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1
Bigley, Ambrea. "Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.
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2
Grewe, Scott David. "Neuropsychological and personality features of learning disabled and emotionally handicapped children." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.
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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study.<br>Department of Educational Psychology
3
Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.
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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.
4
Shaboodien, Shabier Ibrahim. "Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong." Thesis, View the Table of Contents & Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.
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5
McFann, Mitchell Louis. "Relationship between profiles of attention and special education placement." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.
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6
Ellen, Arthur S. "Modification of the classroom adjustment rating scale for use with learning disabled and emotionally handicapped boys." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483131.
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The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.
7
Goosen, Maria. "Evaluation of the service delivery protocol utilised with sexually abused mentally disabled children in the Boland / Goosen M." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8079.
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Children's rights have become paramount to many initiatives that highlight the plight of children in South Africa. These rights form the cornerstones of South Africa's legal obligations towards all children in this country. Although we have the best legal framework to protect children, they are still exposed to horrible and inhuman acts like sexual abuse. Child sexual abuse knows no gender, colour, race, social or economical status and is an extremely traumatic experience for any child.
Mentally disabled persons are amongst the most vulnerable in our communities. Mentally disabled children are most vulnerable to neglect and isolation, and this often makes them easy targets for abuse and violence. The rights of abused mentally disabled children are violated on a daily basis by close relatives, strangers and even service providers. Branches of the FCS Unit of the South African Police Service render services to abused, mentally disabled victims and are supposed to be guided in their activities by the fundamental principle that all people are equal before the law. Services are rendered according to a set service delivery protocol which guides investigating officers to bring justice to all sexual abuse victims.
The aim of this research was to evaluate the effectiveness of the service delivery protocol pertaining to sexually abused, mentally disabled children in the Boland rural areas.
The study reveals that service delivery to mentally disabled children in rural areas is insufficient due to many reasons such as a lack of resources, vast travelling distances, inappropriate use of available resources, and lack of communication skills. The study reveals the need for a special school in the Boland rural area, because the nearest school is in some areas 40–50km away and the children are forced to stay in a hostel which negatively impacts on the mother–child relationship. Other needs also emerged from the study, such as the need for a crèche, a life–skills centre for mentally disabled children older than 18 years, a special school for mentally disabled children, and holiday programmes that include and/or cater for the mentally disabled child. These services would enhance the development of the mentally disabled child's speech and vocabulary to be able to give statements of abuse and effectively communicate with the investigating officer.
Cape Mental Health can play a key role in determining the victim's mental age, which would enable the forensic social worker to do a comprehensive forensic assessment about the alleged abuse incident. Forensic social workers at FCS Units are trained by the South African Police to assess sexually abused, mentally disabled children.
The study shows that forensic social workers are not optimally utilised by their respective units and in some instances no referrals of sexually abused, mentally disabled children were made. It is evident that the service delivery protocol of the FCS Units in the Boland to sexually abused, mentally disabled victims should be refined and made to include key role players such as forensic social workers. These role players would be responsible for meeting national and international obligations and offering protection services to all children.<br>Thesis (MSW (Forensic))--North-West University, Potchefstroom Campus, 2012.
8
Scott, Mary Ann Lugo. "A comparison of WISC-R and WISC-III IQ scores and special education placement in samples of Black and White mentally retarded and learning disabled students /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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9
Jones, Francesca. "Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4866/.
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Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.
10
Pottinger, Richard C. "Elementary school principals' attitudes and training as they relate to their least restrictive environment (LRE) practices toward self-contained learning disabled and/or emotionally impaired students." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49869.
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If the intent of Public Law 94-142 is to be realized as it
pertains to the provision of appropriate placement and programming
within the least restrictive environment for handicapped students,
there must be an improved understanding of the attitudes, training,
and experience of the principal as they relate to his practices. The
purpose of this study was to examine the attitudes and training of
elementary school principals in a large mid-Atlantic school system as
they related to their least restrictive environment practices toward
students with specific learning disabilities and/or emotional
disturbances who are placed in self-contained, (Level 4) special
education classes in their schools.
A review of literature indicated no instruments emphasizing
elementary school principals' attitudes, training, and current LRE
practices. A survey instrument was developed that was sensitive to
the above variables.
The sample which responded to the survey instrument included 46
elementary school principals who supervise self-contained (level 4)
learning disabilities and/or emotionally impaired classes out of a
total population of 46 principals and 72 special education teachers
working with these programs.
The mu1ti—part survey instrument completed by principals included
3 sections: LRE Practices, Opinions Related to LRE Practices, and
Demographics. Thirteen LRE activities were delineated to provide a
composite of the LRE practices over which the principal has direct
influence. The special education teachers responded to a modified
survey instrument that focused on their principals' LRE practices.<br>Ed. D.<br>incomplete_metadata
11
McCrary, Donna E. (Donna Evelyn). "Endogenous Constructivist Implications for Methodology : Focus on Young Children with Developmental Delay in the Social and Emotional Domains." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279375/.
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The Ecologically-Based Activity Plan (EBAP) is proposed as a method to create a transition between special education and general education. It serves as a tool to help classroom teachers assess the environment of the class and as a method for embedding instruction within the naturally occurring context of the endogenous constructivist classroom. In this study the EBAP was used to reduce aggressive behavior and increase prosocial behavior among five children who displayed developmental delays in the social and emotional domains.
12
Ruttner, Jeffrey D. "Motivational deficits among adolescents with mental handicaps." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56623.
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Carol Dweck's (1988) social-cognitive theory of achievement proposes that individuals will be most likely to pursue challenges and persevere in the face of obstacles if they (a) attribute failures to lack of effort, (b) possess an incremental theory of intelligence, and (c) possess high confidence in their intelligence. A recent study by Breed and Koestner (1991) showed that all 3 of these factors enhanced motivation among 5th and 6th grade children in regular classes. The present study examined the relation of these variables to the motivation of 44 7th, 8th and 9th graders who were classified as learning disabled (LD). Results showed that children who are LD are significantly less likely than other children to attribute failures to a lack of effort. Results also showed that children who are LD, like children who are not LD, displayed enhanced motivation when incremental theories of intelligence are highlighted. Finally, it was shown that children who are LD do not respond to positive feedback with enhanced motivation, as would children who are not LD. In fact, there was a marginal trend for children who are LD who received neutral feedback to display more motivation than those who received very positive feedback. The study highlights the difficulty of providing positive performance feedback to LD children in a convincing manner.
13
Passier, Alyda M. "Social adjustment and language : a study of their relationship in learning disabled children." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65533.
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Poth, Katalin N. "An analysis of the strategies used by intellectually disabled children when learning to add small numbers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22619.
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There has been a growing trend towards integrating persons with disabilities into community life. Mathematics is important to the success of such an initiative, but very little attention has been given to this area. This paper presents the results of a four-year study examining the strategies used by intellectually disabled children when adding numbers.<br>At the beginning of the study, all subjects could count to 10 and recognize numbers to 10, but most could not add. Subjects were evaluated each year on their ability to solve addition problems with sums no greater than nine. Subjects were divided into three groups based on first year results. Those in group 1 demonstrated no knowledge of addition, group 2 used the erroneous strategy of adding one to an addend, and group 3 included children with Down Syndrome who used a variety of strategies.<br>Over the next three years, subjects, in general, progressed in a manner similar to nondisabled children with regard to strategies, the order in which they were developed, error patterns, and the order in which number pairs were memorized.
15
Vieitez, Doreen E. "Teaching toy play to developmentally disabled adolescents : acquisition, difficulty, and generality of toy function." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/474401.
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The purpose of this study was to investigate the effects of a behavioral training program on the simple toy play responses of three adolescents with severe and profound mental retardation. Also investigated were possible differences in the difficulty in initial acquisition and generality of the five toy functions chosen: direct push, build, pull, indirect electronic push, and wind. Two toys in each functional category were used. Using a multiple baseline across subjects design, each subject was scored on appropriate toy play during each session. Baseline sessions consisted simply of presenting the toy to the, subject and requesting him/her to play with it. During treatment sessions, the training sequence consisted of a verbal stimulus, a verbal instruction, modeling, shadowing, partial graduated guidance, and full graduated guidance. All subjects received positive reinforcement (i.e., verbal and physical praise with or without edibles) following every appropriate response. Because all subjects reached the prespecified mastery level of each of the 10 toys, it was concluded that the training sequence was an efficient technology in teaching toy play responses. In addition, the relative difficulty among and generality within functions was discussed.
16
De, Water Wendy. "Modifying core literature for the learning disabled student." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.
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Godinet, Nancy Kathryn. "Special education labeling relationships with learning disabled student self-concept." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/792.
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The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled students and nonlabeled regular students with equivalent math and reading achievement. Collection of data for use in this research occurred on two levels. Parents and subjects completed consent and demographic information sheets. The demographic information sheets provided information to assist in controlling for external variables, which research has shown to impact self-concept, as well as for probing parental perceptions of subject association with and internalization of handicapping condition labels. Once parents and subjects consented to participate in the study, subjects from both groups were administered the Piers-Harris Self-Concept Scale. Subjects also completed a researcher-developed Student Information Sheet (SIS). From a total of 127 subjects who were randomly selected, 44 subjects and their families elected to participate in this research. The final study sample included 18 LD subjects and 26 regular classroom students. Data were gathered and analyzed to determine how much explained variance could be attributed to LD labeled students as compared to regular nonlabeled students. Through examination of seven from the eight major variables (the achievement variable had already been controlled for via stratified random sampling), this study found significant (p < .05) variations between groups for age (p = .0034) and placement (p = .000). Group variations approached significance on sex (p = .074). Findings indicated that LD labeled students had lower global self-concept scores on the Piers-Harris Self-Concept Scale than the regular education students (t-test p = .079, ANOVA p = .051). These approaching significant variations on global self-concept scores might be attributed to four independent or interacting external variables: age, placement, sex, or labeling influences.
18
Duis, Sandra S. "Differential performances on the wide range assessment of memory and learning of children diagnosed with reading disorder, attention- deficit/hyperactivity disorder, and traumatic brain injury." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063200.
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The purpose of this investigation was to compare the performances on the Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) of children with different developmental and neurological disorders. The primary question was whether the WRAML subtests significantly differentiate among children with Developmental Reading Disorders (RD; n = 44), with Attention-Deficit/Hyperactivity Disorder (ADHD; n = 37), with Traumatic Brain Injury (TBI; n = 30), and without developmental or neurological disabilities (n = 103). Archival data from the TBI Project at James Whitcomb Riley Hospital for Children and from the Division of Psychology at Alfred I. duPont Institute was analyzed. The results of a discriminant functions analysis indicated that significant differences among the groups do exist on the WRAML and that the groups were discriminated from one another by three distinct types of tasks (i.e., functions): rote memory, verbal learning, and meaningful memory. Furthermore, based on WRAML performance alone, participants had a 63% chance of being classified into their proper diagnostic group. In addition to supporting the use of multi-dimensional tasks to assess memory, the results of this study have clinical relevance for developing diagnosis-specific recommendations for memory and learning problems.<br>Department of Educational Psychology
19
Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.
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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.<br>Doctor of Philosophy (PhD)
20
Uecker, Anne Cantalupo 1960. "A psychobiological exploration of mental rotation in three groups of children: Control, learning disabled, and Down syndrome." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278013.
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The present study investigated anomalous hemispheric processing for language and its impact on spatial task performance. Mental rotation and dichotic listening tasks were administered to three groups of children: control (C), learning disabled (LD), and Down syndrome (DS). Significant differences were found in reaction time and accuracy measures in mental rotation. Although the DS group lacked a systematic reaction time function, all three groups produced similar accuracy functions: each group appeared to demonstrate difficulty at equivalent angular disorientations. Dichotic listening resulted in performance differences only when the DS group was compared to the C and LD groups: discrepant language processing was not demonstrated between the C and LD groups. Conclusions could not be reached regarding the impact of language lateralization on spatial task performance. Inconsistencies of neuropsychological measurements are discussed; the topic of mental rotation is explored in depth. Generalizations regarding performance outcomes are limited to a behavioral level.
21
Nicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.
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The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.
22
Easterling, Gwendolyn S. Angell Maureen E. "Effects of a constant time delay procedure and sign language instruction on sight word acquisition of elementary school children with learning disabilities." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196665.
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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Barbara M. Fulk, Maribeth N. Lartz, Emily H. Watts. Includes bibliographical references (leaves 88-95) and abstract. Also available in print.
23
Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
24
Westwood, Anthony Thomas Read. "Survey of medical, dental and nursing services in centres for intellectually and physically disabled children in Cape Town and its environs." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/26677.
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This study describes the present medical, dental and nursing services in and used by centres for intellectually and physically impaired children in Cape Town and its environs. The information was gained by means of a structured questionnaire. Thirty three of the 34 centres with a total of 3480 children are included. Twelve are Special Care Centres, 15 Training Centres and 6 are Special Schools. The number of children enrolled ranges from 9 to 400. At the time of the study 9 of the centres were for white children, 17 for coloured children, 5 for black children and 2 were multiracial. Nine of the 11 Special Care Centres were not government supported while only 6 of the other centres were mainly funded from non-government sources. Nurses employed at the centres had worked an average of 8 years at their centres, 23,5% of them having worked with disabled children prior to taking up their present posts. Of the Special Care Centres, only the two residential ones had a nurse on the staff. All the Special Schools had at least one nurse. 57,5% of the centres have a doctor or doctors visiting the centre. Two of the others have regular medical care for the children arranged with local health centres. All the Special Schools are visited while 25% of the Special Care Centres and 33% of the Training Centres receive medical visits. The number of doctors visiting a centre varies from 1 to 7. The doctors come from a variety of services both private and public. Most of the doctors do not receive remuneration for their services. Of the 1 7 centres who have no doctors visiting, the majority depend on parents to take their children to a medical facility if there are problems related to the child's disability. For 7 of them, there is no other option. A similar pattern exists for medical problems unrelated to the child's disability. Six centres make use of medical facilities as a first option in these circumstances. For emergencies only 1 centre can count on a doctor to come to the centre. Ten centres may be able to get a doctor to come. The General Hospitals are the most common facility used in an emergency. Dentists visit 4 of the centres. Twelve of the remaining 29 centres arrange regular dental visits for the children. Eleven of the 13 Special Care Centres do not have regular visits to a dentist arranged. Fifteen centres receive visits from Community Nurses and these are local authority nurses in the main. Their functions are limited in all but one case to contraception, immunisation, Heaf testing or genetic services. There are 10 centres which receive visits from neither doctor, dentist nor nurse (7 Special Care Centres, 3 Training Centres). 32% of the interviewees were satisfied with the services received. The most common improvement sought was to have a doctor visit the centre. Of those with a doctor visiting, 28% wanted the doctors to deal with intercurrent problems as well as the child's disability. The need for paramedical services was also expressed. Further detail is presented and the implications of the findings discussed.
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Riddoch, Jane. "Creating non-representational art by students who are severely intellectually disabled through a pictorial and musical program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1050.
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The main purpose of this research study was to investigate the worth of a recently developed Pictorial and Musical art program for severely intellectually disabled students, and to compare the non-representational art work produced by lower primary students in a special education school to similar art work being produced by lower primary students in a regular school, when taught in the same program. A subsidiary purpose of the study was to investigate teacher reactions in the art classroom of each participating school, and to observe the extent of the Pictorial and Musical program interventions on the students' attitudes and production of their art work. Twelve participants were chosen from each school to take part in the experimental art program. This involved the use of pictorial and musical interventions to test the outcomes, and by utilising a quantitative methodology to determine the relationship between variables. Each group of students in the study was subjected to three different art experiences within the Pictorial and Musical program, that is, Pictorial only, Pictorial with Rock music and Pictorial with classical music. All the participants supplied the researcher with an original non-representational painting from each segment of the program. The non-representational paintings were then marked by three independent teacher markers, and the marks of the 72 paintings produced by the students were analysed in a 2 way ANOVA, to ascertain if there was any comparable difference in the non- representional artwork of children with special needs and regular primary students. The descriptive statistics showed that the regular students scored higher marks for art quality than the special students, when the Pictorial only method was used, and there was more variation in the regular students marks than in the special students marks. There was no significant difference between the scores of the regular and the special students when the Pictorial and Rock music method was used, but the regular students scored higher than the special students for the Pictorial and Classical program, although variation was about the same for both. The observed attitude to the musical additions were similar for both the regular and the special students. There were marked changes in the students' attitudes during the Pictorial and Rock music method. Both groups became agitated and overexcited during this segment and initially refused to keep on task, preferring to sing and keep time with the music than to go on with their painting. The Pictorial and classical music program had the opposite effect on the students, helping to create a calming atmosphere in which they were willing to return to their task, and appeared more stimulated and creative, completing better quality non-representional paintings than before. It is anticipated that the outcome of this study may provide significant evidence of the importance of pictorial and musical interventions in art programs, and may lead to further study on this subject. The introduction of the Pictorial and Classical music program to students with severe intellectual difficulties may become an additional aid in the production of their artwork.
26
Chih-hung, Yang. "A study of collaboration in service delivery of early childhood intervention to children with intellectual disability and their families." Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/28893.
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This thesis investigated the collaborative practice in early childhood intervention (ECI)
service delivery to children with intellectual disability and their families from the
perspectives of adult stakeholders engaging in collaborative service delivery.
The review of literature in the collaborative delivery of ECI services revealed that
there are limited studies that have examined collaborative practice as a whole through
the lens of all parties engaged in ECI service delivery. An investigation of adult
stakeholders’ comprehension of and reflections on actual experiences engaging in
collaborative service delivery will provide a better understanding of the process of
collaborative practice and will also be important in promoting and supporting the use
of collaborative practice. This study aimed to examine adult stakeholders’
understanding of the collaborative approach and their perceptions of difficulties with
collaborative service delivery of ECI, factors for effective collaboration, effects of
collaboration as well as suggestions for better collaboration.
Twelve agencies which were major providers of ECI programs for young children
under the age of six with developmental delays and their families in the Sydney
metropolitan region participated in this study. Sixteen service directors, 75 service
providers and 50 parents were recruited for this study using convenient sampling
technique. This study employed a mixed methods design, with both quantitative and
qualitative methods used to collect data from these three groups of participant. The
service directors were interviewed using an in-depth interview procedure to obtain
their views of and reflections on their experiences of collaborative practice, while the
service providers and parents completed a self-administered questionnaire in which
they presented their perceptions of and experiences with collaborative service
delivery.
27
Andrews, Zucker Gina. "A Case Study of the Impact of Administrative Frameworks on a Group of Intellectually Disabled Children Admitted to an Australian Mental Hospital in 1952." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23210.
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This dissertation presents a case study of a cohort of 13 of the 86 children who were admitted in 1952 to Newcastle Mental Hospital (known as Watt Street) in New South Wales, Australia due to their intellectual disabilities. The study examined the lived impact of Australian Commonwealth and NSW State administrative frameworks (laws and policies) on their lives. The study adopted a mixed methods qualitative research design informed by a social constructivist world view. Data sources included: laws, policies and publications such as annual departmental reports; the children’s government archival administrative records; semi-structured interviews with 50 stakeholders (members of the cohort, family, nurses, administrators, academics and advocates); and accounts by historians. A systematic literature review of first person accounts was also undertaken. Analysis of the data identified seven broad themes. These were of significance across all stages of the cohort’s lives— childhood, teenage years, adulthood and retirement—but some were more important in some stages than in others. The main findings can be summarised as follows: • Commonwealth and State administrative frameworks set the course of the cohort’s lives in various institutional settings. Such a regimented existence was, and remains, at odds with the goals of contemporary international human rights instruments such as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and domestic policies such as de-institutionalisation and personalised care. • Two administrative interventions had a positive impact on the cohort—the introduction of social welfare payments in 1967 the state’s expectations of co-contributions from families and auxiliaries to supplement policy and program initiatives. • The cohort experienced chronic, episodic and intermittent health issues throughout their lives. • Positive relationships with family, staff and peers played a vital role in the lives of people with intellectual disabilities in institutional settings. • Experiences of institutional abuse were identified. The study’s findings led to two main conclusions. First, as long as there are institutional settings, such as those in which several members of the cohort are living today, the full implementation of human rights policies and programs will remain problematic. Second, Australia’s federalist system can both help and hinder the realisation of these rights for Australians with intellectual disabilities. Further investigation is therefore urgently needed to identify ways of minimising or overcoming the barriers that impede the realisation of UNCRPD principles in contemporary residential settings such as aged care facilities. Findings from this study fill a gap in our knowledge of the experiences of this now ageing group of Australians who were admitted to institutional facilities as young children and the impact on their lives of changes in legislation, regulation and policy. They make an original contribution to scholarship in law and public policy, disability studies and Australian history, and challenge us to reflect on the intended and unintended outcomes of current disability policy in the lives of persons with intellectual disabilities.
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Channon, Stuart Angell Maureen E. "Effects of three writing support programs on the writing quality and attitudes of Hispanic junior high students with learning disabilities." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196662.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Howard P. Parette, Jr., George Peterson-Karlan. Includes bibliographical references (leaves 132-149) and abstract. Also available in print.
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McKenzie, Judith Anne. "Constructing the intellectually disabled person as a subject of education: a discourse analysis using Q-methodology." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002526.
Full textAbstract:
The education of intellectually disabled (ID) people is constructed within mass education systems as a problem requiring specialised intervention, separation from “normal” school contexts and the application of professional expertise. A social model of disability resists these practices from a human rights perspective and underpins an inclusive education approach. In this study, a post-structuralist disability studies theoretical framework, drawing particularly on the work of Foucault, was used to examine discourses that construct the intellectually disabled person as a subject of education. The study was conducted in Buffalo City, South Africa at a time when an inclusive education policy is being implemented in the country. The research questions were: What discourses are deployed in the representation and educational practices of those identified as ID? What are the effects of these discourses in constructing the ID subject and associated educational practice? The study utilises Q-methodology, a factor analytic method that yields whole patterns of responses for analysis. A process of sorting selected statements along the dimension of agree to disagree was completed by three groups of participants, namely adults with ID, parents of people with ID and professionals working with ID. Discourses of representation and of educational practice were identified through statistical and interpretive analysis, following the discourse analysis school of Q-methodology. The findings of this study reveal the operation of power in a medico-psychological gaze that makes ID visible and supervises disability expertise within education. Representations of ID suffused with religious notions support the exercise of pastoral power by disability experts. Human rights discourses in education can marginalise ID people if applied uncritically. Fixed notions of impairment constrain an intellectually disabled subject who is vulnerable and incompetent. This study argues instead for a theory of (poss)ability, underpinned by an understanding of the situational and shared nature of competence and a fluid conception of impairment. Human rights should be supplemented by an ethics of care and belonging in the community (ubuntu). A research agenda supporting this effort would examine the ways in which ID people work on themselves as subjects (subjectivisation) and explore the potential for resistance in this process.
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Boukhelif, Meryem. "Les représentations sociales de la scolarisation des enfants avec handicap mental." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30053.
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La scolarisation des enfants avec handicap mental reste encore un champ de recherche sous exploité malgré la richesse des informations qu'il peut apporter afin d'adapter au mieux les interventions pour la réussite de la loi d'intégration.L'intégration en milieu scolaire ordinaire est un défi de société. C'est un service offert aux enfants qui présentent une déficience intellectuelle, afin qu'ils puissent recevoir une éducation de qualité dans un cadre le plus normal possible et ainsi, établir des contacts avec des pairs non handicapés.Depuis 1996, les textes législatifs et réglementaires engagent de plus en plus l'éducation nationale à l'accueil de tous les enfants, quelles que soient leurs difficultés, la scolarisation deshandicapés mentaux avec cette loi rencontre des difficultés à se réaliser hors d'institutions spécialisées.Les actions de recherche sur la scolarisation des enfants avec handicap mental restent très rares, c'est pourquoi cette recherche va se concentrer sur les représentations de la société mises en avant (parents d'enfants handicapés, enseignants, parents d'enfants normaux) et de les expliquer afin de cerner les conditions requises pour l'intégration scolaire des élèves présentant une déficience<br>The school attendance of children mental handicap remains an underexploited field of search despite the opulant amount of informations that could bring to adapt to the best the interventions for the success of the Integration Act.The integration into mainstream education is a societal challenge. This service aims children with intellectual disabilities, so they can receive a quality education in a most normal framework possible and thus the ability toestablish contacts with non-disabled peers.Since 1996, laws and regulations engage more and more education brought to all children, whatever their difficulties, the education of mentally disabled with this law encounter difficulties to be achieved outside specialized institutions.The research actions on the education of children with mental handicaps remains very few, this is why research will focus on the representations of society put forward (disabled children's parents, teachers, normal children's parents), and to explain to them in order to identify the conditions for inclusive education
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Lupo, Ana Paula Rodrigues. "O atendimento das crianças com deficiência mental: visão das mães e dos profissionais do CAPSi de Itu-SP." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20260.
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Previous issue date: 2017-06-13<br>Introduction: The incidence of mental health changes has increased considerably and the consequences of this tend to be tragic if the subject is not very well taken care of. In Brazil, the psychiatric reform is in full development. Children's Psychosocial Care Centers (CAPSi) are structures responsible for organizing the mental health services network in their territory, providing support and supervising mental health care in the basic health network. In Itu-SP there is a single CAPSi in the municipality. It was created in 2011 and has been showing a constant increase in the number of visits. We carried out a study about the perception of the care of both the employees and the mothers of the children served in this service.Objectives:1. To analyze how the professionals of the Child Psychosocial Care Center (CAPSi) "NeideBeneditaZacariasTasca" of Itu /SP perceive the needs and their collaboration in the education of mothers of children with mental disabilities; 2. Analyze how mothers with mentally handicapped children perceive the education they received from CAPSi professionals. Methodology: This is a descriptive, exploratory research with a qualitative approach, which presents as a theoretical reference the Discourse of the Collective Subject and was carried out at the NeideBeneditaZacariasTasca Children's Psychosocial Care Center "(CAPSi) de Itu / SP. The effectiveness of a group spontaneously created by the mothers of the children also researched. All employees and all mothers were invited and accepted to participate in the study 10 of the 13 employees and 30 of the 103 mothers.Results: For Employees, forty percent of them do not feel fully safe at work and suggest that they should be better trained; Eighty percent believe that their guidelines are ineffective and justify that the effectiveness of the guidelines depends on other factors and suggest that the demand for children is reduced. Regarding the conclusion of the mothers' interviews, all the mothers interviewed had some difficulty in getting to the service; Seventy percent believe that CAPSi is the best place to treat serious children; Sixty percent do not feel safe in relation to the guidelines received; Forty percent feel safe, but assigns this security to the group of mothers; All mothers suggest decreased demand in Itu'sCAPSi and establishment of other referral centers. Conclusions: Although more studies are needed to confirm the complaints pointed out in our research, the current survey may contribute to measures being taken to improve care in the ItuCAPSi<br>Introdução: A incidência de alterações da saúde mental tem aumentado consideravelmente e as consequências disso tendem a ser trágicas se o assunto não for muito bem cuidado. No Brasil, a reforma psiquiátrica está em pleno desenvolvimento. Os Centros de Atendimento Psicossocial infantis (CAPSi) são estruturas responsáveis em organizar a rede de serviços de saúde mental de seu território, dando suporte e supervisionando a atenção a saúde mental na rede básica de saúde. Em Itu-SP existe um único CAPSi no município. Ele foi criado em 2011 e vem apresentando constante aumento do número de atendimentos. Realizamos um trabalho sobre a percepção do atendimento tanto dos funcionários quanto das mães das crianças atendidas nesse serviço. Objetivos: 1. Analisar como os profissionais do Centro de Atenção Psicossocial Infantil (CAPSi) “Neide Benedita Zacarias Tasca” de Itu/SP percebem as necessidades e a sua colaboração na educação de mães de crianças com deficiência mental; 2. Analisar como as mães portadoras de crianças com deficiência mental percebem a educação que receberam dos profissionais do CAPSi. Metodologia: Trata-se de pesquisa descritiva, exploratória, com abordagem qualitativa, que apresenta como referencial teórico o Discurso do Sujeito Coletivo e que foi realizada no Centro de Atenção Psicossocial Infantil“ Neide Benedita Zacarias Tasca”(CAPSi) de Itu/SP. A efetividade de um grupo criado espontaneamente pelas mães das crianças também pesquisada. Todos os funcionários e todas as mães foram convidados e aceitaram participar do estudo 10 dos 13 funcionários e 30 das 103 mães. Resultados: Em relação aos Funcionários, quarenta por cento deles não se sente plenamente seguro no trabalho e sugerem que deveriam ser melhor capacitados; Oitenta por cento acredita que suas orientações não são efetivas e justificam que a efetividade das orientações depende de outros fatores e sugerem diminuir a demanda de crianças. Em relação a conclusão das entrevistas das mães, todas as mães entrevistadas tiveram alguma dificuldade de chegar ao serviço; Setenta por cento acredita que o CAPSi é o melhor lugar para o atendimento de crianças graves;Sessenta por cento não se sente segura em relação as orientações recebidas; Quarenta por cento se sente segura, mas atribui essa segurança ao grupo das mães; Todas as mães sugerem diminuição da demanda no CAPSi de Itu e estabelecimento de outros centros de referências. Conclusões:Embora mais estudos sejam necessários para comprovar as queixas apontadas em nossa pesquisa, o atual levantamento pode contribuir para que medidas sejam tomadas para melhorar o atendimento no CAPSi de Itu
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Twee, Pam. "Literacy learning of adolescent students with intellectual disabilities : a case study." Thesis, View thesis, 2001. http://handle.uws.edu.au:8081/1959.7/310.
Full textAbstract:
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.
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Gan, Hock Chye. "Using multi-modal bio-digital technologies to support the assessment of cognitive abilities of children with physical and neurological impairments." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15749.
Full textAbstract:
Current studies done using a learning test for children have problems as they only make evaluations of Physically and Neurologically Impaired (PNI) children who can succeed in the test and can be considered as a PASS/FAIL test. This pilot study takes a holistic view of cognitive testing of PNI children using a user-test-device triad model and provides a framework using non-PNI children and adults as controls. Comparisons using adapted off-the-shelf novel interfaces to the computer, in particular, an Electroencephalograph (EEG) head-set, an eye-tracker and a head-tracker and a common mouse were carried out. In addition, two novel multi-modal technologies were developed based on the use of brain-waves and eye-tracking as well as head-tracking technologies to support the study. The devices were used on three tests with increasing cognitive complexity. A self-developed measure based on success streaks (consecutive outcomes) was introduced to improve evaluations of PNI children. A theoretical model regarding a fit of ability to devices was initially setup and finally modified to fit the view of the empirical model that emerged from the outcomes of the study. Results suggest that while multi-modal technologies can address weaknesses of the individual component modes, a compromise is made between the user’s ability for multi-tasking between the modes and the benefits of a multi-modal device but the sample size is very small. Results also show children failing a test with a mouse but passing it subsequently when direct communication is used suggesting that a device can affect a test for children who are of a developing age. This study provides a framework for a more meaningful conversation between educational psychologists as well as other professionals and PNI parents because it provides more discrimination of outcomes in cognitive tests for PNI children. The framework provides a vehicle that addresses scientifically the concerns of parents and schools.
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Tracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/370.
Full textAbstract:
A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The big fish little pond effect (BFLPE) predicts that students with mild intellectual disability will have higher academic self-concepts when in a special class, whereas labeling theory predicts that placing these students in special classes will lower their self-concepts. This study addresses some of these issues by: identifying a psychometrically sound, multidimensional self-concept measurement instrument; critically examining the structure and nature of self-concepts; investigating the effects of regular and special class placement upon students’ self-concepts, social comparison processes, academic achievement, and stigmatisation; and evaluating the legitimacy of the BFLPE and labeling theory. Three studies were conducted on 211 students in years 2-6. The first study evaluated the psychometric properties of the Self Description Questionnaire I Individual Administration (SDQI-IA) and examined the structure and self-concepts of the sample, and results demonstrated that the SDQI-IA is a valid and reliable measure. The second study tested the BLFPE and labeling theory and results provided support for the BFLPE. The third study measured the self-concepts, social comparison processes and academic achievement of 39 students in different education placements, with results revealing that students moved to special classes reported higher academic achievement and more favourable social comparisons than their counterparts in regular classes
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Huang, Chih-Lin, and 黃芷琳. "The Parenting Experiences of Mothers with Intellectual Disabilities Nurturing Their Mentally Disabled Children." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/nm97uu.
Full textAbstract:
碩士<br>中原大學<br>教育研究所<br>105<br>The research targets for this study were two mothers with intellectual
disabilities and their mentally disabled children. The study aimed at exploring their
parenting experiences and interactions with other people.
Adopting hermeneutic research, this study interviewed the participants to trace
their backstories and probe into their current stories, before integrating these
narratives with the researcher’s foreknowledge to open a discussion regarding the
subject.
Through data collection and textual interpretation and analysis, the researcher
gave separate accounts of the participants’ life stories, as well as their parenting and
social interaction experiences. Common themes were then introduced from the two
accounts for thematic interpretation. Afterward, the participants’ themes were
combined for an integrated analysis.
The conclusions from this study were as follows:
1. There was interplay between feelings of inferiority and parenting efficacy.
2. Incoherent parenting attitudes created a sense of disorientation among the
children.
3. Both mothers “wanted” to discipline their children but lacked suitable
approaches to do so.
4. They were resilient, yet lonely when it came to parenting.
5. They had basic knowledge of the development of their children but were
unable to adjust their parenting methods based on the children’s characteristics.
6. They concealed their true self-identities under the influence of “patriarchy.”
7. Their participation in school and welfare systems was rather passive.
Keywords: mothers with intellectual disabilities, disabled children, parenting experiences
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Matumba, Khensani Beauty. "External difficulties facing mentally disabled children in Grace and Love Special School in Vhembe District, Limpopo Province." Diss., 2015. http://hdl.handle.net/11602/199.
Full text
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Mashigo, Refilwe Junior. "Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand." Thesis, 2014. http://hdl.handle.net/10210/12748.
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M.A. (Social Work)<br>Lack of appropriate facilities for the mildly mentally disabled children in the black communities of the Witwatersrand was a source of concern for parents. These parents did not want their children to attend the "training centres for the mentally handicapped children" as they felt their children functioned above the criteria used at these centres. Some parents, as a result, choose to keep their children at home. This study was undertaken to research the hypothesis that mildly mentally disabled children could benefit from educational facilities and programs. Respondents were parents of the affected children and teachers from the training centres in Soweto, East Rand and Alexandra. An exploratory study was conducted. Forty teachers administered the questionnaires and trained interviewers assisted 93 parents to complete their questionnaires. Problems were encountered due to wrong addresses (many houses were then unnumbered in Soweto) and reluctance from some respondents to participate. The results confirmed the hypothesis as both teachers and parents felt that alternative facilities to the training centres were needed for the mildly mentally disabled children, that teachers should be qualified in that special field of teaching, and more contact between teachers and parents was recommended, A multi-disciplinary approach in the treatment program was also an important factor, unfortunately none of the centres had more than three professionals. Social workers were used by other professionals to provide services from the birth of the disabled child as support systems, catalysts and advisers to parents. The social worker's role is to educate, empower, support, mediate, liaise with the external resources and nurture the person to independence and self-reliance.
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Chao, Shu-He, and 趙舒禾. "Outsider Witness Practice in a Support Group for Parents with Mentally Disabled Children: From Multiple Perspectives." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/n76xzv.
Full textAbstract:
博士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>102<br>The present study explored the effects of outsider witness implemented in a support group for parents with mentally disabled children. Specifically, three perspectives were explored: Perspectives of parent with mentally disabled children (PDC), outsider witness (OW), and professional. Eight parents and two outsider witnesses with Asperger syndrome / autism children participated in an eight-sessions support group. Outsider witness procedure was implemented for two sessions of the support group. Participants were interviewed to collect their experiences and reflections about outsider witness implementation. The texts were analyzed by the content-categorical approach.
The results indicated that there were different therapeutic factors for PDCs and OWs. Both PDCs and OWs perceived similar experiences of each other. They transferred their subjective experiences to objective positions that led them to reflect on their past limited perspectives, and thus resulted in self redefinition. However, the mechanisms underlying this process were different for PDCs and OWs. OWs were catalyzed by listening to the narratives of PDCs, while PDCs were catalyzed by the OWs’ iteration. At last, by observing the intersection between PDCs and OWs, the professional was reminded and aware of the original intention of why she devoted to be a counselor.
Finally, this study provided practical guidelines for outsider witness practice, including selection, preparation, and operation.
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Chan, Nai-Ying, and 詹乃穎. "Research on Promoting Attention,Language and Motor Development through Group Music Activities for Mentally or Physically Disabled Children." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/9e289r.
Full textAbstract:
碩士<br>朝陽科技大學<br>幼兒保育系碩士班<br>94<br>This study investigated the effect of group musical activities on three mentally or physically disabled children, and on the promotion of their attention, language, and motor development. A participation observation method was used to collect data once a week, for a total of 12 times over a three-month period.
The results were interpreted based on data collected via a semi-structured musical activities observation form, interviews with parents, musical activities feedback form, researcher’s activity log, and record of special events. Cross-comparison was conducted on the quantified data and related original documents to increase the objectivity and reliability of the research results. The research findings included:
1. Improvement in attention, language, and motor development of the three mentally or physically disabled children was observed, and the statistical results of social validity also supported this observation. Thus, the application of group musical activities was positive and effective in improving mentally or physically disabled children’s attention, language, and motor development.
2. The musical activities designed in this study were presented with the aid of musical instruments, puppets, and through repetition, to connect phonation, pictures, and puppets. The instructor’s oral explanation, demonstration, calling children’s names, use of questions, repetition, simple teaching techniques, as well as the participation of the assistants may promote the attention, language, and motor development of mentally or physically disabled children.
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Perkins, Jennifer L. "A comparative investigation on the efficacy of integrated and segregated physical education settings for students with disabilities." Thesis, 1998. http://hdl.handle.net/1957/33716.
Full textAbstract:
The purpose of this investigation was to compare the effectiveness of
integrated and segregated settings in elementary physical education. The efficacy of
each setting was measured by the quantity of opportunities to respond (OTR) and
the quality of those responses. This study examined the frequency and motor
appropriateness of OTRs for children with developmental disabilities in integrated
and segregated physical education classes. This study utilized a single subject
alternating conditions design.
Four students, 7 to 11 years, with developmental disabilities participated in
this study. All participants received both general (integrated) physical education
and adapted (segregated) physical education services throughout the 1997-1998
school year. Subjects were videotaped during the lesson focus portion of both the
integrated and the segregated physical education settings once each week for a total
of five weeks. Data on the frequency and motor appropriateness of the OTRs were
collected and analyzed for each participant in both settings. Students with
developmental disabilities generally made more responses in the segregated physical
education setting. The motor appropriateness of these responses were similar in
both segregated and integrated settings, although it was marginally higher in the
segregated setting.
The results of this investigation demonstrated that students with developmental disabilities received higher quantities of OTRs in the segregated physical education setting. However, there was little difference between settings with respect to the quality of the OTRs for three of the four subjects. For this reason and other suspected academic and social benefits of integration, an integrated physical education setting may prove beneficial for a number of students with disabilities.<br>Graduation date: 1998
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Zittel, Lauriece L. "The effect of an integrated adapted physical education setting on the motor performance of preschool children with developmental delays." Thesis, 1993. http://hdl.handle.net/1957/36113.
Full textAbstract:
The purpose of this study was to investigate the effect of an integrated adapted
physical education setting on the motor performance of preschool children with
developmental delays. Subjects in this study participated in segregated and integrated
adapted physical education classes. During the integrated conditions, same-age peers
without delays participated in activities as "proximity peers" (Jenkins, Speltz & Odom ,
1985). Child-directed activities were presented in each class and subjects were
observed practicing locomotor and object control skills. The quality of each performance
was analyzed to determine the number of critical elements present in the performance
and the level of teacher or peer prompt required to initiate and complete each
performance.
A single subject reversal design (A-B-A-B) was used in this investigation. Four
children with developmental delays were filmed within an eight-week school schedule
while practicing two fundamental gross motor skills during segregated and integrated
conditions. The level and trend of the data was calculated to describe the quality of each
child's motor performance within each condition, between conditions, and across
segregated and integrated conditions. The results of this study provide evidence that
children with developmental delays are able to maintain their level of gross motor skill
and independence within an integrated adapted physical education setting. Although day-to-
day variability was calculated for each subject, overall skill level remained stable
and their level of independence was not compromised in the integrated setting.
Recommendations for future research are made based upon the results of this
investigation.<br>Graduation date: 1993
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Botha, Janine. "Onderwysers se belewenis van ouerbetrokkenheid in die leerproses van verstandelik gestremde kinders." Diss., 2007. http://hdl.handle.net/10500/1581.
Full textAbstract:
Text in Afrikaans<br>The focus of this qualitative study is the way teachers experience parental involvement in the learning process of mentally disabled children. Five participants, teaching at a school for disabled children for more than ten years and working with children between the ages of six and 18, participated in this study. Individual, unstructured interviews were conducted with the participants to describe how they experience parental involvement in the learning process of mentally disabled children. The interviews were recorded and transcribed. Nine recurring themes were identified in the transcriptions and compared with current literature. The aim of the study was not to generalize the findings, as it was a qualitative study and the participants were given the opportunity to share their experience. The result of this study is a detailed description of how teachers experience parental involvement in the learning process of mentally disabled children.<br>Social Work<br>M.Diac
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Brand, Marlette Cornelia. "Coping skills for parents of children with barriers to learning." Diss., 2005. http://hdl.handle.net/10500/1846.
Full textAbstract:
Past research has shown that one of the most traumatic emotional experiences parents face is the diagnosis of having a child with barriers to learning. For various reasons they do not always receive the necessary follow-up professional support after diagnosis.
This study was undertaken with the specific aims of identifying various coping skills that enable these parents to raise their children to their full potential, to determine the value of these coping skills for parents, to identify strengths, weaknesses, opportunities and threats in such households and to make recommendations on appropriate approaches and strategies.
The study revealed that parents are able to make changes in their approach and behaviour to adapt to the new stressful environment. Restraining factors having a negative impact on the functioning of parents or families have been identified, together with identification of various opportunities and driving forces that serve as the foundation for mitigating, accepting and dealing with the problem. Based on these findings, recommendations are made to provide guidelines to advise and support parents in raising children with barriers to learning.<br>Educational Studies<br>M.Ed. (Guidance and Counselling)
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Chiang, su-pin, and 蔣素萍. "A study on religious mental supports of parents with disabled children --the cases to a vocational school in north TaiwanA study on religious mental supports of parents with disabled children." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62619943788378825114.
Full textAbstract:
碩士<br>真理大學<br>宗教文化與組織管理學系碩士班<br>98<br>Abstract
Researcher has been working as a special educator for years .Regarding the interaction with parents, as well as teaching experiences, it is suggested that religious beliefs can provide considerable psychological support to parents of students with disabilities. This research attends to discover the relationship between religious beliefs and frustration in which parents facing various challenges derived from raising their children with special needs. In this study, parents shared their personal experiences on how their religious beliefs benefit them from releasing stress, increasing positive self- images, and how religious beliefs encourage them to assist other parents who are facing the same difficulties through the harshness .
This study applied qualitative research and used semi-structured interviews to gather information and data. The target clients are parents of students with disabilities. Those students enrolled in vocational programs at high school level. There are seven parents selected from 5 different grade levels and were willing to participate interviews and share their religious beliefs in this study.
There are six conclusions were summarized based on the data of interviews:
First, religion beliefs can help parents of students with disabilities adjust their psychological pressure effectively.
Secondly, different religious beliefs and religion involvement degree will affect parents of children with disabilities in attributing the causes of their children’s disabilities.
Third, different ways of raising can affect students with disabilities on their daily life adaptive skills, but religious beliefs have no impact on these parents’ rearing styles.
Fourth, participation in religious groups will affect the interaction between parents and schools.
Fifth, Parents who involve in religious beliefs deeply and join religious organizations recognized that religious philosophies, organizations, are both helpful. However, the influence of religious philosophies are weighted over the impact of religious organizations.
Sixth, religion’s therapeutic treatments can practically benefit students with disabilities and their parents.
In Sum, the conclusions of this study are considered as references for social welfare institutions, school authorities, parents of students with disabilities, and religious organizations.
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Lee, Mai, and 麥莉. "Is This What I Am?A Study on the Image of Mental and Emotional Disabled Children." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/45110543947370617662.
Full textAbstract:
碩士<br>臺東師範學院<br>兒童文學研究所<br>91<br>Is This What I Am?
A Study on the Image of Mental and Emotional Disabled Children
In Taiwan Young Adult Novels
Abstract
Local Young Adult Novels can not only describe social reality, but also serve as a tool of reflecting and creating stereotype of the society. Because of the lack of full understanding of those novels, young readers, like children and teenagers, can easily believe in the contents and form stereotype. The researcher filtered through local novels of the 90’s, which describe young people with mental and emotional disabilities, and tried to do a more thorough research and analysis on the subjects by analyzing how authors create those disabled children, and comparing how much different there is between the fictional characters and those in real life. Mentally and Emotionally disabled children are very special. They are so special that it’s not easy to describe their characteristics by mere imaginations; as a result, it’s difficult for readers, who are touched by the books, to examine the authenticity of the fictional disabled children. Naturally, for those authors, who have never been in contact with these children, can only use their imaginations to try to understand them, and use so called stereotypes to create and present this type characters or to analyze these types of novels. The researcher wanted to see if the local novels of the 90’s are still staying at such a stage of twisting, and overly generalization of individual characteristic, or if they have presented the true stories of disabled children. In order to prevent hurting these children again and again, the researcher recognized it’s very important to further discuss this topic.
The researcher used generalization as his method, and discussed children of the same type in one section. The section analyzes the contents of the novels, and the description of the characteristics of disabled children in terms of biological characteristics (gender, age, and appearance), mental characteristics (personality, behavior, emotional responses), and finally social characteristics (social status, education, financial background). It also includes interviews with authors, experts, and disabled children themselves, and tries to distinguish between what are real and what are not real in the selected books. Finally, the researcher tried to find a solution by exploring the formation and definition of stereotypes found in those selected books.
Disabled Children need more than this society’s understanding, and care. They also need more than our sympathy and protection. Have majority of our novelists realized this? The stereotypes of these disabled children should be questioned, and corrected. Only by doing so, our society can be free from being both mentally and physically handicapped.
How to eliminate general public’s stereotype of mental disabled and emotional disabled children? The researcher hopes there will be more and more writers who can present these disabled children’s real life more truly, and lead their readers to be more understanding about these children and finally to accept, and respect them. This is the ultimate purpose of this research.
46
Stephenson, J. R., University of Western Sydney, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." 1996. http://handle.uws.edu.au:8081/1959.7/41689.
Full textAbstract:
The thesis reviews the literature on early communication development, communication intervention with persons with severe intellectual disability, and on picture recognition and use. Drawing from both developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability, little or no spoken language, poor verbal comprehension and poor picture recognition skills.<br>Doctor of Philosophy (PhD)
47
Lee, Yinghui, and 李穎慧. "The relationship among parent stress, leisure benefit and physical-mental health of parents with disabled children in elementary school." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/76356007569334058628.
Full textAbstract:
碩士<br>國立嘉義大學<br>家庭教育研究所<br>94<br>The purpose of this study is to investigate the relationship among parent stress, leisure benefit and physical-mental health of parents with disabled children in elementary school. The subjects were parents whose disabled children studied in elementary school in Kaohsiung city and Kaohsiung county. 322 parents participated and completed the “Parent Stress Index-Short Form”, “Leisure Benefit Scale” and “Physical-mental Health Scale.” The data was analyzed by descriptive and inferential statistics through the SPSS/Window 10.0 software.
The major findings of this study are as following:
1. Parents with disabled children in elementary school felt close to medium level parent stress, and “parental distress” brought highest stress degree to parents.
2. Parents with disabled children in elementary school gained medium to high level leisure benefit, and in the sources of leisure benefit, “to alleviate and to relax” was the highest.
3. The physical-mental health of parents with disabled children in elementary school was generally well.
4. There were significant differences in the variables of parents’ gender and the time daily participated in leisure activities on physical-mental health of parents.
5. The higher level of parent stress the parents felt, the worse their physical-mental health was.
6. Parents’ physical-mental health would get worse when they gained less leisure benefit from leisure activities.
7. Parents’ physical-mental health could be predicted by parent stress, leisure benefit and personal background variables.
Finally, based on the findings, several suggestions for parents, the practicians of counseling or education institutions and future studies are provided.
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Huang, Wei-Tsun, and 黃威尊. "The relationship among parent stress, leisure coping strategies and physical-mental health of parents with disabled children in elementary school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/17365488747523989976.
Full textAbstract:
碩士<br>立德大學<br>休閒管理研究所<br>98<br>ABSTRACT
The purpose of this study was to explore the relationship among parent stress, leisure coping strategies and physical-mental health of parents with disabled children in elementary school. A questionnaire which contains “Parent Stress Index-Short Form”, “Leisure Coping Strategies Scale” and “Physical-mental Health Scale” was used to examine the relationship among them of parents with disabled children in elementary school. Participants were parents whose disabled children studied in elementary school of Tainan city and Tainan country. A combination of stratified random sampling and convenience sampling method was applied in this study. A total of 500 questionnaires were distributed, with 384 returned. Three hundred and sixty one valid questionnaires (out of 384 returned papers) were analyzed.The major findings of this study were as follows:
1. Parents with disabled children in elementary school felt highest stress degree in “parental distress”. Within leisure coping strategies, “the leisure mood enhancement subscale” score highest.
2. The physical-mental health of parents with disabled children in elementary school was generally well.
3. There were relationships between background variables of parents and children with disabled and parenting stress. For example, “respondents of the identity”, “parents’ gender”, “the average of monthly income”, “the time daily participated in leisure activities” and “child’s gender” were found to be related to parenting stress.
4. There were significant differences in the variables of “the level of education” and “the time daily participated in leisure activities” on leisure coping strategies of parents.
5. There were significant differences in the variables of “respondents of the identity”, “parents’ gender”, “the average of monthly income”, and “the time daily participated in leisure activities” on physical-mental health of parents.
6. “Parent Stress” and “Leisure Coping Strategies” served the purpose of predicting "physical-mental health”.
Finally, based on the findings, several suggestions for parents, education institutions, social welfare institutions, elementary schools and future studies are provided.
Keywords: parents with disabled children、parent stress、leisure coping strategies、physical-mental health
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Scalo, Mary Rose. "Postsecondary Transition for the Significantly Disabled: Connecting the School to the Community. /." 2010.
Find full text
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Theron, Matthiam Jacobus. "Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwys." Thesis, 1994. http://hdl.handle.net/10500/16194.
Full textAbstract:
Text in Afrikaans<br>Ten einde 'n kurrikulum relevant en doeltreffend te kan hou,
is di t noodsaaklik om die kurrikulum gereeld te evalueer en
dienooreenkomstig die bevindinge aan te pas, indien nodig.
Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige
kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat
primer verstandelik matig gestrem is. Om verskeie redes,
waarvan die belangrikste is, dat die meerderheid leerders wat
hulle tans in spesiale skole bevind nie verstandelik matig
gestremd is nie, word die werklike doeltreffendheid en
relevansie van hierdie kurrikulum bevraagteken.
Die doel van hierdie navorsing was derhalwe om die doeltreffendheid
en relevansie van die kernkurrikulum wat vir die
meerderheid spesiale skole in Suid-Afrika van toepassing is,
te bepaal.
'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel
te ontwikkel aan die hand waarvan kurrikulumevalueerders
'n kurrikulum vanuit 'n literatuurperspektief
sou kon evalueer.
Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek
onderneem na die grondslae en komponente van 'n
kurrikulum. Op grond van die navorsingsresultate is die
kurrikulumevalueringsmodel ontwikkel.
Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van
'n li teratuur- en dokumentasie-ondersoek is bepaal wat die
eise is wat spesialeskoolleerders en die gemeenskap aan die
kernkurrikulum vir spesiale skole stel. Aan die hand van
hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel
waarmee die kernkurrikulum vir spesiale skole toe geevalueer
is. By die toepassing van hierdie kriteria is gevind dat die
kernkurrikulum vir spesiale skole in vele opsigte nie
behoorlik aan die eise van die leerders en die gemeenskap
voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat
die kernkurrikulum vir spesiale skole oor die algemeen nie
doel treffend en relevant genoeg is nie. Aanbevelings is
gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend
en relevant gemaak kan word.<br>Sustaining curriculum relevance and effectiveness, necessitates
regular curriculum evaluation and adjustment in concurrence
with the evaluation results.
Special schools in South Africa have at their disposal their
own · peculiar curriculum which was developed mainly for
learners who are primarily mildly mentally disabled. For
various reasons, the most important of which is that the
majority of learners currently in special schools are not
mildly mentally disadvantaged, the relevancy and effectiveness
of this curriculum are questioned.
The primary aim of this research was therefore to determine if
the core curriculum for special education, which is applicable
to the majority of special schools in South Africa, is
relevant and effective.
A secondary aim of this investigation was to develop a model
for curriculum evaluation by means of which curriculum
evaluators would be able to evaluate a curriculum from a
literature perspective.
With a view to founding this research theoretically, literature
research was conducted into the foundations and components
of the curriculum. On the basis of the research findings,
the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means
of the research, were the learner and the community. By means
of an investigation of literature and other relevant documentation,
the demands made on the curriculum by the learner and
the community, were determined. On the basis of these
findings, criteria were developed by means of which the core
curriculum for special schools was then assessed. When the above criteria were applied, it was found that in
many respects the core curriculum for special schools did not
completely comply with the demands of the learners and the
community. The conclusion could therefore be drawn that the
core curriculum for special schools are in general not
effective and relevant enough. Proposals were made on how the
core curriculum could possibly be made more effective and
relevant.<br>Curriculum and Instructional Studies<br>D. Ed. (Didaktiek)