are discussed. Further research in various educational initiatives and areas of study are summarized.

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Bergman, Donna Marie. "Leadership in the Initiation and Development of Programs for Students with Learning Disabilities in Christian Colleges: Case Studies of Three Institutions." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194397.

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This study endeavored to answer the question, what leadership model for change is effective in establishing exemplary programs for students with learning disabilities in private Christian colleges. The focus was on leaders in three private Christian universities who developed programs that positively affected students' success.This multiple case study of leaders produced evidence that Fullan's change model (2001), which is often utilized by leaders in K-12 education, could be applied to program development in higher education when collaboration is a strategic componet in all elements of the model. Interviews about the history and current status of each institution's program explored how leaders in the three institutions effectively implemented programs to assist students with learning disabilities. The interviewees indicated they endeavored to build collaborative relationships to create and share knowledge. Leaders developed collaborative groups to assist in coherence making. The overriding emphasis of the leaders in this study was on collaboration, which permeated all elements of the leadership model for change. Not surprisingly, given the context of the study, the data revealed that the guiding motivation for this service was faith in Christ. While data analysis revealed each leader used most elements of Fullan's (2001) model, there is little evidence of one element of the model, understanding the nature and effects of change. Findings included the importance of moral purpose, relationship building, knowledge creation and sharing, understanding change, and coherence making in program development. The researcher found three additional elements that seemed to enhance the success of disability services; (1) the leaders' propensity to innovate, (2) the faculty's attitude toward disability services, and (3) the administration's value of disability services. All of these elements functioned through a strong emphasis on collaboration. Due to the unique nature, culture, and structure of higher education, this study suggests that an emphasis on collaboration by the leaders is essential to all the elements of the model for developing programs for students with disabilities at Christian colleges and universities.

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Stadel, Cynthia Jakes. "Exploring the Impact of an LD Diagnosis on the Self-Determination of Women in Poverty." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2698.

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This collective case study explored the impact of a later-in-life learning disability (LD) diagnosis on women in poverty. The study focused on the perspectives of four women who were not identified with LD as children but accessed assessment services as adults receiving Oregon's Temporary Assistance for Needy Families (TANF). All four reported painful awareness of learning differences as youths; as adults they voluntarily engaged in a "labeling event," furthering a process toward personal transformation and enhanced well-being initiated by their own awareness and curiosity. The women described critical social and emotional support systems and relationships that helped them integrate understanding of the LD construct, education and employment opportunities that came in the wake of the diagnosis, and decisions made regarding disclosure. Self- determination theory and interpersonal neurobiology undergird reflections on narratives and themes. Recommendations for practice include providing low-income women assessed with LD (1) access to an LD specialist; (2) case planning and case management with a strength-based focus; and (3) assistance working with the public schools for those who are parents. The study underscores the significant services provided by Oregon DHS to low-income women with learning disabilities who have not been identified by K-12 school systems and recommends that DHS undertake further quantitative and qualitative research in collaboration with a research institution.

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Doherty, Michael Joseph. "The integration of students with profound multiple learning difficulties: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.

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Lui, Kwong Man, and 呂廣文. "Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958102.

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Bell, Diane. "Investigating teaching and learning support for students with hearing impairment at a university in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80004.

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Thesis (PhD)--Stellenbosch University, 2013.
Bibliography
Includes Guidelines for teaching hearing impaired students (35 p.)
ENGLISH ABSTRACT: Globally, hearing impairment remains the most common congenital anomaly diagnosed in infants, and hearing impairment is the single largest disability grouping in South Africa. Growing numbers of students with hearing impairment are being granted access into higher education in South Africa. However, they still remain under-represented in comparison to students with other impairments, and their needs in the teaching and learning environment in terms of human and technical support as well as communication and access to information remain under-supported. This study came into being because of the absence of research on the academic experiences of students with hearing impairment in higher education in South Africa. The intention of the study was to analyse and describe the teaching and learning (academic) experiences of students with hearing impairment at the case study university. This inquiry focused specifically on educational barriers, coping strategies, assistive technologies, curriculum accessibility as well as support services. Using a qualitative case study design, informed by an interpretive (constructivist) paradigm, purposeful sampling led to the selection of information-rich cases in order to gain insight from the authentic experiences of the students. The context of the case study was a South African university with a relatively large number of registered students with hearing impairment who use the oral method of communication. Data were generated by means of semi-structured interviews with participating students, university lecturers and a staff member from the disability unit. ATLAS.ti was used to code and analyse the data using grounded theory methods, allowing for the discovery of recurring themes. Six major findings emerged from this study, namely that all of the participants identified as belonging to the hearing rather than Deaf identity cultural paradigm, that limited curriculum transformation had taken place, existing support services were largely inadequate, a large number of barriers related to teaching and assessment were experienced, a variety of academic and personal coping strategies were used by the students to support their needs, and some critical factors for success were advocated for by the participants. From the findings and data interpretation and by making use of Bronfenbrenner’s bio-ecological model of human development as a tool, I constructed both an academic learning support framework as well as a set of practical guidelines for teaching students with hearing impairment. Thereafter conclusions were drawn and practical recommendations were made to various stakeholders in the education of students with hearing impairment. Further areas for research are also suggested. The academic learning support framework (as a model of best practice) forms part of my personal contribution to the field of research.
AFRIKAANSE OPSOMMING: Gehoorgestremdheid is wêreldwyd steeds die algemeenste kongenitale afwyking wat by babas gediagnoseer word, en in Suid-Afrika is die meeste mense met gestremdhede dié met gehoorgestremdhede. Alhoewel ’n toenemende aantal studente met gehoorverlies toegang tot hoër onderwys in Suid-Afrika verkry, is hulle steeds onderverteenwoordig in vergelyking met studente met ander gestremdhede en ontvang hulle steeds min ondersteuning, hetsy menslik of tegnies. Hierdie studie het ontstaan as gevolg van die afwesigheid van navorsing oor die persoonlike ervarings van studente met gehoorgestremdheid in hoër onderwys in Suid-Afrika. Die hoofdoel van hierdie gevallestudie was om vas te stel hoe om hierdie studente akademies te ondersteun ten einde hul tersiêre opvoeding en hul kanse om sukses te behaal en grade te verwerf, te verbeter. Die studie het veral gekyk na die opvoedkundige struikelblokke, hanteringstrategieë, ondersteunende tegnologieë, leerplantoeganklikheid, sowel as onder-steuningsdienste. Die metodologie wat vir hierdie studie gebruik is, was kwalitatief van aard. Die gebruik van doelgerigte steekproefneming het gelei tot die keuse van inligtingryke gevalle ten einde insig in die alledaagse ervarings van die studente te verkry. Die agtergrond van die studie was ŉ universiteit met 'n groot aantal geregistreerde gehoorgestremde studente wat van mondelinge/ouditiewe kommunikasiemetodes gebruik maak. Data is deur middel van semi-gestruktureerde onderhoude met hierdie studente, dosente en 'n personeellid van die eenheid vir gestremdhede gegenereer. Die data is met behulp van ATLAS.ti gekodeer en geanaliseer om die herhalendende temas te bepaal. Die ses belangrikste bevindings uit hierdie studie was dat al die deelnemers hulself met horende studente eerder as met gehoorgestremdes in die samelewing geïdentifiseer het, dat beperkte kurrikulum-transformasie plaasgevind het, dat bestaande ondersteuningsdienste grootliks onvoldoende was, dat die deelnemers ŉ groot aantal struikelblokke met betrekking tot onderrig en assessering ervaar het, dat hulle ŉ verskeidenheid akademiese en persoonlike hanteringstrategieë gebruik het om aan hulle behoeftes te voldoen en dat die kritiese faktore vir sukses deur die deelnemers self bepleit moes word. Uit die bevindinge van hierdie navorsing het die navorser 'n holistiese raamwerk, geïnspireer deur Bronfenbrenner se bio-ekologiese model vir menslike ontwikkeling, vir studente met gehoorgestremdheid in hoër onderwys ontwerp. Gevolgtrekkings is gemaak en praktiese aanbevelings is aan verskeie belanghebbendes wat by die onderrig van studente met gehoorgestremdheid betrokke is, voorgelê. Verdere terreine vir navorsing word ook voorgestel. Die akademiese leerondersteuningsraamwerk (as ’n model van beste praktyk) maak deel uit van my persoonlike bydrae tot die navorsingsveld.

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Farmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.

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Students with learning disabilities and/or attention deficit hyperactivity disorder (ADHD) experience decreased academic and social-emotional outcomes when compared to their peers without disabilities. Self-determination, positive psychology, and cognitive theories of learning offer suggestions for improving these outcomes. The purpose of this study was to develop The Personal Strengths Intervention (PSI) and investigate its impact on levels of self-determination and the social-emotional functioning of postsecondary students with learning disabilities and/or ADHD. PSI integrates key elements of self-determination, positive psychology, and cognitive theories. ADHDA multiple baseline design with seven participants was used to examine the intervention effects over time. Results indicate PSI demonstrates content, face, and social validity. The results from the examination of the impact of participation in PSI on self-determination and social-emotional levels were inconsistent. Visual analyses, effect sizes, and multilevel modeling of the time series data indicated there was little to no intervention effect across participants. However, results from the visual analyses and effect sizes revealed there were some intervention effects for particular participants. For participants who demonstrated intervention effects, effects ranged from small to large for self-determination dependent variables and small to moderate for social-emotional dependent variables. Pre- post-assessment results indicated there was an increase in self-determination and positive affect associated with participation in PSI. There were no changes in subjective well-being or negative affect. Results from a longitudinal qualitative trend analysis and final interviews with participants indicated improved self-determination and social-emotional levels. A discussion of possible explanations for the finding and implications is included. Suggestions for future research are provided.

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Jeffrey, Dennis Gordon. "Identifying the roadblocks: What impedes the transition of secondary seriously emotionally disturbed students?" CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1201.

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Fine, Zoe DuPree. "Valanced Voices: Student Experiences with Learning Disabilities & Differences." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4038.

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This feminist oral history project located at the intersections of disability, feminist, body politics, and educational theory presents an analysis of three individual student narratives about their experiences with learning disabilities and learning differences (LD/Ds) at the high school and university levels. This thesis introduces students' accounts of their daily lives, pasts, personal views, experiences, and memories about having learning disabilities and learning differences into the existing scholarship on LDs and reveals how students' narrated experiences might shed light on the ways in which education might be reformed to better meet the needs of students like them. In response to these oral histories, I recommend a more distinctively holistic approach to intervention for students with learning disabilities and differences and introduce regime theory as a potential approach to educational reform to improve circumstances for marginalized individuals in the U.S. educational system. Adopting a broader, more universal model would result in more comprehensive and effective training for professionals to prepare them to more quickly and accurately recognize patterns and trends (such as the growing number of LD/D diagnoses over the past decade), and disability in education being reframed, reimagined, and handled as a social issue, a repairable condition in need of attention and resources.

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Cuttill, Casey. "High school siblings of children with disabilities : five case studies /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131414962.pdf.

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Twee, Pam, of Western Sydney Macarthur University, and Faculty of Education and Languages. "Literacy learning of adolescent students with intellectual disabilities : a case study." THESIS_FEL_XXX_Twee_P.xml, 2001. http://handle.uws.edu.au:8081/1959.7/310.

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This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factors and the impact of school on the literacy learning of these students from their early learning and through their years of formal education. This research adds to the current research on the learning of adolescent students with intellectual disabilities by looking specifically at literacy development and using qualitative approaches to search within and beyond the classroom for issues which affect their learning.Practitioners in education and in the care of disabled children can use the study's findings to build a framework of knowledge to develop appropriate educational placements, programs and support for learning by drawing on significant aspects of the child's personal, social and educational development.
Doctor of Philosophy (PhD)

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Foster, Rita Garrett. "Meeting the Needs of College Students With Learning Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7869.

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Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's theory of andragogy formed the study's conceptual framework. A purposeful sample of 6 students, who were medically diagnosed as having a learning disability and who were, at the time of the study, receiving support services from the office of student support services, participated in the semistructured interviews. Qualitative data were analyzed using open and axial coding to search for patterns and emerging themes. Key results included that even though students were satisfied overall with the services and accommodations provided by the university, they lacked adequate support from some of the faculty on the importance of accommodations and services and how they influence academic success in postsecondary education. Based on the findings, a 3-day professional development training was developed to educate faculty in learning disabilities, understanding accommodations, and enhancing their abilities to provide support in working with students with LDs. These endeavors may promote positive faculty-student relationships and increased academic success of students with LDs in postsecondary education.

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Twee, Pam. "Literacy learning of adolescent students with intellectual disabilities : a case study inquiry /." View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030616.100548/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, Macarthur, 2001.
A thesis presented to the University of Western Sydney, Macarthur, in partial fulfilment of the requirements for the degree of Doctor of Philosophy, January 2001. Bibliography : p. 253-262.

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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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Cole, Amanda Elizabeth. "Experiences of Postsecondary Students with Physical Disabilities with Online Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6985.

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Over one tenth of students in postsecondary education have a documented disability as defined by the Americans with Disability Act. However, faculty and course designers often lack understanding of these students' experiences, which leads to insufficient accommodations. The purpose of this basic qualitative study was to explore the experiences of students with physical disabilities (SWD) in online courses. The research was grounded in self-determination theory, which posits 3 basic needs for self-actualization: autonomy, competence, and relatedness. This theory in combination with universal design for learning provided a lens for exploring these experiences. Data collection included 8 interviews with postsecondary students with a physical disability. Data were coded using a combination of value codes and organized thematically. Major findings showed that SWD experience barriers in self-regulation, minimizing of their disabilities, pressure to overachieve, specific knowledge of available resources, isolation, and miscommunication. However, through proper online learning, SWD experience benefits in self-regulation, self-pacing, an increasing sense of confidence and pride, stamina, connection to peers, positive discussions, and advocacy for themselves and others. This research has implications for social change as an evidentiary tool for advocacy when exploring the benefits of taking online courses for SWD and as an awareness tool for teachers and other stakeholders in online education who wish to adapt to best practices.

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Nehring, Wendy, and Lisa Ousley. "School Nursing for Children with Disabilities: Case Studies: Special Needs Healthcare Plans." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7163.

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Fullarton, Stephanie. "A case study of school experiences for successful young adults with learning disabilities." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27360.

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The results of recent research show that post-secondary school outcomes of individuals with disabilities lag behind those of non-disabled individuals in employment, residential independence, and post-secondary education (Blackorby & Wagner, 1996; Benz et al., 1997; Colley & Jamison, 1998; Reis et al., 1997; Madaus et al., 2003; & Baer et al., 2003). Despite the disappointing outcome results among individuals with disabilities, those with learning disabilities (LD) as opposed to other disabilities tend to achieve higher post-secondary school education and employment outcomes (Blackorby & Wagner, 1996). Some studies show that for those with learning disabilities, involvement in academic programs in high school is related to post-secondary academic success (Blackorby & Wagner, 1996; Baer et al. 2003). Likewise, involvement in school-to-work programs while in high school increased the opportunities for attainment of competitive employment (Benz et al. 1997; Baer et al. 2003). However, there are also some studies that have shown that school programs did not contribute to successful adult outcomes and that factors related to the environment and to the individuals themselves were better predictors of post-secondary school success for those with learning disabilities (Raskind et al. 1999; Gerber et al. 1992). Gerber et al. (1992) created a 'Model of Success' which states that success is a function of the degree of control attained by the person with learning disabilities and that individual and environmental factors predict success for individuals with learning disabilities. This qualitative study used a constructivist conceptual framework. A constructivist conceptual framework refers to the social construction of knowledge by participant and researcher. To understand the participants experience through their own perspective, it becomes the researcher's responsibility to dissolve personal preconceptions and to try to understand the experience from the participants' point of view. A phenomenological strategy was used with a case study method. The phenomenon under investigation was the experience of living with a learning disability and four case studies were employed to investigate this phenomenon. Therefore, the purpose of this research was to investigate the experiences of individuals who have learning disabilities who received accommodations while in school. Emphasis was placed on the participants' school experiences and reflections on those experiences as well as the individual characteristics and environmental conditions, all of which have acted as facilitators or barriers to their post-secondary school outcomes. Specifically, inquiries into employment opportunities, post-secondary education and independent living outcomes helped to determine the conditions related to success among individuals with learning disabilities in adult life. The findings from this study show that early identification and remediation are important in enabling the individual: time for advocacy, remediation, accommodations and general adjustment to their learning disability. Progress was made during elementary school but the lack of services offered in secondary school produced negative experiences for the participants. University offered the individuals control over what and how they learned. As well, the support available to them enhanced their university experiences and facilitated successful outcomes. (Abstract shortened by UMI.)

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Abbott, Amar Isa. "How California Community College Students with Learning Disabilities Acquire Metacognition| A Phenomenological Approach." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838971.

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This phenomenological study examined the experiences of students with learning disabilities (LD) in acquiring the metacognitive skills necessary for success in California community college. Within 8 years of high school graduation, over 67% of young adults with LD will enroll in post-secondary education, many choosing a community college. The rate of community college completion for adults with LD, however, is nearly 10% lower than the general population (National Center for Learning Disabilities, 2014). Metacognitive skills have been shown to contribute to the success of LD students in college.

To identify college-level students who have acquired metacognitive ability, the researcher employed the Metacognition Awareness Inventory (MAI). Five students who scored at least 70% on this instrument were interviewed using a semi-structured interview protocol. Analysis of the interview data was conducted using the a priori codes that emerged from the review of literature.

The study revealed that the research participant’s used a variety of metacognitive skills and strategies to accomplish their individual and academic goals. The three major strategies that LD students used to learn metacognition were a) formal learning, b) informal learning, and c) adaptation over time. Given California’s community college system being the largest system of postsecondary education in the world and the number of students with LD who are enrolled in the system, the results of this study could affect the way community colleges educate thousands of students with disabilities.

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Molnar, Eleonora. "Exploring sustainability-focused organizational learning (SFOL), case studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0020/MQ49207.pdf.

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Aboushady, Moustafa. "Semi-supervised learning with HALFADO: two case studies." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-425888.

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This thesis studies the HALFADO algorithm[1], a semi-supervised learning al- gorithm designed for detecting anomalies in complex information flows. This report assesses HALFADO’s performance in terms of detection capabilities (pre- cision and recall) and computational requirements. We compare the result of HALFADO with a standard supervised and unsupervised learning approach.The results of two case studies are reported: (1) HALFADO as applied to a FinTech example with a flow of financial transactions, and (2) HALFADO as applied to detecting hate speech in a social media feed. Those results point to the benefits of using HALFADO in environments where one has only modest computational resources.

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Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.

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This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.

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Jefferies, Edward Campbell Scott. "Pre-five services and children with disabilities : six case studies in Strathclyde region." Thesis, University of Glasgow, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389579.

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Johnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.

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General education teachers are critical contributors to the successful inclusion of students labeled with learning disabilities in general education classrooms. Similarly, teacher beliefs about disability labels significantly influence how teachers include or exclude students labeled with a learning disability in their classrooms. This qualitative study investigated eight secondary general education teachers’ attitudes towards inclusion and their experiences teaching students labeled with a learning disability from a Critical Disabilities Studies perspective. Data were collected using an innovative qualitative method, Q methodology, in order to surface distinct perspectives within the group about inclusion and the experience of teaching students labeled with a learning disability in their classes. The data bore that while teachers agree with the aspirations of inclusive education, they insist they are not capable of teaching students labeled with a learning disability. These findings support the need for systemic change within teacher preparation programs and schools that can disrupt deficit notions of disability.

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Peirce, Heather Jean. "The dynamics of learning partnerships : case studies from Queensland." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16248/.

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This study examines the emerging notion of learning partnerships. As the study of such partnerships is a nascent research field, no single definition has yet emerged in the literature. However, within an uncertain and rapidly changing global context, two strategic initiatives have been identified which will support individuals, communities and organisations in their transition to a knowledge-based economy whilst building capacity for change and renewal. These two strategies are fostering learning communities/regions/towns and developing learning partnerships between multiple stakeholders. The term "learning partnership" has appeared in a wide variety of literatures including those of adult learning, management, social science and education. Working papers and emerging case reports identify a diversity of applications and a range of operational models or configurations that link multiple stakeholders. Learning partnerships have been associated with vocational education and training, innovation and research, lifelong learning, organisational learning and knowledge cultivation. These literatures reveal a paucity of Australian research to explain how multiple stakeholders form and develop these configurations, particularly in the Queensland context. The purpose of this study is to build deeper understanding of the meaning of a learning partnership in the Australian and (more precisely) the Queensland context. A working definition of a learning partnership, adopted as the basis for the research, indicates a strategy designed to foster continuous learning, collaboration, innovation and renewal in response to the demands of the knowledge-based economy and knowledge and learning societies. The research focuses on organisational arrangements in order for the researcher to gain deeper understanding from the key stakeholders in their work environments. Three diverse situations were selected for detailed exploration of their issues, relationships, activities, processes and working knowledge. With a view to contributing to emerging theory, an organisational case study methodology was adopted to identify and explore the nature of the relationships and issues confronting the key stakeholders in three Queensland-based learning partnerships. An interpretive theoretical framework draws on the social theory of symbolic interactionism and the "systems thinking" of General Systems Theory. An interpretivist perspective influenced the case study research strategy and guided data collection, analysis and reporting. Within the case studies, data collection methods included observations, informal meetings, synergetic focus groups, semi-structured interviews, diary notes, researcher memos and documents. From these multiple data sources, the researcher was able to assemble three case files. The inductive process for within-case analysis for the case reports, and later, cross-case analysis, integrated as a form of constant comparison technique, was used as a basis for presenting findings. These findings are reported as three separate "in progress" models to address three interrelated research questions. The case reports explain complex and interconnected organisational arrangements - evolving, adapting and responding to internal and external tensions. While there is considerable activity which could be regarded as representing learning partnerships, there is no cohesive policy framework to support such partnerships, and much ambiguity, "muddy" definitions and unclear terminology. It appears that a "new breed" of knowledge-worker is emerging - linking, networking, interacting, exchanging - to work across organisational intersections. The study shows that like "herding cats", co-ordinating and managing the inter relationships at the organisational intersection take time, resources, vision, processes for interaction, individual willingness and "in-kind" support. Whilst there is opportunity for linking disparate groups to cross-fertilise ideas, working knowledge, and information, and there is the potential to cultivate a knowledge and learning ecosystem (a fertile compost heap for knowledge generation and an innovative learning system) - "intellectual horsepower" - such configurations may also derail, realign or stagnate. It is individual stakeholders who form the relationships, interact, share ideas, and build networks, and it is the individual who maintains the relationships, engages in the process and learns from the experience. Therein lies a paradox between the strength of diversity of the collective (synergies) and their weakness as the relationships may be compromised by a single individual who withdraws or transfers. Drawing on a computing analogy, this could be akin to "corruption" in a system which may not be sufficiently robust to tolerate ambiguity, or a system that is too inflexible to survive threats while maintaining the momentum to adapt and renew. On the basis of this research it would appear that a more robust or resilient paradigm is emerging with interconnected, blurred boundaries and much "talking and thinking" about more sustainable futures. The study identifies these as indicative of wider social and economic changes. The thesis proposes three conceptual models as particularly useful in interpreting these "shifting systems and shifting paradigms": the concentric, the centripetal, and the plutonic.

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Davison, Malcolm Thomas. "Learning at the Centre : lessons from two case studies." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288254.

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Condit, Michelle. "A Comparative Case Study of Transformative Learning Among Conscientious Objectors." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10289108.

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This study aimed to answer the following question: What is the transformative learning process, if any, undergone by soldiers who apply for status as a conscientious objector? Answers to this question were sought through a comparative case study that involved four soldiers who while serving in the military during the Iraq War applied for status as conscientious objectors. Semi-structured interviews, documents submitted by soldiers involved in the study while in the military, archival data, and autobiographical material, both written and documented through audio-visual media, were used as data sources to inform each of these cases.

The case study methodology was selected for its exploratory capacity, as it can provide rich insight into the attitudes, beliefs and worldviews of the study’s participants by triangulating multiple sources of data. The researcher used semi-structured interviews to elicit openness of response by the participants, allowing for a process of discovery. Data analysis involved extraction of themes and statements that represented each individual’s thought process and experiences that contributed to his decision to apply for status as a conscientious objector. The themes and statements elicited from the study’s subjects were then evaluated from a transformative learning theory framework as developed by Mezirow (1991) to identify the degree to which the individuals underwent a transformative learning process.

Findings of this study indicated themes extracted from narratives of the four participants that could be categorized within Mezirow’s 10 phases of the transformative learning process. A disorienting dilemma was present within all participants’ interviews and rational discourse was the theme least reflected within the narratives. Each of the participants engaged in reflective thinking in making his decision to apply for status as a conscientious objector and then took action in submitting his application. Of interest is that each entered a period of participation in activism, which over time subsided. However, despite departure from participation in activism a change in worldview related to conflict resolution remained. Participants’ enlistments stemmed from a combination of factors including lack of employment opportunities prior to joining, family tradition, desire for structure, the desire to help others, family dynamics and a sense of patriotic duty and security within communities.

This exploratory research provided a starting point for potential future research within peace studies. Follow up inquiry may include further qualitative research into the experiences of soldiers who join the anti-war movement after completion of their term of enlistment.

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Lai, Ling-yan Edith, and 賴靈恩. "Effects of cooperative learning on student learning outcomes and approaches to learning in sixth form geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627292.

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Knight, Louise Anne. "The case for network learning : an analysis of learning by interorganizational networks." Thesis, University of Bath, 2002. http://eprints.aston.ac.uk/18542/.

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Conner, Lindsey Norma 1957. "Learning about social and ethical issues in a biology class." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8187.

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Herman, Ilona. "The out of school literacy practices of children with specific learning disabilities : a case study." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11393.

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A number of studies have been conducted on in-school and out of school literacy practices in the United Kingdom and North America within a sociocultural framework. However, there is very little research on the out of school literacy practices of children in South Africa and there is a general dearth of research on the out of school literacy practices of children with specific learning disabilities, both locally and internationally. Aiming to make a contribution towards filling this gap, this investigation explores the out of school literacy practices of children with specific learning disabilities (SLD) attending a special needs school in South Africa.

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Cohen, Rebecca Michelle. "A Case Study of a K-12 Learning Center in Southern California| Exploring Strategies to Sustain Learning Centers for Students with Learning Disabilities." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828151.

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The varied academic needs of students with learning disabilities throughout the U.S. and in Southern California, specifically, have driven demand for private learning centers. For the purposes of this study, a learning center refers to a private business that teaches primary and secondary school students with learning disabilities outside of the school system. However, these centers often struggle with business success and the retention of employees and clients. Little research exists to address this topic. Therefore, there is a need to explore strategies to sustain these centers for students with learning disabilities. The purpose of this qualitative case study was to explore strategies used by a successful K-12 learning center for students with learning disabilities in Southern California to sustain their business. Data was collected from interviews with four employees, observations from four visits, and seven types of archival data. The data were analyzed and grouped into the five deductive themes found in the literature review: training, relationships, innovation, structure, and customer development. Five new inductively developed themes resulted from the analysis of the data: Theme 1: Engaging in closed-loop communication with all stakeholders; Theme 2: Taking a holistic approach to student improvement; Theme 3: Providing differentiated instruction for a personalized experience; Theme 4: Engaging in a growth mindset; Theme 5: Setting an intention for the learning center to follow. Aspects such as innovation, flexibility, and intentionality proved to be beneficial to improving student outcomes and sustaining a learning center. Three conclusions were made from the study: Conclusion 1: A learning center can be sustained through a focus on the five literature themes of training, relationships, innovation, structure, and customer development; Conclusion 2: Flexibility allows for individualization, and continual improvement; Conclusion 3: Learning centers seeking a competitive advantage should focus on innovation.

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Perez, Luis. "The Perspectives of Graduate Students with Visual Disabilities: A Heuristic Case Study." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4560.

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The concept of liminality describes the experiences of individuals who live "between and betwixt" as a result of their indeterminate status in society. This concept seems appropriate to describe the experiences of people who live with vision loss, because we simultaneously belong to two social or cultural groups. On the one hand we must navigate the mainstream society in which we live day to day, which we are often able to do with the vision we have left. On the other hand, our disability sets us apart from that mainstream society. This idea of living in "between and betwixt" the worlds of the blind and the sighted was the personal challenge that motivated me to pursue this autobiographic research through a heuristic framework. With heuristic research, the researcher is involved in the study as a first participant or co-researcher. The purpose of this heuristic research study was to describe and explain the graduate school experiences of a selected group of graduate students who have visual disabilities in order to help me better understand my own experiences and identity as a graduate student with a visual disability. My exploratory questions that guided this study were: 1. How do I, as a student with a visual disability, perceive and describe my social and academic experiences in graduate school? 2. How do other graduate students who have visual disabilities perceive and describe their social and academic experiences in graduate school? 3. What barriers and challenges do we as graduate students with visual disabilities encounter in graduate school? 4. What factors empower us as students with visual disabilities to achieve success in graduate school? Employing heuristic research methods, I conducted responsive interviews with three purposefully selected co-researchers who also provided related documents for my review. Alternating periods of immersion and incubation, I examined the data in order to develop an individual depiction for each co-researcher, a group depiction, a detailed portrait of one of the co-researchers, and a creative synthesis that expressed my emerging self-understanding through an artistic approach. This creative synthesis captures my improved appreciation for my liminal status as something to be celebrated rather than overcome. Analysis of the data yielded a number of common barriers or challenges faced by the co-researchers. These included a continuing lack of accessibility for both instructional materials and online content management systems, as well as feelings of social isolation, especially in relation to their non-disabled peers. To overcome these challenges, the co-researchers relied on the supportive relationships of their family members, their major professors and other staff within their departments. The co-researchers' personal characteristics of perseverance, resilience and resourcefulness also played a key role in their success, as did their ability to reframe their disabilities into a positive aspect of their lives. This reframing of their disabilities, along with their personal strengths, allowed the co-researchers to emerge as powerful advocates for themselves over the course of their graduate studies.

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

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An examination was made of the effectiveness of cooperative learning as a strategy for enhancing the social acceptance of preschool children with disabilities who had been included in a mainstream educational setting. Preschool groups accommodating children with special needs were randomly assigned to one of three experimental conditions - cooperative play and social skills training, social skills training on1y, or control (no intervention). Children in the cooperative play programme received significantly higher levels of social acceptance than did those in the social-skills or regular preschool programmes. Moreover, the cooperative play group showed significantly more positive and more frequent social interactions with nondisabled peers than did the children in the other groups. It was also found that following the intervention the children in both the cooperative and social-skills treatment groups were rated significantly higher than were those in the control group on social skills and social play posttest measures. The results thus indicate that the use of structured cooperative play yielded an incremental effect over social-skills training in furthering the social integration of preschool children with disabilities in mainstream settings. The finding that increased social acceptance occurs in situations where social-skills training is undertaken within a framework of structured cooperative play was discussed terms of its implications for the social inclusion of young children with disabilities in integrated educational settings. It was noted that if participation in mainstream preschool settings is to be of real value for young children with disabilities, programmes designed to maximize social acceptance, such as structured cooperative play and social-skills training, need to be utilized to facilitate social interaction. Indeed, in the absence of strategies to enhance social integration, the placement of young children with disabilities in mainstream educational settings may well place such children at risk with respect to their social development.

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Purdue, Kerry Ellen, and n/a. "Inclusion and exclusion in early childhood education : three case studies." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070202.115120.

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This research is based on three case studies, each of which involved a critical examination of how early childhood centres responded to children with disabilities. The first case study involved gathering information at seven full-day workshops undertaken at seven locations in the North and South Islands of New Zealand. The early childhood teachers, other professionals and parents who attended these workshops provided information on centre policies with regard to children with disabilities and on their own views about issues in this area. The second case study involved participant observation and interviews in a kindergarten across ten months. In this setting, I was actively involved in the daily programme, looking at how the kindergarten responded to Craig, a child with severe disabilities, and his family. The third case study involved participant observation and interviews in a childcare centre across ten months. In this setting, I looked at how the centre and its community included Peter, a child with Down Syndrome, and his family. In each of the case studies I was interested in understanding how children with disabilities may be included in early childhood settings and how some children with disabilities may experience exclusion from such centres. The data from the three studies were theorised from a social constructionist position that suggests that our understandings of the world are made evident in the way in which we name and talk about issues. Within this theoretical position, it is through discourse that knowledge and meaning about a phenomenon are formed and produced. Discourses function as a system of rules giving authority to what may be said and thought in relation to a particular subject. In the present case, the focal subject was disability. From the case studies it was evident that two particular discourses had significant and contrasting implications for policy and practice in early childhood education. A medical-model discourse that saw disability as a condition of an individual child in need of "special" education and treatment was related to children with disabilities experiencing discrimination and exclusion. A discourse of inclusion in which disability was viewed as part of a continuum of human experience was related to policy and practice that was focussed on the elimination of barriers, and to full participation in early childhood settings. The thesis suggests that removing barriers to participation is consistent with a social justice approach to disability that acknowledges the need for both redistributive justice through resource allocation, and respect for differences through justice as affirmative cultural recognition.

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Gaudion, Katie. "A designer's approach : exploring how autistic adults with additional learning disabilities experience their home environment." Thesis, Royal College of Art, 2015. http://researchonline.rca.ac.uk/1692/.

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Autistic adults with limited speech and additional learning disabilities are people whose perceptions and interactions with their environment are unique, but whose experiences are under-explored in design research. This PhD by Practice investigates how people with autism experience their home environment through a collaboration with the autism charity Kingwood Trust, which gave the designer extensive access to a community of autistic adults that it supports. The PhD reflects upon a neurotypical designer’s approach to working with autistic adults to investigate their relationship with the environment. It identifies and develops collaborative design tools for autistic adults, their support staff and family members to be involved. The PhD presents three design studies that explore a person’s interaction with three environmental contexts of the home i.e. garden, everyday objects and interiors. A strengths-based rather than a deficit-based approach is adopted which draws upon an autistic person’s sensory preferences, special interests and action capabilities, to unravel what discomfort and delight might mean for an autistic person; this approach is translated into three design solutions to enhance their experience at home. By working beyond the boundaries of a neurotypical culture, the PhD bridges the autistic and neurotypical worlds of experience and draws upon what the mainstream design field can learn from designing with autistic people with additional learning disabilities. It also provides insights into the subjective experiences of people who have very different ways of seeing, doing and being in the environment.

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Schoen-Dowgiewicz, Tami S. "Improving Reading Fluency of Elementary Students with Learning Disabilities Through Reader's Theater." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2232.

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Elementary teachers in a school district in a western state expressed concerns about the reading achievement of students with disabilities (SWDs). SWDs were not developing decoding, comprehension, and fluency skills to become proficient readers. Without mastering these skills, SWDs will experience diminished academic attainment in their school career. To address this problem, teachers in elementary learning centers (LCs) within the district implemented Reader's Theater (RT), an evidenced-based reading approach that incorporates repeated readings using drama-based activities. The purpose of this qualitative bounded case study was to explore elementary LC teachers' use and implementation of RT to improve reading performance with SWDs. Gardner's theory of multiple intelligences served as the conceptual framework for this study. A purposeful sample of 2 LC teachers who implemented RT with SWDs volunteered to participate in semistructured interviews. Qualitative data were analyzed thematically using open coding. The 2 LC teachers noted that RT was useful to increase SWDs' willingness to read, reading fluency, and student investment by integrating repeated reading opportunities in drama-based activities. Based on the research findings, a 3-day RT professional development workshop was developed to assist elementary LC teachers in the district to teach early reading skills to SWDs. This endeavor may contribute to positive social change by providing LC teachers with knowledge about RT that is useful in improving SWDs' fluency, decoding, and comprehension skills and, ultimately, enhancing their reading achievement.

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Amstutz, William J. "Case studies of two contemporary faith-based organizations that care for individuals with mental disabilities." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Vassallo, Stephen. "Using multiple lenses to analyze a case of teaching a child academic self-regulation." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Educational Psychology and Educational Technology, 2008.
Title from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 212-219). Also issued in print.

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White, Daniel R. "Learning Isn't Linear: Two Case Studies on the Interaction of Ideas in Learning Physics." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471278432.

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Opper, Björn. "Compromised affect and learning associated with Crouzon syndrome a clinical case study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-132545/.

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KLAASSEN, Anne, and anne klaassen@det wa edu au. "A LEARNING COMMUNITY APPROACH TO SCHOOLING : TWO AUSTRALIAN CASE STUDIES." Edith Cowan University. Education And Arts: School Of Education, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0045.html.

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This research project investigates the implementation of a learning community approach in two rural Australian communities with a particular focus on the initiatives of a primary school in each community. Case study research describes and analyses the developments in each community and a cross case analysis examines similarities and differences in approach and outcomes.

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Dissertations / Theses on the topic 'Learning disabilities – Case studies'

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