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Dissertations / Theses on the topic 'Multiple disabilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

DeBar, Ruth M. "Teaching Learners with Multiple Disabilities to Isolate Phonemes." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

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2

Wilder, Jenny. "Proximal processes of children with profound multiple disabilities." Doctoral thesis, Stockholm : Department of Psychology, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8140.

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3

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

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4

Coyle, Lindsay-Ann. "'Not fitting in' : negotiating multiple illnesses and/or disabilities." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11497/.

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The existing social sciences literature has placed considerable emphasis on the experiences of people living with singular illnesses or disabilities (Clarke and Griffin 2008). In this thesis it will be argued that it is also important to explore people’s experiences of negotiating multiple illnesses and/or disabilities. The number of people living with three or more long- term conditions in England is expected to rise from 1.9 million in 2008 to 2.9 million in 2018 (Department of Health 2012). Despite this significant increase, the voices of people negotiating multiple illnesses and/or disabil

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5

Darling, Joseph A. "Measuring Indices of Happiness in Adults with Profound Multiple Disabilities." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645429.

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<p> Individuals with profound multiple disabilities (PMD) have significant deficits in intellectual functioning in addition to physical disabilities and associated medical conditions. Often, these individuals have communication deficits making the expression of basic wants and needs challenging. Given the communication difficulties associated with profound multiple disabilities, there is a need for systematic assessment to better understand emotional responses of individuals with profound multiple disabilities, including happiness responses. Methods to identify emotions of individuals with pro

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6

Dickinson, Danielle. "Changing perceptions of adults with intellectual disabilities from multiple perspectives." Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:16052.

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This thesis portfolio comprises of three parts: Part one – Systematic Literature Review The systematic literature review explored the effectiveness of interventions to change negative perceptions of adults with intellectual disabilities. A systematic search identified 19 studies detailing various interventions. A narrative synthesis of the findings is presented, incorporating methodological critique throughout. Conclusions from the evidence base are drawn, with implications for future research. Part two – Empirical Paper The empirical paper explored the impacts of a theatre company on percepti

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7

Cole, Shana. "Caregiving for a Child with Multiple Disabilities: A Mother's Story." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3696.

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Multiple disabilities does not just affect the individual, it affects caregivers as well. Once a child and parent receives the diagnosis of multiple disabilities they find themselves in a new territory, a new mindset. This study is a longitudinal autoethnographic personal narrative of a mother of a child with multiple disabilities using an intimate inquiry framework. Intimate inquiry allowed me as the researcher to explore my experiences as a reflection of the culture of caregivers of children with multiple disabilities. The purpose of this research was to attempt to understand what it mea

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8

Claney, Anita. "Living with multiple disabilities: Design for adult day program facilities." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/278713.

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This thesis applies a design programming process to users with multiple, severe disabilities. The goal is to increase independent functioning, self-efficacy and competency through design. The example used in this thesis is the design of day program facilities for adults with multiple, severe disabilities. The existing state of disability in the United States is analyzed. This includes the models of disabilities, historical aspects of the disability movement, the design professions' response, multiple disabilities and day program facilities. Hershberger's Value-Centered programming process is d

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9

Kennedy-Murray, Linda N. "Teachers' Perceptions and Practices of Multiple Intelligences Theory in Middle Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2071.

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Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can iden

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10

McLinden, Michael Timothy. "Haptic exploratory strategies and children who are blind with multiple disabilities." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390854.

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11

Terra, Amy Ann. "Connections: Social media and parents raising children with profound multiple disabilities." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3665.

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Parenting plays an important role in many adult lives. Parenting a child with profound multiple disabilities results in a distinct parenting experience. This qualitative phenomenological study examined the role of social media in the lives of parents raising children with profound multiple disabilities. Five parents raising children with profound multiple disabilities were interviewed, and resulting themes were identified. Consistent with previous research, parents described the initial adaptation to their child’s disability-related needs as the most challenging period of their parenting to

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12

Van, Colle Susan Judith. "Music therapy process with young people who have severe and multiple disabilities." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288927.

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13

Reilly, Ellen Therese. "Ableism in Education: A Case Study of a Student with Multiple Disabilities." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51177.

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This phenomenological case study examines the journey of one female with multiple disabilities and how she achieved success in school against difficult odds. It relies on an overview of the disability movement, related legislation from the 1960s to present, and compares the theoretical models of disability. This framework of historical, political, medical, social, and ableist approaches to disability sets the stage for the study which relies on extensive open-ended interviews, a document review, audio recording of an Individual Education Program (IEP) meeting, and a researcher journal to elu

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14

Davis, Mary Jane. "Educators' Perceptions of Assistive Technology for Students With Severe or Multiple Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/993.

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Assistive technology (AT) is defined as any tool that can help integrate students with severe or multiple disabilities (SMD) into learning activities. As mandated by federal law, AT must be considered for all students with disabilities. Educators, however, do not consistently embrace low and mid tech AT devices in reading and the language arts, thus limiting student engagement in learning activities. The purpose of this study was to explore educators' perceptions of their experiences regarding the acquisition and the use of low and mid tech assistive devices with students with SMD. This study

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15

Vargas-Robinson, Claudia. "Identifying Strategies to Support the Communication of Prelinguistic Bilinguals with Severe Disabilities." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108270.

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Thesis advisor: Susan Bruce<br>The prevalence of children with severe and multiple disabilities who come from culturally and linguistically diverse backgrounds increased considerably with the rise of immigration to the U.S. However, there is very little research about the way that children with disabilities who come from a culturally and linguistically diverse background communicate and develop communication skills (Mueller, Singer, & Carranza, 2006). Furthermore, there is no established term for describing this group of children. That is why this study uses the term Prelinguistic bilingua

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16

Atkins, Christine. "Just little things nurses' perceptions of quality of life for people with severe multiple impairments /." Connect to full text, 1998. http://hdl.handle.net/2123/395.

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Thesis (Ph. D.)--University of Sydney, 1999.<br>Title from title screen (viewed Apr. 21, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Nursing. Degree awarded 1999; thesis submitted 1998. Includes bibliography. Also available in print form.

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17

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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18

Durkin, Josephine. "Developing powered mobility with children who have multiple and complex disabilities : moving forward." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426977.

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19

Axelsson, Anna Karin. "Children with profound intellectual and multiple disabilities and their participation in family activities." Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23728.

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Background. Families are essential parts of any community and throughout childhood one’s family serves as the central setting wherein opportunities for participation are offered. There is a lack of knowledge about participation of children with profound intellectual and multiple disabilities (PIMD) in family activities and how improved participation can be reached. Gathering such knowledge could enable an improvement in child functioning and wellbeing and also ease everyday life for families of a child with PIMD. Aim. The overall aim of this thesis was to explore participation seen as presence

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20

Murdoch, Heather Rosemary. "Repetitive behaviours in children with sensory impairments and multiple disabilities : a developmental approach." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366173.

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21

Cleveland, Jackie. "The effects of multiple prompting on acquisition training for individuals with intellectual disabilities." abstract, 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1456403.

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22

Ip, Chuk-kuen. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500785.

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23

Clements, Hannah. "An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities." Thesis, University of Canterbury. Communications Disorders, 2009. http://hdl.handle.net/10092/2897.

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Children who have multiple disabilities often have complex communicational needs (Crickmay 1966; Orelove & Sobsey, 1996; Van Riper & Erickson, 1996; Workinger 2005). To augment or supplement these children’s communication skills some form of alternative and augmentative communication (AAC) may be provided (Beukleman & Mirenda, 2005; Downing, 1996; Orelove & Sobsey, 1996; Stephenson & Dowrick, 2005). However it has been found that parents fear AAC will prevent focus on verbal output which is the preferred way of communication (Allaire et al 1991; Beukelman & Mirenda, 2005; Schlosser, 2003; Step

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24

Alford, Mildred Christian. "A Narrative Analysis of Resilience and Coping in Persons Diagnosed with Multiple Sclerosis." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3742.

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A Narrative Analysis of Resilience and Coping in Persons Diagnosed with Multiple Sclerosis by Mildred C. Alford Ph.D., Ed., Berne International Graduate University, 1998 M.S. Ed., Texas A & M University, Commerce, 1989 B.S., Psychology, University of Houston, 1976 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Health Psychology Walden University June 2017

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25

Oliveira, Isabel Maria Rodrigues do Amaral. "Characteristics of communicative interactions between children with multiple disabilities and their non-trained teachers: Effects of an intervention process." Doctoral thesis, Faculdade de Psicologia e Ciências da Educação, Universidade do Porto, 2002. http://hdl.handle.net/10400.12/1653.

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Tese de Doutoramento apresentada à Faculdade de Psicologia e Ciências da Educação, Universidade do Porto<br>Children with multiple disabilities often do not use speech to communicate. Communication with such learners requires the use of non-linguistic modes of communication that are not always mastered by teachers and other adults in school. This study intended to describe the communicative characteristics of interactions between two multiple disabled non-speaking children and their teachers. Characteristics of interaction of two teacher/ child dyads as well as an intervention process designe

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26

Ali, Emad Mohammed. "The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities including Visual Impairment." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195459.

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The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers & Rehfeldt, 2003), there are limited studies examining the effectiveness of PECS to teach requesting skills for children with multiple disabilities including visual impairment (Lund & Troha, 2008).This study explored the effectiveness of combining tangi

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27

Olsson, Cecilia. "The kaleidoscope of communication : Different perspectives on communication involving children with severe multiple disabilities." Doctoral thesis, Stockholm : Stockholm Institute of Education Press (HLS förlag), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1277.

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28

Mercieca, Duncan P. "Living otherwise : students with profound and multiple learning disabilities as agents in educational contexts." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1129.

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This thesis address the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. Teachers and educators do not usually regard children with PMLD in terms of their agency, because of their profound and multiple impairments. Discourses on children and adults with PMLD are linear, systematic, defining and closed to contingency. The discourses normally applied with regard to children with PMLD attending school are mapped out in the beginning of the thesis. The thesis provides an account of my becoming-teacher and my becoming-researcher

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29

McMullen, Victoria B. "General case instruction in the teaching of nonsymbolic signals to learners with multiple disabilities /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974662.

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30

Horn, E. M., Cynthia R. Chambers, and Y. Saito. "Techniques for Infants, Toddlers, Preschoolers, and Primary-Aged Children with Severe and Multiple Disabilities." Digital Commons @ East Tennessee State University, 2008. https://www.amzn.com/0205488722.

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This text for early childhood special education pre-service and in-service teachers provides a unique and much needed focus on how to collaborate effectively with the wide variety of professionals who work with young children who have developmental delays.

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31

CARMINATI, MONICA. "CO-PRODUCTION AND HUMAN CAPABILITY: A MULTIPLE CASE STUDY ASSESSMENT OF DEVELOPMENTAL DISABILITIES SERVICES." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/331439.

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Questa tesi mira ad esplorare come il processo di co-produzione nei servizi pubblici, specialmente nei servizi per persone con disabilità, possa migliorare la creazione di valore pubblico in termini di sviluppo delle capacità umane (human capabilities). La co-produzione è un termine molto noto negli studi di Public Administration and Management, in cui è stato originariamente introdotto da Elinor Ostrom alla fine degli anni ‘70 per definire un approccio collaborativo e sinergico tra fornitore del servizio e i cittadini. Nello stesso periodo, il concetto di Human Capability è stato introdotto d

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Reed, Holly Kay. "Using trans-situational interventions to build behavior supports across multiple environments /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061963.

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Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 93-98). Also available for download via the World Wide Web; free to University of Oregon users.

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33

Copley, Jodie Ann. "A team-based assessment and implementation process to address the assistive technology needs of children with multiple disabilities /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17091.pdf.

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34

Brown, Martha. ""I seemed to understand": Mothers' Experiences of the Schooling of Their Children with Multiple Disabilities." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20083.

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Mothers of children with multiple disabilities have unique and important things to tell us about their children's schooling. In this work, the overarching question asks: How do the mothers of children with multiple disabilities narrate their experiences with their children's schooling, and what insights can their stories provide? Within a feminist framework that acknowledges participating mothers as “expert witnesses” (Traustadottir, 1991, p. 216) with important insights, this study employs a hermeneutic-phenomenological approach to develop the themes that, taken together, can be said to descr

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35

Doski, Ava. "The transition to adulthood and adult services for young people with intellectual disabilities : multiple perspectives." Thesis, University of Hull, 2018. http://hydra.hull.ac.uk/resources/hull:16574.

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This portfolio thesis consists of three parts: Part one - Systematic Literature Review The systematic literature explores and conceptualises the existing empirical literature relating to parent’s experiences of the transition to adulthood for their child with intellectual disabilities. A systematic search identified 16 studies relevant for this review. The transition process to adulthood is often accompanied by a number of processes, includes parental involvement and has psychological and financial impact on parents. The data was synthesised using a narrative synthesis approach, including the

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36

Linton, Jane. "How does having a child with profound or multiple disabilities affect the home/school relationship?" Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17851/.

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This study explored how having a child with a profound or multiple disabilities affects the home school relationship in a multi-cultural Special School for Primary aged children. Research has highlighted the impact upon the family in terms of coping strategies and how families with good and poor coping strategies differ. The purpose of the study was to consider how a model of systemic thinking called the Family illness systems model (Rolland 1994) might be used to understand the context in which a family might be operating, informing how the school might appropriately foster the home/school re

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37

Root, Jenny R., Victoria F. Knight, and Pamela J. Mims. "A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/306.

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Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to

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38

Dutt, Anuradha Salil Kumar. "The effects of skill training on preference for individuals with severe to profound multiple disabilities." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/664.

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Behavioral researchers have investigated procedures for identifying preferred items for individuals with varying levels of developmental disabilities. Some researchers in this area have reported difficulties in identifying preferred items for individuals with severe to profound multiple disabilities (SPMD), in part because the individuals may not possess the motor skills needed to select and manipulate the items included within the assessment. The purpose of the current study was to address three research questions: Would differences in preference patterns be observed if individuals with SPMD

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39

Sandford, Heather M. "Integration of children with severe and multiple disabilities into regular pre-school and school settings /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arms2172.pdf.

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40

Wheeler, Geoffrey M. "An Evaluation of the Use of Eye Gaze to Measure Preference for Individuals with Multiple Disabilities." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250703534.

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41

Beyer, Wanda. "Belonging in a Grade 6 Inclusive Classroom: Three Multiple Perspective Case Studies of Students with Mild Disabilities." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1590.

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42

Park, Se-Kyung. "Language development of young children exposed to multiple risk factors : the mediating effect of the home environment /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074436.

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43

van, Eyk Corrina Joanne. "Reducing the food stealing and pica of a young adult with multiple disabilities in respite care." Thesis, University of Canterbury. Health Sciences, 2015. http://hdl.handle.net/10092/10469.

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Problem behaviours occur in approximately 10 to 15% of individuals with intellectual disabilities and these behaviours most often include aggression and self-injury. Families who support young adults with multiple disabilities and problem behaviour at home often experience costs to their psychological, physical, financial and emotional wellbeing. Respite care evolved to allow families short breaks from care giving and to support families in looking after their family members at home. Furthermore, problem behaviour severely limits opportunities for individuals with multiple disabilities to inte

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44

Leaning, B. "Using intensive interaction to work with people with profound and multiple learning disabilities : care staff perceptions." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445660/.

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Intensive interaction (II) is an approach to teaching the pre-speech fundamentals of communication to children and adults who have severe to profound learning difficulties and/or autism and who are still at an early stage of communication development. This review of the current literature includes an examination of changes in legislation and therapeutic work for people with profound and multiple learning disabilities (PMLD), it explores emotional literacy and the development of mother-infant interaction as a basis for the use of II with people with PMLD, and it critics the current evidence bas

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45

Fors, Margaretha, and Sepideh Mosleh. "Samspel och kommunikation med elever med intellektuell funktionsnedsättning och ytterligare funktionsnedsättningar : En systematisk litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169809.

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I denna systematiska litteraturstudie ville vi undersöka modern forskning kring kommunikation och delaktighet för elever med flerfunktionsnedsättningar och intellektuella funktionshinder. Ämnet delaktighet för elever med flerfunktionsnedsättningar som ingår i grundsärskolans inriktning träningsskola är ett komplicerat ämne att bearbeta. Elevernas olika förmågor, förutsättningar och svårigheter att uttrycka sig gör det svårt att få insikt i elevernas egna uppfattningar. Konsekvensen av detta blir att personer med flera funktionsnedsättningar ofta blir exkluderade från forskningen. Syftet med st

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Horn, Julie A. "Teaching functional skills to individuals with developmental disabilities using video prompting." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002389.

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47

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.<br>Title from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 212-219). Also issued in print.

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48

Byrum, Hollie Ann. "Evaluating the Effects of Reinforcer Quality on Academic Skill Acquisition with Students With Significant Disabilities." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406309104.

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49

Теслик, Тетяна Петрівна, Татьяна Петровна Теслик, and Tetiana Petrivna Teslyk. "The role of evaluation scales in the diagnosis of mental and functional disabilities in patients on multiple scleros." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40593.

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On the basis of SRCH fifteen patients have been examined and diagnosed with multiple sclerosis. One patient has primaryprogressive type, fourteen others - secondary-progressive type of flow. All patients noticed the first symptoms of the disease at the age from seventeen to forty years.

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Chan, Wai-ching Florence. "Effects of sensory motor integration approach in enhancing functional skills of students with severe intellectual and multiple disabilities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35324351.

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