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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.
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Anderson, Allison Rey. "Teacher perceptions of required support for increased integration of high school students with learning disabilities." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186851.
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The purpose of this study was to determine what support and programmatic changes high school teachers view as necessary for the successful implementation of a mainstreaming program as described in the Regular Education Initiative (REI). The REI is a position statement from the U.S. Department of Education, Office of Special Education and Rehabilitation Services, that calls for a new partnership between regular and special educators in addressing the needs of all children with learning problems, including those with disabling conditions. This study utilized the standardized focus group interview method to determine the opinions of high school general education and special education teachers regarding the resources, professional development, and programmatic changes which would support an increase in mainstreaming of students with learning disabilities (LD). Several unanticipated themes emerged in the interviews, giving indications of teachers' beliefs about students with LD, changes in the structure of the general education classroom with mainstreamed students, LD as a viable category of special education, and reactions to assumptions found in the REI. Teachers were largely unsupportive of changes suggested in the REI, believing that they were unprepared to deal with students with special needs, and preferring to retain the continuum of services provided by a special education department. Beliefs about LD as a special education category, and attitudes toward students with LD were largely positive. Although teachers' understanding of what constitutes a learning disability was inconsistent and vague, there was agreement in the viability of this special education category. Teachers reported positive reactions toward students with LD and appreciation for the services that accompany them into the general education classroom. In response to the research questions, teachers preferred the presence of a special education teacher in the general education classroom or access to special education personnel, over more materials or texts. There was some speculation that general education teachers, while willing to adjust some classroom practices for students with different learning styles, were less committed to the prospect of reconceptualizing the knowledge base of general education teachers, preferring to rely on the presence of special education teachers for specialized strategies and materials. Special educators and general educators were in agreement on most issues related to the research questions. Results of this study hold implications for teachers, researchers, school administrators, and particularly special education department chairs and directors.
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Tan, Guat Lan Abi. "The attitudes of students towards people with disabilities in integrated environments in Singapore." Faculty of Education, 2009. http://ro.uow.edu.au/theses/3037.
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This thesis examined the attitudes of regular students in Singapore towards peers with physical and sensory disabilities who were integrated into the mainstream classroom. The concept of integration impacting on the attitudinal development in this study is based on the socio-cultural perspectives of child development (Bronfenbrenner, 1989; Vygotsky, 1993) and the discourse of contact experience (Allport, 1954; Zajonc, 2001). Child development theorists advocate that children’s learning requires support structures such as informed adults to guide learning and that development is intricately intertwined with the socio-cultural contexts. Alternatively, contact theory suggests that the contact experience has an inherent positive impact on attitudes and behaviour. The 397 participants were grade 4 and grade 5 students from integrated and regular classes in integrated and regular schools in Singapore. Qualitative and quantitative methodologies were used to assess the attitudes of regular students in both integrated and regular classes towards people with disabilities. The participants completed a researcher-designed questionnaire, took part in focus group interviews and were observed in class. The integrated class teachers were also interviewed.This study supported the conclusion that an integrated learning environment had a significant impact on regular students’ attitudes towards people with disabilities. In the quantitative study, regular students in integrated classrooms were found to have negative attitudes towards peers who had a disability. On the other hand, students in regular classes were found to be generally more able to appreciate the strengths of people with disabilities. The findings challenged the ‘contact model’ that states that contacts with people with disabilities influence children’s attitudes in a positive way. The qualitative study highlighted the importance of the socio-cultural context and the quality of the contact experience in students’ attitudes towards people with disabilities. It was found that contact which was supported by specific school and classroom programs at school and class level was associated with positive attitudes of regular students towards peers with disabilities. Such support programs promoted inclusive ideals, positive differentiation and provided opportunities for meaningful experiences. The study affirmed the significant role of the teacher in facilitating the positive contact experience. The integrated class with the teacher, who modelled positive communication that promoted acceptance and positive perception, was found to have more positive attitudes. The teachers in the integrated classes, where students’ attitudes towards people with disabilities were found to be negative, were lacking in knowledge of special education and needed guidelines to intervene with their special needs students. This suggests that appropriately informed teaching practice that encourages social interaction among students could help reduce misunderstanding and stereotyping of people with disabilities. The social-cultural contexts at a broader level were also examined in this research. It was found that societal aspirations for academic excellence had an impact on students. The students in this study displayed signs of being anxious over their academic performance being affected by the presence of peers with disabilities. Regular students perceived integration as acceptable only if it was not at the expense of their academic performance.The findings of this study have significant implications for the future of integration in Singaporean schools and understanding the impact of integration on regular students. The study affirmed that positive integrated learning experiences articulated through supportive school cultures, effective classroom practice and enlightened teachers could affect regular students’ attitudes towards people with disabilities in a positive way. However, an achievement-focused culture can impact on students’ acceptance of people with disabilities. Achievement pressure experienced by regular students is entwined with societal values and this can challenge the potential outcomes of integration programs in the Singaporean context.
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Cordes, Trudy Lyn Education Faculty of Arts & Social Sciences UNSW. "A conceptual approach to the work, leisure and retirement education of adults with an intellectual disability." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/32265.
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Work, leisure and retirement are fundamental aspects of life for individuals with an intellectual disability, just as with the general population. Many educational efforts have taught knowledge and skills to persons with an intellectual disability to improve their functioning in the work and leisure domains. More recently, retirement concerns have become particularly salient because so many individuals now live much longer. The present study looked at using a conceptual approach to improve education in these three domains. It employed the principles that instruction works much better when it proceeds from an individual=s existing concepts and that instruction should teach useful concepts that an individual can apply to improve his or her real world functioning. This conceptual approach has not been used much with the education of persons with an intellectual disability. In Study 1, sixty adults with an intellectual disability were interviewed to determine their existing concepts of work, leisure and retirement and their work and leisure histories. Most had solid concepts of work and leisure, but with some gaps, particularly in notions of volunteer work and occupational status. Most reported satisfactory work and leisure lives. Most had a relatively poor concept of retirement at best and had done little or no retirement planning. These data suggested some key targets for an educational program to improve their knowledge and functioning in these domains. In Study 2, these data were used to develop an instructional program that focussed on gaps in knowledge of volunteer work, banking, budgeting and participation in satisfying leisure activities and in retirement planning. This instructional program was delivered over eight weeks to a class consisting of nine adults with an intellectual disability, with some success. This general conceptual approach can be usefully applied to teaching in other important domains with persons with an intellectual disability. They can be taught key concepts which they can use to live their lives more purposely and independently.
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Houminer, Tirzah. "Children with Down's syndrome who learn : the effects of mainstreaming." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74047.
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Brown, Patricia A. "Mandated transition services : an examination of the linkages between policy, secondary special education programs, and student outcomes /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7592.
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Killackey, Rita. "The obligation of the church to provide catechesis for those handicapped in mind a study of canon 777, 4 /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.
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Rucker, Randall W. "Religious education and curriculum for the mentally disabled adult in the local church especially for churches with limited resources /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Li, Ping-ying Eria, and 李萍英. "Self-determination of young adults with mild mental handicap: implications for education and vocationalpreparation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31238920.
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Dyer, Ronald E. d. 1953. "How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation : a case study /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170109/.
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Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.
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Johns, Stephen R. McCarty Toni. "Comparisons of teacher and employer perceptions of the importance of selected work-related behaviors for individuals with moderate cognitive disabilities." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835910.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 3, 2006. Dissertation Committee: Toni McCarty (chair), Lanny Morreau, Patricia Klass, Jim Thompson. Includes bibliographical references (leaves 106-121) and abstract. Also available in print.
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Landry, Lyne S. "Safe sex education and the seriously mentally ill : a curriculum approach /." View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1620.
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Thesis (M.A.)--Central Connecticut State University, 2000.Thesis advisor: Marc B. Goldstein. " ... in partial fulfillment of the requirements for the degree of Master of Arts [in Psychology]." Includes bibliographical references (leaves 25-30).
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Gordon, Michael Stephen. "An evaluation of self-assessment and proxy measures of depression and anxiety in people with learning disabilities." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342439.
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Poulin, Carole. "A pictorial motivational scale in physical activity for people with a mild intellectual disability /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61055.
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The Poulin Pictorial Motivational Scale (PPMS) attempted to measure separately four different types of motivation; intrinsic motivation, extrinsic motivation/self-determined, extrinsic motivation/non self-determined, and amotivation.Sixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to assess the validity of the PPMS, a Physical Educator's rating scale and a Teachers' questionnaire.
The reliability estimates of internal consistency (Cronbach's alpha) and temporal stability were sufficiently high to conclude that the PPMS was a reliable instrument. The results also revealed that the PPMS is valid and it correlates in the expected directions with the other scales which followed the self-determination theory of Deci and Ryan (1985a). Therefore, it was concluded that the PPMS is a valid and reliable instrument. (Abstract shortened by UMI.)
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Chanias, Angelos. "The effects of exercise programming on health-related physical fitness of individuals with an intellectual disability : a meta-analysis of studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ29535.pdf.
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Karagiannis, Anastasios. "Three children with Down's syndrome integrated into the regular classroom : attitudes of a school community." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61668.
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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.
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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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Newcomer, Lori L. "Functional assessment : an assessment reliability and treatment validity and the effectiveness of function-based interventions compared to non-functional interventions /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074433.
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Moriarty, Shauna K. "The intersection of identity construction & learning approach : the experience of college students with psychological disorders." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/697.
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College for many adults represents a time for increasing independence, autonomy, and self-exploration. Yet the college experience may also be a time when students discover the presence of a psychological disorder, or navigate how to grapple with an existing disorder in the new and unfamiliar environment of college. An increasing number of students with such disorders are enrolling and participating in higher education yet current literature is often insufficient to adequately guide and inform postsecondary institution personnel regarding this complex student population (Beamish, 2005). Therefore, this phenomenological study aimed to discover the lived experience of a small sample of students with psychological disorders at one public university in the Western United States. Participants' reports of identity processes and classroom learning experiences were investigated through the combined lens of ldentity Theory and the Seven Vectors of Student Development. Study findings suggest (1) there is a pervasive yet varying effect of stigma on participants' identity and impression management behaviors, (2) crises resolution pertaining to seeking help and forming relationships associates with identity development, (3) student-role prominence may influence help-· seeking behavior offering possible implications for student college persistence, (4) reconceptualizing psychological disorders may contribute to more positive self-concepts, (5) "sympathetic others" play a part in fostering a positive classroom emotional climate and relationship trust and building, and finally, (6) stigma (and concomitant inclinations to prove oneself) prompt participant classroom participation yet outward signs of professor and classmate discrimination stifle participant classroom participation.
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Dyer, Ronald E. "How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38381.
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Hodge, Reva Auline Maynard. "Use of pictorial stimuli for training cooking skills in adults with severe disabilities." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159138.
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Adults with disabilities have traditionally performed meaningless tasks repeatedly, such as stringing beads or putting pegs in pegboards. Current best practices require professionals to train individuals with disabilities to become more independent in all aspects of daily living. They should participate in activities that are performed on a regular basis by nondisabled individuals of the same age.Since individuals with severe disabilities may lack many of the required prerequisite skills for performing daily living skills, adaptations and alternative performance strategies can be implemented to compensate for skill deficits. One alternative performance strategy is using picture recipes rather than traditional written recipes for individuals who lack reading skills.In the current study, each subject prepared two food items using a picture recipe and two food items without pictures. Subjects were randomly assigned to prepare four separate food items in different orders. The food items and the treatments were counterbalanced across subjects. This demonstrated that changes in behavior occurred with changes in treatment and not as a function of the preparation of a particular food item.The subjects were eight adults with severe disabilities who live in a large intermediate care facility for the mentally retarded. A pretest was administered to assure that subjects had the vision, mobility, dexterity, and matching skills required for the study. Neither reading skills nor number recognition was required for participation.The primary intent of the current study was to examine the relationship between cooking with pictures and cooking without pictures. The results show that adults with severe disabilities can be more independent in cooking when using picture recipes than when not using pictures.Of secondary interest was the generalization of skills from one cooking task to another. The experiment did not show that acquisition scores were consistently higher for the second food item prepared with pictures than for the first. Additionally, generalization was not shown from one food item prepared without pictures to another food item prepared without pictures.Department of Special Education
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Seidl, Christine M. "A comparison of the stair stepping efficiency between mentally retarded and nonhandicapped adult females /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65551.
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Erret, Marilyn. "The effects of peer administered methods for increasing social interaction between young handicapped and nonhandicapped children." Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2145.
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
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Monroe, Carolee Ann Novicky. "A follow-up of transitioning students with mild disabilities." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1499.
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Bennett, Michael R. "A study of the attitudes of elementary school principals toward the education of students with disabilities in the regular classroom." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019471.
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The purposes of this study were to determine if the following factors pertaining to elementary school principals; amount of undergraduate/graduate training in special education, previous experience with disabled students, and professional development training, had a relationship to their attitudes regarding the education of students with disabilities in the regular classroom. The study also sought to determine if differences existed between principals' attitudes toward the inclusion of different categories of disabled students into the regular classroom.The population of the study consisted of 230 randomly selected elementary school principals. Principals selected for the study were sent the data-collection instrument, The Building Administrator Survey, which was developed by the researcher. The survey instrument consisted of demographic questions which addressed the study's independent variables and 12 statements which were designed to ascertain the study's dependent variable, attitude toward the education disabled students in the regular classroom. Respondents were asked to rate each statement on a five-point Likerttype scale reflecting perceived attitudes toward each of five different categories of disability: emotional handicap, learning disability, mild mental handicap, moderate mental handicap, and severe mental handicap. A multivariate analysis of variance procedure was used to determine the of significance of relationships between the study's independent variables and principals' attitudes toward inclusion. A post hoc procedure was used to identify significant differences in principals' attitudes toward inclusionary practices relative to the study's five categories of disabled students.The following conclusions were drawn from the findings of the study:1. There is a statistically significant relationship between attitudes toward the inclusion of different categories of disabled students. Attitudes toward inclusion become less positive as the level of student disability increases.2. Principals receiving minimal amounts of professional development training tend to have more negative attitudes toward inclusion than principals receiving more extensive training.3. There is not a statistically significant relationship between principals' attitudes toward inclusion and the type of professional development training they have received, the amount of professional training in special education they have received, or their previous experience with students with disabilities in teaching and administrative settings.Department of Educational Leadership
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Cluphf, David J. "The physiological effects of a 12-week program of progressive low-impact aerobic dance on adults with mental retardation." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=652.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 131 p. : ill. Includes abstract. Includes bibliographical references (p. 108-117).
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Pupo, Marie. "Teaching intellectually disabled students addition through a multisensory approach." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26312.
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This study was designed to see if children with intellectual disabilities could be taught to add pairs of single-digit numbers using the Touch Math method. Three intellectually disabled students who could add only by using physical representations of numbers were selected for the study. A multiple-probe design across the 3 students was used to evaluate the effectiveness of the intervention. The intervention consisted of a three-step addition program that was planned to teach students to add by counting the faded touch points of the smaller addend starting from the larger addend. The data show that the 3 children were able to master the program and to retain the Touch Math method from 1 to 5.5 months following completion of the program. Suggestions for future research and for teachers are discussed.
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Stark, Shirley Patricia Kathleen. "A framework of support for teachers of mentally handicapped students : a case study." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25534.
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The purposes of this case study were: to ascertain the beliefs held by teachers of mentally handicapped students toward the concept of integration; to determine the perceptions of teachers about their program planning practices, in particular the development of Individual Education Programs and their use of the Special Education Core Curriculum Supplement; to elicit teacher opinions regarding their job-related needs for administrative and instructional support and personal professional development; and to generate, in the form of recommendations to the school district, a framework of support combining teachers' perceived needs and district objectives.
The setting of the case study was the anonymously named Burrard School District—a medium-sized school district located in the metropolitan Vancouver area. The participants in the study were fourteen teachers of students with mental handicaps located in five different school settings and members of the District's administrative and consultative staff.
Data for the study were obtained through open-ended "reflective" interviews with the study's participants during the period of May and June 1985. Interviews were tape-recorded and transcribed and condensed into major categories related to the questions posed for the study.
Among the major findings of the study were:
1. Integration is judged to be an appropriate goal for mentally handicapped students in that it results in: more normalized behaviour, greater skill acquisition, improved self-concept, and access to more facilities and activities. 2. Positive attitudes among regular classroom teachers, administrative support, and the degree of co-operation between specialist and general classroom teachers were the factors judged to be minimally required for successful integration.
3. Teachers of mentally handicapped students endorse the development of Individual Education Programs (IEP's) as a part of program development activities, regardless of program type and actual use.
4. Individual Education Programs are used most by teachers of moderately and severely handicapped students and least by teachers of students with mild handicaps.
5. Specific program concerns varied considerably from program to program.
6. Teachers were positive about the structure and philosophy of the Special Education Core Curriculum Supplement and, with
the exception of teachers of the severely/profoundly handicapped, judged it to be a useful guide for program planning.
7. Teachers indicated a desire for more professional development opportunities to gain more expertise, to be reassured of the soundness of their own practices, and to maintain professional affiliations with colleagues.
The findings of the study suggest that teachers of students with mental handicaps have three general concerns: opportunities for expanding their skills, feelings of professional isolation, and the ambiguities of program ownership. The study presented several recommendations for the amelioration of these concerns.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Shek, Wai-keung, and 石偉強. "Using technology to support development of daily arithmetic skills to students with mental retardation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31972147.
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Decker, James T. "A comparison of the effectiveness and efficiency of behavior chaining techniques in the acquisition of selected motor fitness skills by individuals with severe mental retardation /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691097047.
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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 /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030728.091747/index.html.
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Borisov, Christine. "The experience and perceived benefits of students with intellectual disabilities acting as tutors : an interpretative phenomenological analysis." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115991.
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This study investigated the reported benefits of adolescent students with an intellectual disability as tutors or teacher assistants in physical education. The personal experience and meaning of five young leaders with an intellectual disability was reported by means of an interview, video activity, picture activity, and field observations. An interpretative phenomenological analysis (IPA) was used. The analysis revealed different combinations of benefits for each participant. All participants expressed positive affects from helping. Four participants identified pride and accomplishment and connectedness. Three participants demonstrated career ambitions and self-identity. Two participants addressed responsibility towards others, being a role model, and modification of behavior. One student addressed altruism as a benefit. The young leaders' experiences were discussed in terms of their roles (Allen & Feldman, 1976), role theory (Thomas & Biddle, 1966), previous tutoring literature, and Hellison's responsibility model (2003).
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Mateusi, Maphaphi Clement. "Investigating teaching strategies that ensure the inclusivity of learners with physical and/ or mental impairments in Lesotho." Thesis, Bloemfontein : Central University of Technology, Free State, 2011. http://hdl.handle.net/11462/170.
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Thesis ( M. Ed.(Educational Management)) - Central University of technology, Free State, 2011The purpose of this study is to investigate teaching strategies that ensure the inclusivity of learners with physical and/or mental impairments in the mainstream schools in Lesotho. The intention being to equip educators with strategies that can be employed in order to address this didactical challenge at mainstream schools. The inclusion of impaired learners can be achieved only if teachers understand the purpose of inclusive education as defined by Van Rooyen and De Beer (2006) that inclusive education is an education system that ensures that all children learn and participate regardless of their disabilities. The study followed a mixed method approach, in the form of a survey, that is semi-structured questionnaire for teacher respondents while an observation coupled with informal discussion was utilized for the learner respondents. Population and sampling consisted of 211 teachers randomly drawn from 23 primary schools found in Berea and Maseru districts of Lesotho. The completed questionnaires were collected and analysed. The study found that there are challenges experienced by physically and/or mentally impaired learners with their teachers and peers. According to the findings of the research, Lesotho teachers in mainstream classes do not have enough training to work with impaired learners. Given this situation, it is not only recommended that the current group of teachers are re-skilled and re-trained through short courses and workshops, but also that teacher training colleges and university in Lesotho are encouraged to constantly review and update their programmes so that they are responsive to the professional needs of educators. Appropriate inclusive teaching strategies are also recommended to assist in addressing this challenge. Educators should be sufficiently supported by the para-professionals in order to make inclusive education successful. Government experts should work collaboratively with the Lesotho College of Education and the National University of Lesotho with regard to the attainment of these skills and competencies, in order to improve the work of the educators at schools. At school level, special educators should be hired in order to identify learners with impairments.
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Ip, Flora Fonglap. "Adaptations of the Music curriculum for students with severe intellectual disabilities in Hong Kong : teachers' perceptions and practices." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/709.
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Under the principle of "one curriculum framework for all", all students in Hong Kong are eligible to have access to the same curriculum framework regardless of their level of intellectual functioning. Teachers in Hong Kong special schools have to adapt the central curriculum to cater for the learning needs of their students with intellectual disabilities. Since the guidance of music curriculum adaptations for students with Severe Intellectual Disabilities (SID) is scarce in Hong Kong, teachers with limited subject knowledge and inadequate understanding of their students' music development face considerable challenges when adapting the curriculum. Teachers' perceptions of music education for students with SID and their roles as music teachers influence the way the music curriculum is adapted and enacted. This study aims at exploring the perceptions and practices of music teachers concerning the adaptations of the music curriculum at the Basic Education level in a Hong Kong special school for students with SID. The method of qualitative multiple case studies was employed to investigate the perceptions and practices of two music teachers with similar backgrounds. Findings from interviews, class observations, and review of documents suggest that music teachers' perceptions, practices, and reflections are closely related to one another. The two cases showed similar perceptions toward the values of music education, but diverse perceptions of the learning priorities of students with SID and their roles as music teachers, which contributed to variations in their practices and reflections. The cases showed differences in the design of music activities, adaptations of music instruments, the focus of assessments, and collaboration with paraprofessionals. Findings indicate that although both teachers commonly employed two instructional strategies, the aims and emphases of using the strategies were diverse. It suggests that with different perceptions of the learning priorities of students, the same strategies are used differently. Reflections of practices among the two teachers differed due to the variations of their styles of attribution and perceived roles of music teachers. They defined and framed problems in the process of teaching and learning differently, therefore leading to contrasting ways in handling the problems. The two teachers' reflections in return affected their perceptions and the subsequent cycle of practices. Keywords: Teachers' perceptions and practices, curriculum adaptation, music curriculum, severe intellectual disabilities, multiple case studies.
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Chan, Suet Ying. "Social cognitive theory based physical activity intervention targeting non-working time physical activity of workers with intellectual disabilities." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/53.
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The purpose of the study was to evaluate the effects of a Social Cognitive Theory (SCT) based physical activity intervention designed to evaluate the effectiveness of the twelve-week intervention with regard to psychosocial behaviour using SCT and physical activity behaviour among adults with intellectual disability in non-working time. Design: The study involved pre-post randomized control trial and employed a MANCOVA analysis for this study. Between-Subjects Design was used to assess the effect of independent variable (twelve-week intervention programme) on two groups (intervention group and control group). Follow-up (separate ANVOAs) were calculated on the four dependent variables (self-efficacy, outcome expectancy, barrier to exercise, and moderate physical activity). Participants: Eighty participants from St. James settlements aged over 18 years participated in the present study. After data screening, 59 (30 males, 29 females; n for intervention=29, n for control=30) cases with completed data were analyzed. The final data set contained participants with age ranged from 21 to 67 years (M=35.83, SD=10.28) and BMI ranged from 13 to 64 (M=27, SD=7.33). Intervention group received a SCT-based intervention programme for twelve one-hour lectures. Outcome measures:The Primary outcomes included Self-efficacy, Outcome expectation and Barrier to exercise Questionnaire (SOBQ) on psychosocial behaviour (self-efficacy, outcome expectancy and perceived barrier) and Physical Activity Recall (PAR) on physical activity behaviour (moderate physical activity) among adults with intellectual disabilities. Secondary outcome include objective check list to evaluate the designed treatment being delivered to participants adequately. Measures were taken at baseline and posttest and additionally, intervention group were recruited for follow-up at 4-month. Results: After controlling the pretest scores, the MANCOVA results showed a statistically significant difference between two groups (intervention group and control group) F(4,48)=32.8, P<0.001; Wilk’s Lambda=0.27, partial eta squared =0.73. Result of follow-up measure on MANCOVA, showed that 12-wk intervention between-subjects are significant for all 4 dependents variables: self-efficacy: F(1,116)=47.12, p<0.0125, ηρ²=0.48; outcome expectation: F(1,134)=22.27, p<0.0125, ηρ²=0.30; barrier to exercise: F(1,100)=10.50, p<0.0125, ηρ²=0.17; moderate physical activity F(1,114)=96.79, p<0.0125, ηρ²=0.65 with a Bonferroni adjusted alpha level of 0.0125. The MANOVA results showed that the outcome of the 12-week intervention programme significantly influence time (pretest and posttest) of self-efficacy, outcome expectation, barrier to exercise, moderate physical activity. All scores are significantly higher for posttest in self-efficacy (p<0.01), outcome expectation (p<0.01), moderate physical activity (p<0.01), and lower in barrier to exercise (p<0.01). Lastly, the four months follow-up test showed that the intervention group had significantly lower mean scores compared with posttest in self-efficacy, outcome expectancy, and barrier to exercise. There was no significant difference in moderate physical activity between follow-up and posttest in the intervention group. Conclusions: The twelve-week SCT-based educational treatment shows significant effects in posttest and also intervention group on the targeted constructs: self-efficacy, outcome expectation, and barrier to exercise as well as increasing the moderate physical activity among working adults with intellectual disabilities.
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Combs, Clarice Sue. "The effects of physical fitness activity on maladapted behaviors and physical fitness of institutionalized, mentally retarded/emotionally disturbed adults /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096719.
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Patka, Mazna. "Individuals with Intellectual Disabilities in Faith Communities: Perspectives of Catholic Religious Leaders." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1632.
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Community psychology is concerned with the relationship between individuals and social systems in community contexts, but the field has under-explored the role of religious organizations in the lives of individuals with intellectual disabilities. Worldwide, most people identify with a religion, and congregations serve as important mediating structure that creates a sense of community and provides linkages between individuals and society. There may be significant benefits to religious participation, including greater life satisfaction, health, and quality of life. Such benefits may be especially important to individuals with intellectual disability who generally experience poorer outcomes. However, we know very little about the inclusion of persons with intellectual disability in faith communities, particularly from the perspective of faith leaders who play pivotal roles in transmitting values and making decisions for their community.
The present dissertation aimed to address gaps in knowledge about how religious leaders make meaning of intellectual disabilities and their perspectives toward individuals with intellectual disabilities. Catholic priests, parochial vicars, and deacons were interviewed to address three overarching research questions, viz. (a) What types of experiences, in and outside of faith communities, do religious leaders have with individuals with intellectual disabilities?; (b) What are the beliefs of religious leaders toward the involvement of individuals with intellectual disabilities within faith communities?; and (c) How does religion inform the understanding of intellectual disabilities among religious leaders?
Participation was limited to religious leaders who are part of the U.S. Roman Catholic Archdiocese in Portland, Oregon. Participation was only sought from religious leaders who are assigned to parishes that either host adaptive liturgies or were identified as having at least one parishioner with developmental disabilities participating in the mainstream mass. A total of 12 religious leaders (pastors, parochial vicars, and deacons) participated in the present study. Semi-structured interviews illuminated the perspectives of religious leaders toward individuals with intellectual disabilities such as the type of involvement individuals with intellectual disabilities are encouraged to engage in within the congregation. Additionally, participants were also asked about how they made meaning of intellectual disabilities.
Using grounded theory analysis, I identified five models of intellectual disability that organize the complex relationships among the focal research questions. These five models include (1) Close to God, (2) Conformity, (3) Unfortunate Innocent Children, (4) Deficient, and (5) Human Diversity. Among the five models, Human Diversity viewed intellectual disability as a natural part of human variation while the rest focused on negative or positive stereotypes of intellectual disabilities. Each model yields a different definition which results in varying determinations of the needs of people with intellectual disabilities. However, each definition is one dimensional and bound in culture. Most of these models suggest that the construction and categorization of intellectual disability may perpetuate inequality. Additional research is needed to explore the boundaries of models of intellectual disabilities constructed within a religious context. The present dissertation is one step in exploring meanings of intellectual disabilities and factors that impact their participation in faith communities
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Malhotra, Neera. "Desirable Conversations: Sexuality and Women with Intellectual Disabilities." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2708.
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The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012).
The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (1) What is the role of familial culture in addressing sexuality for young women with intellectual disabilities and (2) How do young women with intellectual disabilities describe their understanding of sexuality?
The findings of this study suggested that familial culture played a significant role in the women's decisions regarding accessing their own sexuality. In addition, data collected indicated that women's lived experiences highly influenced in their understanding of sexuality and as a women with intellectual disabilities. Data from a thematic analysis were used to develop a person-centered theoretical model for understanding sexuality. In addition, these data were used to create a research-based theatrical script, known as an Ethnodrama (Saldana, 2005) to bring forward the voices of these women affirming their understanding of sexuality.
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Dorfling, Pieter Stephanus. "Uitkomsgebaseerde onderwys vir leerders met verstandelik erg-gestremdheid." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/17746.
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Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: Since 2001 an inclusive approach is being followed in education in South Africa. According to this approach all learners must be taught in one education system and according to the same curriculum, namely the National Curriculum Statement Grades R to 9 (Schools). To ensure that this outcomes-based curriculum is relevant and effective in the teaching of learners with a severe intellectual disability, it is important to evaluate the curriculum and to adapt it if necessary. Learners with a severe intellectual disability form a distinctive educational community marked by their high need for continuous support, specific educational strategies and appropriate learning content. In the past, these learners received their education outside the mainstream of education according to an own, appropriate curriculum. However, since 2004 they have been required to receive their education according to the National Curriculum Statement Grades R to 9 (Schools). The aim of this research was to establish the effectiveness and relevance of the National Curriculum Statement Grades R to 9 (Schools) in the education of learners with a severe intellectual disability. A mixed-method research design, which included a literature survey, an empirical, as well as focus group interviews, was applied. By means of the literature survey, the demands were determined that are made on the curriculum by learners with a severe intellectual disability, their parents, the community, and the work community. The demands that educators make on the curriculum were determined by means of an empirical survey. This survey revealed that outcomes-based education is not generally implemented in the 21 schools included in this study. These findings formed the basis on which curriculum evaluation criteria were developed and according to which the National Curriculum Statement Grades R to 9 (Schools) was evaluated. By applying these criteria it was established that in some instances the National Curriculum Statement Grades R to 9 (Schools) does not comply with the demands of the determinants. The deduction could however be made that the National Curriculum Statement Grades R to 9 (Schools) has sufficient adaptable built-in features to be effective and relevant for learners with a severe intellectual disability. Recommendations were made on how best to make the necessary adaptations.
AFRIKAANSE OPSOMMING: In Suid-Afrika word sedert 2001 'n meer inklusiewe benadering tot onderrig gevolg. Hiervolgens moet alle leerders binne een onderwysstelsel volgens een kurrikulum, naamlik die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole), onderrig word. Ten einde te verseker dat hierdie uitkomsgebaseerde kurrikulum relevant en doeltreffend is in die onderrig van leerders met verstandelik erg-gestremdheid is dit noodsaaklik om die kurrikulum te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Leerders met verstandelik erg-gestremdheid vorm vanweë hul intellektuele vermoëns 'n duidelik herkenbare onderwysgemeenskap wat gekenmerk word deur hul behoefte aan deurlopende ondersteuning, spesifieke onderrigstrategieë en toepaslike leerinhoude. In die verlede het hul onderrig buite die hoofstroomonderwys geskied aan die hand van 'n eie, toepaslike kurrikulum, maar sedert 2004 moet hul onderrig ook volgens die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geskied. Die doel van hierdie navorsing was om die doeltreffendheid en relevansie van die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) vir leerders met verstandelik erg-gestremdheid te bepaal. 'n Gemengde-navorsingsmetode-ontwerp wat 'n literatuuroorsig, 'n meningsopname asook fokusgroep-onderhoude ingesluit het, is gevolg. By wyse van die literatuurondersoek is die eise bepaal wat leerders met verstandelik erg-gestremdheid, hul ouers, die gemeenskap, en die werkgemeenskap aan die kurrikulum vir leerders met verstandelik erg-gestremdheid stel. Die eise wat opvoeders stel is deur middel van 'n empiriese ondersoek bepaal en dui aan dat uitkomsgebaseerde onderrig nie algemeen aangewend word in die 21 skole in die ondersoek nie. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geëvalueer is. By die toepassing van die kriteria is gevind dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) in sekere opsigte nie behoorlik aan die eise van die determinante voldoen nie. Die gevolgtrekking is gemaak dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) egter genoeg aanpasbaarheidselemente het om doeltreffend en relevant te wees vir leerders met verstandelik erggestremdheid. Aanbevelings is gedoen oor hoe die aanpassings gemaak kan word.
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Walker, Zachary M. "The effects of the combination of interview practice in a mixed-reality environment and coaching on the interview performance of young adults with intellectual disabilities." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5553.
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The purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live pre-interviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview performance. Student participants then engaged in interviews with avatars in the TLE TeachLivETM lab. After each treatment interview in the lab, student participants received individualized coaching sessions to assist them in improving their interview performance. Interview performance was rated in order to determine if the combination of interview practice and coaching increased student participant performance as measured on an interview rubric. Finally, student participants participated in live post-interviews with Office of Career Services to determine if the two-step instructional training intervention resulted in the improvement of interview performance in a natural, live setting. In addition, student participants, parents/primary caregivers, and an employee expert panel participated in a survey rating the goals, procedures, and outcomes of the study. Results indicated that the combination of interview practice in the TLE TeachLivETM setting and coaching was associated with immediate gains in the interview performance of student participants. Student participant performance also improved in live interview settings. Social validity data indicated that using this combination intervention was both valuable and appropriate in preparing individuals with ID for employment interviews.ID: 031001273; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Wilfred Wienke.; Title from PDF title page (viewed February 22, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 156-181).
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education
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Robertson, Gretchen L. "Investigation of user interface design guidelines to make the computer accessible to mentally retarded adults." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-07292009-090514/.
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Brisco, Susan Anne, and S. Denise Christensen. "Project Success: Examining the impact of supported work programs on clients' self-esteem and quality of life." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1204.
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Among the goals of recent supported work employment programs is improvement of competitive employment opportunities for individuals who suffer from chronic mental illness, and for whom competitive employment outcomes are poor. This study examined the effects of a vocational rehabilitation program, Project Success (Skills Upgrade: Client Centered Empowerment Supportive Services), on self esteem and quality of life for chronically mentally ill participants.
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Gennaro, Peter Laurance. "The representation of African American students in programs for the mild mentally retarded." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2538.
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For more than thirty years, it has been acknowledged that African American students have been over-represented in programs designed for individuals with mild mental retardation (MMR). This project was designed to explore the history and literature of the research that has been conducted on this subject over the past three decades. Additionally, this project was undertaken to determine if over-representation of African American students in programs for the mild mentally retarded is a condition that exists in Riverside County, California.
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Spies, Hannalie Lehome. "Teachers' readiness to support children with Asperger's syndrome within mainstream schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80203.
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Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: In White Paper 6 (Special Needs Education: Building an Inclusive Education and Training System), a framework was provided to establish an inclusive education and training system in South Africa. This development followed trends similar to those in other countries. The inclusive approach emerged as a key international policy at the World Conference on Special Needs Education in Salamanca, in 1994 in Spain. One of the implications of an inclusive education (IE) policy is the provision of appropriate educational opportunities for all learners, including those with disabilities, in the general education class. Therefore school policies that support this educational environment, and that provide administrative assistance, appropriate materials and resources, as well as qualified teachers, are needed. Literature states that teachers all over the world experience difficulties on different levels of IE. High school teachers, for instance, experience unique challenges and difficulties with the implementation of inclusive principles. Asperger's syndrome (AS), the focus of this study, is one of the disorders directly affected by an inclusive policy. The number of learners diagnosed with autism spectrum disorders (ASD), as well as the number attending mainstream education, has grown worldwide. The characteristics of AS lead to challenges with learning behaviour and socialisation, and cause significant difficulties for classroom teachers, who need to maintain a learning environment that is conducive to learning by all learners. Although there is an increasing flow of information available relating to support, accommodations, methods and information, this does not ensure that educators will be aware of and effectively use these sources. Since teachers are the main team players in the successful implementation of IE, this study aimed to investigate exactly how ready they are to implement IE practices, especially with regard to supporting children diagnosed with AS. The theoretical framework on which this study was based was Bronfenbrenner's bioecological model. This study's research methodology can be described as basic qualitative research embedded within an interpretive paradigm. Purposive sampling was used to select participants from three different schools in the Western Cape Province in South Africa. Three methods of data collection were employed, namely reflective questions, as well as semi-structured individual and focus group interviews. Thematic analysis was used to analyse the data. With Bronfenbrenner's bioecological model as the backdrop, the research findings indicate that the readiness of the participating teachers for IE, and therefore by implication their readiness to include learners with AS in the mainstream classes, is compromised. The findings indicate that this lack of readiness comprises factors on macro-, meso-, exo- and micro-system levels. These systems do not appear to be ready for IE, and therefore, although there is willingness to learn among the teachers in this study, it seems as though they are not ready for the inclusion of learners diagnosed with AS in their classes. Support needs to be aimed at increasing teachers' understanding of the philosophical principles of IE in general, but also increasing their knowledge of AS and providing them with practical suggestions regarding best practises relating to the inclusion of learners with AS in their mainstream classes. Since teachers seem not to be specialists in the support of learners with barriers to learning, professionals who will be able to support them in this regard need to be employed in the schools.
AFRIKAANSE OPSOMMING: In Witskrif 6 (Spesiale Onderwysbehoeftes: Die Vestiging van 'n Inklusiewe Onderwys- en Opleidingstelsel) is 'n raamwerk verskaf vir die vestiging van 'n inklusiewe onderwys- en opleidingstelsel in Suid-Afrika. Hierdie ontwikkeling het gevolg op soortgelyke tendense in ander lande. Die inklusiewe benadering het na vore getree as 'n sleutel internasionale beleid by die Wêreldkongres oor Spesiale Onderwysbehoeftes wat in 1994 in Salamanca, Spanje gehou is. Een van die aspekte wat fundamenteel is tot die beleid van inklusiewe onderwys (IO) is die verskaffing van gepaste opvoedkundige geleenthede aan alle leerders, insluitend dié met gestremdhede, in die algemene klaskamer. Skoolbeleide wat hierdie opvoedkundige omgewing ondersteun, en wat administratiewe bystand, gepaste materiale en hulpbronne, sowel as gekwalifiseerde onderwysers verskaf, word benodig. Volgens die literatuur ervaar onderwysers die wêreld oor probleme op verskillende vlakke van IO. Hoërskoolonderwysers, byvoorbeeld, ervaar unieke uitdagings en probleme met die implementering van inklusiewe beginsels. Asperger se sindroom (AS), die fokus van hierdie studie, is een van die stoornisse wat direk deur 'n inklusiewe beleid geraak word. Die aantal leerders wat met outismespektrumstoornisse (ASS) gediagnoseer word, sowel as die aantal wat hoofstroomonderrig ontvang, neem wêreldwyd toe. Die kenmerke van AS lei tot uitdagings in leergedrag en sosialisering, en veroorsaak aansienlike probleme vir klasonderwysers, wat 'n leeromgewing moet kan onderhou waarin alle leerders die vermoë het om te leer. Hoewel daar 'n toenemende vloei van inligting is wat verband hou met ondersteuning, tegemoetkomings, metodes en inligting, verseker dit egter nie dat opvoeders bewus sal wees van hierdie bronne nie en hulle doeltreffend sal gebruik nie. Aangesien onderwysers die vernaamste spanlede is in die suksesvolle implementering van IO, was die doelwit van hierdie studie om ondersoek in te stel na presies hoé gereed hulle is om IO-praktyke te implementeer, veral met betrekking tot ondersteuning aan kinders wat met AS gediagnoseer is. Die teoretiese raamwerk waarop hierdie studie geskoei is, is Bronfenbrenner se bio-ekologiese model. Die navorsingsmetodologie vir hierdie studie kan beskryf word as basiese kwalitatiewe navorsing ingebed in 'n interpretatiewe paradigma. Doelgerigte steekproefneming is gebruik om deelnemers in drie verskillende skole in die Wes-Kaap provinsie in Suid-Afrika te selekteer. Drie dataversamelingsmetodes is gebruik, naamlik reflektiewe vrae, asook halfgestruktureerde individuele en fokusgroeponderhoude. Tematiese analise is gebruik om die data te analiseer. Met Bronfenbrenner se bio-ekologiese model as agtergrond kon die navorsingsbevindings wys dat die gereedheid van die deelnemende onderwysers in hierdie studie vir IO, en by implikasie dus hulle gereedheid om leerders met AS in hoofstroomklasse in te sluit, onvoldoende is. Die bevindinge dui aan dat hierdie tekort aan gereedheid faktore op makro-, meso-, ekso- en mikro-sistemiese vlakke omvat. Hierdie stelsels blyk nie gereed vir IO te wees nie en hoewel daar 'n bereidheid is om te leer by die onderwysers in hierdie studie, is hulle nie gereed om leerders wat met AS gediagnoseer is, in hulle klasse in te sluit nie. Ondersteuning moet daarop gerig wees om die onderwysers se begrip van die filosofiese beginsels onderliggend aan IO in die algemeen te verhoog, sowel as hulle kennis van AS, en om hulle praktiese voorstelle te gee m.b.t. beste praktyk in verband met die insluiting van leerders met AS in hulle hoofstroomklasse. Aangesien dit voorkom asof onderwysers nie spesialiste is in die ondersteuning van leerders met struikelblokke tot leer nie, moet professionele persone wat hulle in hierdie opsig kan help, deur die skole aangestel word.
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Ragland, George B. 1953. "An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332122/.
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The purpose of the study was to determine if occupational investigation teachers and vocational administrators held similar or differing attitudes toward the occupational investigation courses in relation to the mainstreamed handicapped students they served. The following conclusions were warranted from the findings of the analyses of the data. Findings derived from multiple T tests indicate that occupational investigation teachers perceive all survey item statements concerning Admission, Review, and Dismissal (ARD) meetings and the content of Individual Education Programs (IEPs) as occurring to a significantly lesser degree than do vocational administrators. There is no significant discrepancy in their perceptions toward the current practices of occupational investigation teacher training, student assessment, classroom accessibility, course content, or special education assistance described in the survey items. The results of the multiple T tests indicate that there are no significant differences between the attitudes and perceptions of occupational investigation teachers and vocational administrators in Texas toward the future of any of the conditions reflected in the survey items. Teachers and administrators agree that all of the current conditions reflected by the items should be promoted to a higher degree in the future. The results of the multiple T tests indicate a high degree of significance in the disparity between teachers and administrators with regard to their attitudes toward the amount of change and the degree of improvement in the conditions in the survey item statements reflecting ARD committee meetings and the uses of IEPs. However, no significant disparity was found between their perceptions of the difference between the current practice and the optimum condition for items illustrating teacher training, classroom accessibility, course content, student assessment, or special education assistance.
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Parry, Melissa Louise. "An exploratory study of the incorporation of their 'future-self' as part of transition preparation in to and out of further education for young people with learning disabilities." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24045.
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This research explored the perception of the incorporation of ‘future-self’ for young people (YP) moving from specialist provision for children where the Local Authority have identified the provision as Moderate Learning Difficulties and additional needs, their parent/carers views, and the perspectives of professionals supporting their transition to mainstream further education. The ‘future-self’ approach had its basis in social cognitive theory, as the creation of imagined ‘future-selves’ is thought to influence an individual’s behaviour to aid them to work towards their aspired self (Baker, 2015; Markus & Nurius, 1986; Oysterman & James, 2011). Phase one used a case study methodology using semi-structured interviews to explore the YP and their parent/carer’s experience of transition planning having included the young person’s vision of their ‘future-self’, at aged 16. Materials were designed to aid their understanding using visual support. Phase two gained the views of YP using focus groups as they approach transition out of FE at aged 19 or older into continued training, employment, and on towards adulthood, in relation to inclusion of their vision of their ‘future-self’ in this preparation. This phase also explored the perceptions of the professionals for incorporating the young person’s view of their ‘future-self’ using semi-structured interviews. Interview transcripts were analysed using Braun and Clarke’s (2006) six stage thematic analysis to identify themes in the data. Focus groups were thematically analysed using Ritchie and Spencer’s (1994) five stage analysis. A number of themes were found for the YP at both stages, the parents/carers and the professionals. Findings indicated that the YP are more involved in the transition planning and a range of methods are applied to prepare the YP however there are a number of barriers still limiting the options for the YP such as: lack of choice available, protectiveness of others, low aspirations, failure to explore holistic longer term outcomes, insufficient multi-agency involvement, overreliance on parents, and the need for more effective strategic planning and awareness of the systems around the YP. The findings from this research indicate that applying a ‘future-selves’ approach for YP as a method to generate future aspirations to motivate YP’s behaviour has been effective as a tool to add to existing transition preparations. This could act as a way to overcome the currently existing poorer long term outcomes for YP with this population. Based upon this small scale project, further investigation would be required to assess the benefit for a wider population.
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Ngxata, Ncediwe Gratia. "An exploratory study of inclusion of learners with visual impairment into mainstream schools : the learners' parents' and educators' perspectives." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1008096.
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The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.