Log in

Relevant bibliographies by topics / Office of Handicapped Children

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Office of Handicapped Children'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Office of Handicapped Children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Office of Handicapped Children"

1

Mcintosh, Dean K., and Gail I. Raymond. "Training special education teachers in rural areas: A viable model." Rural Special Education Quarterly 9, no. 1 (April 1988): 2–5. http://dx.doi.org/10.1177/875687058800900101.

Full text

Abstract:

In 1983, the Program for Exceptional Children, College of Education, University of South Carolina, received funds from the Office of Special Education and Rehabilitation Services to design, develop, and implement a service delivery model that would meet the unique learning needs of mildly handicapped children in sparsely populated areas of South Carolina. The model emphasizes the training of regular elementary teachers at the master's degree level to function as teacher-consultants to other regular classroom teachers to maintain these children in the regular classroom.

APA, Harvard, Vancouver, ISO, and other styles

2

Fishbaugh, Mary Susan E., Linda Christensen, Harvey Rude, and Susan Bailey-Anderson. "Regional Comprehensive System of Personnel Development Council Activity in Big Sky Country." Rural Special Education Quarterly 17, no. 1 (March 1998): 33–40. http://dx.doi.org/10.1177/875687059801700106.

Full text

Abstract:

The Montana Office of Public Instruction, Special Education Division, initiated its state Comprehensive System of Personnel Development (CSPD) Council 15 years ago in compliance with Public Law 94–142, The Education of All Handicapped Children Act. The state council has remained active and has become stronger from its beginning to the present time. Because of the large geography of the state and diversity of needs across the state, however, the state council was somewhat limited and fragmented in meeting personnel development needs. Consequently, the state council implemented a CSPD regionalization concept based on the five existing Developmental Disabilities Planning and Advisory Council (DDPAC) and Montana Council of Administrators of Special Education (MCASE) regions. The purpose of this article is to report on strategies and activities of regional CSPD actions in Montana. The regional model holds promise for replication as a framework of personnel development in other large rural states. This information is represented within the context of the recently enacted amendments to the Individuals with Disabilities Education Act through the provisions of Public Law 105–17.

APA, Harvard, Vancouver, ISO, and other styles

3

Grakhotskiy, A. P. "The Trial of Wilhelm Doering: “Public Interest” and Shooting of Mentally Handicapped Children in Shumyachi." Actual Problems of Russian Law 16, no. 1 (January 28, 2021): 11–22. http://dx.doi.org/10.17803/1994-1471.2021.122.1.011-022.

Full text

Abstract:

In May 1961, the German law enforcement agencies detained Wilhelm Doering, the commander of one of the mobile squads of Einzatzkommando. The perpetrator was charged with the organization of the slaughter of the Jewish population in a number of settlements in Belarus and Russia, as well as the slaughter of mentally handicapped children in the village of Shumyachi (Smolensk region). Following two trials (1962—1964) W. Doering was sentenced to 4 years imprisonment. The former Nazi managed to avoid responsibility for organizing the slaughter of 16 disabled children living in the Shumyachian boarding house. The Court qualified the offence under consideration as a “second-degree murder”, under which the statute of limitations had expired. In fact, the German judiciary laid the blame for the slaughter of children on the Soviet authorities that “left the children in a helpless state” and the Nazi criminals were characterized as guardians of “public interest” who, by killing children, saved the Russian population and German servicemen from the epidemic. The court verdict never mentioned that, in the Third Reich, the slaughter of mentally ill children was common practice; the crime in Shumyachi was taken out of general context of Nazi atrocities related to the implementation of the “child euthanasia programs.” The verdict handed down to W. Doering was a fact of blatant injustice and trampling upon the memory of thousands of children victims of Nazism.

APA, Harvard, Vancouver, ISO, and other styles

4

Farrakhov, A. Z., E. G. Ignashina, M. M. Sadykov, and E. P. Zubova. "Experience of the Republic of Tatarstan in the implementation of early intervention model to support infants with developmental disorders and disabilities." Kazan medical journal 95, no. 5 (October 15, 2014): 697–702. http://dx.doi.org/10.17816/kmj2218.

Full text

Abstract:

Aim. To evaluate the effectiveness of implementing the program of early intervention in the Republic of Tatarstan, which provides medical and psycho-pedagogical support of infants with developmental disorders and disabilities. Methods. The following methods were used: analytical, expert, comparative and systematic approach. Results. Gained results indicate the high efficiency of new forms and approaches for supporting infants with diseases and developmental disabilities with a focus on early intervention techniques in a background of phased health care. The advantages of an embedded algorithm of prenatal diagnosis of development disorders in children, as well as neonatal screening for hereditary pathology of infants, audiologic and electrocardiographic screenings of newborns, are shown, allowing timely diagnosis and early correction of disorders, including high-tech methods use. The positive trends of the performance of early intervention offices in children’s’ outpatient departments are stressed, resulting in infants harmonious and optimal neuro-psychological development and improvement of their quality of life. The positive aspects of children’s rehabilitation institutions of social security system activities are highlighted, which include the use of modern technologies of medical and social rehabilitation. The positive changes of disability rate for many nosologic forms, mortality, as well as the number of cases of abandoned newborns, were registered. Conclusion. Implementing the program of early intervention provides an opportunity to influence the health status and quality of life in infants with developmental disabilities and handicapped infants, to promote their social integration, to prevent disabilities in infants and parents refusals to educate their children (social orphanage).

APA, Harvard, Vancouver, ISO, and other styles

5

HEWITT, STANLEY E. K. "Mentally handicapped man seeks public office." Journal of the British Institute of Mental Handicap (APEX) 11, no. 2 (August 26, 2009): 84. http://dx.doi.org/10.1111/j.1468-3156.1983.tb00127.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sheridan, Mary D. "Mentally Handicapped Children." Developmental Medicine & Child Neurology 4, no. 1 (November 12, 2008): 71–76. http://dx.doi.org/10.1111/j.1469-8749.1962.tb03100.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Jarvis, Anthony. "Multiply Handicapped Children." Disability, Handicap & Society 2, no. 1 (January 1987): 109–10. http://dx.doi.org/10.1080/02674648766780121.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Parish, Thomas S., and Hope G. Morgan. "Ascriptions by Handicapped and Nonhandicapped Children to Themselves, Normal Children, and Handicapped Children." Journal of Genetic Psychology 146, no. 2 (June 1985): 279–80. http://dx.doi.org/10.1080/00221325.1985.9914456.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Gilfoyle, Elnora, and Jeffrey Gliner. "Attitudes Toward Handicapped Children:." Physical & Occupational Therapy In Pediatrics 5, no. 4 (January 11, 1985): 27–41. http://dx.doi.org/10.1300/j006v05n04_03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Wackerhagen, Mary, and James D. Reynolds. "Screening Preschool Handicapped Children." American Orthoptic Journal 42, no. 1 (January 1992): 155–58. http://dx.doi.org/10.1080/0065955x.1992.11981912.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Office of Handicapped Children"

1

Nickerson, John. "Ministry to families of handicapped children." Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Bennett, Sylvia. "Visually handicapped children and their families." Thesis, Sheffield Hallam University, 1993. http://shura.shu.ac.uk/19344/.

Full text

Abstract:

Some Main Findings: Under 25% of the eligible sample group were registered as blind or partially sighted. This under representation of the problem makes planning for the future difficult. There were communication difficulties between many professionals and clients with associated differences in the perceptions of need. Professionals tend to work within their own "ivory towers" and do not communicate with professionals of other disciplines. This leads to patchy and uneven services. Low ratings of satisfaction were awarded to some groups of professionals, and these low ratings were often associated with communication difficulties. High ratings of satisfaction on the other hand tended to be awarded where the client had: an on-going relationship, with the same named person, who is an expert in the field, all three of these inter-linked factors being necessary for client satisfaction. The dynamics of family life are disturbed and disrupted by the diagnosis of blindness and the rearing of a severely visually impaired child in the majority of instances. Passage through crisis, however, does not inevitably lead to family breakdown and it is worthy of note that a number of the families studied, although severely tested, appeared to emerge from the crisis, not merely intact but actually strengthened.

APA, Harvard, Vancouver, ISO, and other styles

3

Miller, Michael A. "A behavioral curriculum for preschool, handicapped children." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467699.

Full text

Abstract:

Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.

APA, Harvard, Vancouver, ISO, and other styles

4

Ahooriyan, Afsaneh. "Parental Attitudes Toward Mainstreaming of Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/2421.

Full text

Abstract:

The primary purpose of this study was to investigate attitudes of parents of school-aged and preschool aged children with and without handicaps, toward the issue of mainstreaming. A sample of 212 individuals responded to a parent questionnaire which was mailed to each household to be completed by both parents. This questionnaire examined attitudes and concerns of parents across 14 mainstreaming issues (Appendix 2) . Of the total sample, 123 responses were used for the final analysis. Cases were discarded because some were missing the age of their child, some we::e not qualified because of their child's age, and others had not completed the survey. Regarding overall attitudes toward mainstreaming, there was a significant interaction between handicapping condition and sex of parent. Fathers of handicapped children disagreed more with the attitude questions than mother-s of handicapped childr-en. Also, the handicapping condition of the child affected parental attitudes about problems which a handicapped child might encounter in a mainstreaming situation. Parents of nonhandicapped children disagreed more with these issues than parents of handicapped children. Fathers of handicapped and nonhandicapped children agreed more than mothers that there might be problems encounter-ed by handicapped children in a mainstreaming situation. Mothers of nonhandicapped children and fathers of handicapped children disagreed more with these statements. The interaction between sex of parents and handicapping condition of the child was found to be significant for the dependent variables of overall mainstreaming attitudes and attitudes toward problems which a handicapped child might encounter in a mainstreaming situation. Another significant independent variable was handicapping condition of the child which was found to be significant on attitudes toward problems which a handicapped child might encounter in a mainstreaming situation and attitudes toward safety issues of both handicapped and nonhandicapped children in a mainstreaming situation. In other words, parents of handicapped children were more children were more concerned about school related problems and safety issues for handicapped children in a mainstLeaming situation. Age of the child was not found significant for- any of the dependent variables. In addition, the interaction of handicapping condition and age of the child was found to be significant for the dependent var-iable which dealt with attitudes toward safety of both handicapped and dealt with attitudes toward safety issues of both handicapped and nonhandicapped children. Families with school-aged handicapped children and families of nonhandicapped preschoolers disagreed mo~e with the safety isses.

APA, Harvard, Vancouver, ISO, and other styles

5

Kelly, Esther Ellen Kuhn. "A qualitative analysis of the comprehension subtest of the WISC-R among emotionally handicapped and non-handicapped adolescents." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483383.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hanko, Johanne. "Access to education for handicapped children in Thailand." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61101.

Full text

Abstract:

Thailand is one of the South East Asian countries undergoing major economical and social changes. On the verge of becoming industrialized, it has a literacy rate of 91% which is well above international standards. Yet, handicapped people have very limited educational opportunities. Less than 4% of handicapped children in Thailand have access to education.
The purpose of this study is to determine specific needs of special education by comparing findings from agencies visited such as schools, foundations, government and non government organizations, with government policies.
The educational system is studied and special education policies described. A look at implemented laws shows that the government recognizes its responsibility towards the handicapped; it is also pointed out that the major causes for handicaps are generally due to avoidable situations. Finally, special government projects are highlighted and suggestions are submitted for future developments.

APA, Harvard, Vancouver, ISO, and other styles

7

Escobar, Colette M. "Contingent Valuation of Early Intervention Programs for Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/4100.

Full text

Abstract:

Early intervention programs for handicapped preschool children may have long-term implications for the children and their families. Economic eva luations of these programs have been conducted to measure costs and bene fit s, but parental wi l lingness-to-pay has been overlooked in these analyses. Parental willingness-to-pay, as a measure of consumer surplus, could complete the measure of benefits and provide both policymakers and practitioners with useful information for decisionmaking. In this study, the impli cations of eliciting willingness-to-pay responses for an early intervention program for handicapped preschoolers are discussed. A survey technique, known as the contingent valuation method (CVM) , is applied to program to empirically estimate wil lin gness-to-pay for the total program and for particular components of the program. Also investigated are the implications of using a rationality test in the survey to determine if consumer responses are in accordance with assumptions for rational consumer behavior. Results indicate relatively high willingness-to-pay for the program as whole, but low value is associated with program components. This implies that parents may value these programs more for the respite rather than specialized services offered. Results of the rationality test support the hypothesis that such a measure is necessary in survey designs of this nature.

APA, Harvard, Vancouver, ISO, and other styles

8

Austin, Jerry Patricia Gentry. "The Early Literacy Development of Young Mildly Handicapped Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330666/.

Full text

Abstract:

The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study included: (a) The children in this study demonstrated prior literacy knowledge much like that of non-handicapped peers, (b) Demonstrations of oral and written language system transactions decreased after students received formal instruction in reading and writing. And (c) children's ability to interpret print depended greatly on the presence or absence of context with the print.

APA, Harvard, Vancouver, ISO, and other styles

9

Carter, David E. "Diagnostic and classification accuracy for mildly mentally handicapped children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31112.

Full text

Abstract:

The purpose of this study was to examine the diagnostic and classification accuracy of placement decisions for Mildly/Educably Mentally Handicapped (M/EMH) children in British Columbia. Evidence from the United States suggests that classification decisions are often made on the basis of idiosyncratic student behaviours and the subjective opinions of educators, not on the basis of empirical evidence. Although Canadian special education practice is often based on that of the U.S., no major study of the accuracy of diagnosis and classification has been undertaken in this country. Based on a review of the literature, internationally accepted criteria for the diagnosis and classification of M/EMH students were formulated. In addition, variables that might influence the use of these criteria were identified. Elementary age students from two metropolitan Vancouver school districts who had been suspected of being M/EMH during a two-year period served as subjects (n=106). Of these 57 were classififed as M/EMH and 49 were classified as regular education. An evaluation of IQ, adaptive behaviour, reading and arithmetic achievement, maladaption, and visual and hearing acuity was performed for each subject. Preliminary data analyses permitted the formation of an achievement composite score and the pooling of subjects from the two districts. Using an internationally accepted two-factor diagnostic model, analyses were performed to investigate the classification accuracy for the sample. Cut-off criteria used with the two-factor model were adjusted to those of both the American Association for Mental Deficiency and the draft B.C. Special Education Guidelines. Where subjects could not be confirmed by the application of these models, sources of classification error were identified. Next, a series of discriminant function analyses, each representing a historical step in the development of diagnostic and classification models, were performed and the classification accuracy of each examined. Finally, a full model of all measured variables was examined using both a forced discriminant function procedure and a step-wise technique. The findings suggested that a combination of the adaptive behaviour, IQ, and achievement variables provided the highest classification accuracy. This result is consistent with much of the research from the U.S. IQ scores were found to consistently dominate classification decisions. In addition, academic achievement proved to be a valid predictor, either in combination with social adaptation or maladaption. However, maladaptive behaviour, whenever entered with social adaptation, overwhelmed the latter as a descriminator of group membership. The highest classification rate for the total sample was 92.0% for the combination of adaptive behaviour, IQ, and academic achievement. Although visual and hearing acuity were not found to be related to group membership, it was discovered that testing for these variables was not occurring in the districts studied in accordance with accepted best practice. A disproportionate number of M/EMH students proved to be untestable using school-based audiological and visual sweep testing techniques. In cases of untestability, the assumption that the child can see and hear within normal tolerances appears to be made, and efforts to use alternative testing procedures are not pursued. In addition, visual and hearing testing appears to occur after the administration of standardized cognitive tests, and not before, as best practices would dictate. The principal contributions of this research are (1) that it is the first major study of diagnostic and classification accuracy with a Canadian M/EMH population, (2) that it advises the inclusion of academic achievement as a domain of adaptive behaviour based on empirical evidence of the importance of that variable in diagnosing M/EMH, and (3) it examines the role of auditory and visual acuity testing in M/EMH diagnosis and classification.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

10

Dallas, Eugenie Alice. "Sibling interactions in cerebral palsied children." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/847347/.

Full text

Abstract:

64 Greek cerebral palsied children, aged 2 to 13, and their siblings were observed in a semi-structured play situation at home and their behaviours were compared to those of matched control dyads. The sample was divided into four groups based on the age and birth order of the disabled children. Compared to controls, disabled children were passive and lacking in assertiveness. Their siblings were correspondingly more directive, with younger siblings being obliged to take on a leadership role to fill the "vacuum" created by the deficits of the older disabled child. Interaction in handicap dyads was predominantly hierarchical in nature with disabled children assuming the role of the younger child regardless of their birth order. Control dyads were more egalitarian, with members taking turns in initiating the interaction. Maternal intervention was highest in handicap dyads, particularly among younger groups where social skills were poorly developed. Maternal interviews and adjustment ratings for all children were also obtained. Compared to controls, handicap families experienced pronounced social isolation and a restricted range of activities and the impact of the disabled child was largely negatively evaluated. Ratings of poor adjustment were higher for disabled children but this was at least partly attributable to their physical dependence. Ratings were similar for young siblings but, after the age of 6, 40% of siblings of disabled children versus 18% of controls were rated maladjusted. This was probably due to the fact that, compared with controls, siblings of the disabled experienced many more restrictions and responsibilities, but might also be due to the older siblings' increased awareness of the social stigma of handicap. Finally, teacher ratings and observational data from a special school setting were obtained for a small sample (N=14) of matched cerebral palsied siblings and singletons. Results provided some indications of better adjustment for siblings and lower involvement for singletons.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Office of Handicapped Children"

1

United States. Congress. House. Committee on Education and Labor. Education of the Handicapped Act amendments of 1990: Report (to accompany H.R. 1013) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

United States. Congress. House. Committee on Education and Labor. Education of the Handicapped Act amendments of 1990: Report (to accompany H.R. 1013) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Labor, United States Congress House Committee on Education and. Education of the Handicapped Act Amendments of 1986: Report (to accompany H.R. 5520) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

United States. Congress. House. Committee on Education and Labor. Education of the Handicapped Act Amendments of 1986: Report (to accompany H.R. 5520) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

United States. Congress. House. Committee on Education and Labor. Education of the Handicapped Act Amendments of 1986: Report (to accompany H.R. 5520) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1986.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

New York (State). Office of the State Comptroller. Division of Management Audit. State Education Department: Preschool Handicapped Education Program. [Albany, N.Y.?]: The Division, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

United States. Congress. House. Committee on Education and Labor. Handicapped Children's Protection Act of 1985: Report together with supplemental views (to accompany H.R. 1523) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

United States. Congress. House. Committee on Economic and Educational Opportunities. IDEA Improvement Act of 1996: Report together with additional and dissenting views (to accompany H.R. 3268) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

United States. Congress. House. Committee on Economic and Educational Opportunities. IDEA Improvement Act of 1996: Report together with additional and dissenting views (to accompany H.R. 3268) (including cost estimate of the Congressional Budget Office). [Washington, D.C.?: U.S. G.P.O., 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

United States. Congress. House. Committee on Education and the Workforce. Individuals with Disabilities Education Act Amendments of 1997: Report of the Committee on Education and the Workforce, House of Representatives, on H.R. 5, together with additional and dissenting views (including cost estimate of the Congressional Budget Office). Washington: U.S. G.P.O., 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Office of Handicapped Children"

1

Pollak, Margaret, and John Fry. "Handicapped children." In Commonsense Paediatrics, 87–100. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-011-6367-5_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Chess, Stella, and Mahin Hassibi. "Physically Handicapped Children." In Principles and Practice of Child Psychiatry, 362–89. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2145-3_19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ammerman, Robert T., Martin J. Lubetsky, and Karen F. Drudy. "Maltreatment of Handicapped Children." In Case Studies in Family Violence, 209–30. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4757-9582-0_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Morris, David. "Parents and Handicapped Children." In Topics in the Neurosciences, 145–49. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3333-0_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Titone, Renzo. "Language Education of Handicapped Children." In A Case for Psycholinguistic Cases, 177. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.46.11tit.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Castelli, Enrico, Geraldina Poggi, Cristina Ferraroli, and Vittoria Trebeschi. "Computer neuropsychological training in mentally retarded children." In Computers for Handicapped Persons, 336–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58476-5_149.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Dominique, Burger, Bouraoui Amina, Mazurier Christian, Cesarano Serge, and Sagot Jack. "Tactison: a multimedia learning tool for blind children." In Computers for Handicapped Persons, 471–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58476-5_171.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Milne, David. "The Care of the Aged and Infirm and the Welfare of the Handicapped." In The Scottish Office, 116–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212782-18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kunnen, Saskia. "Development of Perceived Competence in Physically Handicapped and Non-Handicapped Children." In Recent Research in Psychology, 143–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84143-9_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Krishnaswamy, Marshal V. "Computer assisted training programme for early intervention for children with mental retardation." In Computers for Handicapped Persons, 616–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58476-5_194.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Office of Handicapped Children"

1

Chien-Yu, Lin, Jo-Ting Chao, and Hsiao-Shan Wei. "Augmented reality-based assistive technology for handicapped children." In 2010 International Symposium on Computer, Communication, Control and Automation (3CA). IEEE, 2010. http://dx.doi.org/10.1109/3ca.2010.5533735.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Sobota, B., S. Korecko, P. Pastornicky, and L. Jacho. "Virtual-reality technologies in the process of handicapped school children education." In 2016 International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2016. http://dx.doi.org/10.1109/iceta.2016.7802077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Verzhykhovska, Olena, Yana Raievska, and Olena Bielova. "PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF MORAL EDUCATION IN JUNIOR HANDICAPPED CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0433.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Torii, Ippei, Kaoruko Ohtani, Takahito Niwa, and Naohiro Ishii. "Study and Development of Support Tool with Blinks for Physically Handicapped Children." In 2013 IEEE 25th International Conference on Tools with Artificial Intelligence (ICTAI). IEEE, 2013. http://dx.doi.org/10.1109/ictai.2013.27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ardisal, Ardisal, and Pinna Patika Sari Almar. "Improve Introducing the Concept of Space through Fantasy Gymnastics for Mentally Handicapped Children." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.45.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Cho, Yujin, and Minjoo Kim. "The Status of Use of Handicapped Children Family Support Service and its Factors." In Green and Smart Technology 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.141.51.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Torii, Ippei, and Kaoruko Ohtani. "Development of communication assistant application with blinking for physically handicapped children and elderly people." In ACM SIGGRAPH 2014 Studio. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2619195.2656305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Mitsuoka, Masahiro, Shinzo Takamori, Masaki Kashihara, Koichi Yoshiyama, and Yoshito Akagi. "Reconstructive surgery of brachiocephalic artery to severe multiple handicapped children with central airway stenosis." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa2453.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Novtasari, Rianti, R. Rina Utharina, and Musjafak Assjari. "The Effort to Improve Communication Skills of "Asking Something" Through T-MOTECH in Multi-Handicapped Children." In the 2019 5th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3337682.3337693.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Aini, Farida, and Farida Kurniawati. "Adaptation and Validation of PATCH (Parental Attitudes toward Children with Handicapped) Scale in the Indonesian Parents." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.45.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Office of Handicapped Children"

1

Bickford, James. An Investigation of the Prevalence of Severe Visual Impairment Among Handicapped Children: Implications for Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1315.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hammond, Richard. The Use and Evaluation of Gestalt Techniques in a Program for the Parents of Handicapped Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1817.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Thome, William. An Evaluation of HEW Grant 426, a Training Program for Foster Parents of Handicapped Foster Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2638.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.004.

Full text

Abstract:

CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.

APA, Harvard, Vancouver, ISO, and other styles

5

McCarthy, Noel, Eileen Taylor, Martin Maiden, Alison Cody, Melissa Jansen van Rensburg, Margaret Varga, Sophie Hedges, et al. Enhanced molecular-based (MLST/whole genome) surveillance and source attribution of Campylobacter infections in the UK. Food Standards Agency, July 2021. http://dx.doi.org/10.46756/sci.fsa.ksj135.

Full text

Abstract:

This human campylobacteriosis sentinel surveillance project was based at two sites in Oxfordshire and North East England chosen (i) to be representative of the English population on the Office for National Statistics urban-rural classification and (ii) to provide continuity with genetic surveillance started in Oxfordshire in October 2003. Between October 2015 and September 2018 epidemiological questionnaires and genome sequencing of isolates from human cases was accompanied by sampling and genome sequencing of isolates from possible food animal sources. The principal aim was to estimate the contributions of the main sources of human infection and to identify any changes over time. An extension to the project focussed on antimicrobial resistance in study isolates and older archived isolates. These older isolates were from earlier years at the Oxfordshire site and the earliest available coherent set of isolates from the national archive at Public Health England (1997/8). The aim of this additional work was to analyse the emergence of the antimicrobial resistance that is now present among human isolates and to describe and compare antimicrobial resistance in recent food animal isolates. Having identified the presence of bias in population genetic attribution, and that this was not addressed in the published literature, this study developed an approach to adjust for bias in population genetic attribution, and an alternative approach to attribution using sentinel types. Using these approaches the study estimated that approximately 70% of Campylobacter jejuni and just under 50% of C. coli infection in our sample was linked to the chicken source and that this was relatively stable over time. Ruminants were identified as the second most common source for C. jejuni and the most common for C. coli where there was also some evidence for pig as a source although less common than ruminant or chicken. These genomic attributions of themselves make no inference on routes of transmission. However, those infected with isolates genetically typical of chicken origin were substantially more likely to have eaten chicken than those infected with ruminant types. Consumption of lamb’s liver was very strongly associated with infection by a strain genetically typical of a ruminant source. These findings support consumption of these foods as being important in the transmission of these infections and highlight a potentially important role for lamb’s liver consumption as a source of Campylobacter infection. Antimicrobial resistance was predicted from genomic data using a pipeline validated by Public Health England and using BIGSdb software. In C. jejuni this showed a nine-fold increase in resistance to fluoroquinolones from 1997 to 2018. Tetracycline resistance was also common, with higher initial resistance (1997) and less substantial change over time. Resistance to aminoglycosides or macrolides remained low in human cases across all time periods. Among C. jejuni food animal isolates, fluoroquinolone resistance was common among isolates from chicken and substantially less common among ruminants, ducks or pigs. Tetracycline resistance was common across chicken, duck and pig but lower among ruminant origin isolates. In C. coli resistance to all four antimicrobial classes rose from low levels in 1997. The fluoroquinolone rise appears to have levelled off earlier and among animals, levels are high in duck as well as chicken isolates, although based on small sample sizes, macrolide and aminoglycoside resistance, was substantially higher than for C. jejuni among humans and highest among pig origin isolates. Tetracycline resistance is high in isolates from pigs and the very small sample from ducks. Antibiotic use following diagnosis was relatively high (43.4%) among respondents in the human surveillance study. Moreover, it varied substantially across sites and was highest among non-elderly adults compared to older adults or children suggesting opportunities for improved antimicrobial stewardship. The study also found evidence for stable lineages over time across human and source animal species as well as some tighter genomic clusters that may represent outbreaks. The genomic dataset will allow extensive further work beyond the specific goals of the study. This has been made accessible on the web, with access supported by data visualisation tools.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!