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Journal articles on the topic 'Socially handicapped students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Parker, J. L., and Jenny Burrows. "The social integration of mainstreamed handicapped high school children." Queensland Journal of Guidance and Counselling 1 (October 1987): 25–32. http://dx.doi.org/10.1017/s1030316200000352.

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The social integration (sociometric status) of 22 mainstreamed handicapped high school children was compared with that of their non-handicapped peers. Results indicated that in friendship and work oriented situations the handicapped were less socially accepted than their nonhandicapped peers, more frequently identified as stars, and female handicapped students were more popular and accepted than the male handicapped. A limitation of the study was its small sample size.

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2

Sherman, Lawrence W., and Dianne E. Burgess. "Social Distance and Behavioral Attributes of Developmentally Handicapped and Normal Children." Perceptual and Motor Skills 61, no. 3_suppl (1985): 1223–33. http://dx.doi.org/10.2466/pms.1985.61.3f.1223.

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20 behavioral attributes predicting social distance were examined among 101 junior high school students in six classrooms. The sample included 8 developmentally handicapped students, of whom at least one of each was mainstreamed into each classroom. Subjects were predominantly white, middle-class, suburban midwesterners. A sociometric nomination measure was used to obtain behavioral attribute profiles of the students which were then used to predict a psychometric measure of social distance. Handicapped students were not more socially distant than their normal peers. Factor analysis of the 20 b

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3

Bain, Alan. "Issues in the Suspension and Exclusion of Disruptive Students." Australasian Journal of Special Education 12, no. 2 (1988): 19–24. http://dx.doi.org/10.1017/s1030011200021898.

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This paper will address issues associated with the use of suspension and exclusion as an intervention for dealing with disruptive behaviour in schools, with a particular focus on secondary students in Western Australia. There is increasing support for the view that many of the students suspended or excluded from school for disruptive behaviour may be socially/emotionally handicapped and as such are being denied access to an appropriate education on the basis of their handicapping condition. The legal and service delivery implications of this position are discussed within the context of current

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4

Fox, C. Lynn. "Peer Acceptance of Learning Disabled Children in the Regular Classroom." Exceptional Children 56, no. 1 (1989): 50–59. http://dx.doi.org/10.1177/001440298905600108.

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Mainstreamed handicapped children often experience social rejection by their nonhandicapped peers. To evaluate possible approaches leading to a resolution of peer rejection, 86 low socially accepted learning disabled children in the fourth, fifth, and sixth grades were paired for 8 weeks with 86 high socially accepted, same-sexed, nonhandicapped classmates, in four groups: mutual interest group, cooperative academic task group, Hawthorne Effect/Control group, and classroom control group. Social acceptance ratings of students with learning disabilities by their nonhandicapped peers, paired in t

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5

Sejčová, Ľuboslava. "Possibilities of Use of Art Therapy with Adults and Elderly People." Lifelong Learning 5, no. 3 (2015): 163–81. http://dx.doi.org/10.11118/lifele20150503163.

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In the contribution the author defines art therapy as a creative activity, she emphasizes its therapeutic and preventive potential and points out the possibility of influencing adults and elderly people by using art therapy. It would be useful to realize art therapy themes and exercises in social facilities or through the offer of leisure time activities and use their therapeutic and preventive potential. By adapting topics to the needs of chosen age groups of clients they would facilitate solving their current problems (in the family, at work, meaning of life, aging problems etc. Method of re

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6

Mahajan, Aarushi, and Gopalakrishnan Narayanamurthy. "Balgran: solving issues of an NGO in Jammu and Kashmir." Emerald Emerging Markets Case Studies 11, no. 2 (2021): 1–21. http://dx.doi.org/10.1108/eemcs-07-2020-0272.

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Learning outcomes The learning outcomes have been prepared in accordance with Bloom’s Taxonomy (Bloom et al., 1956). After completing the case, the students shall be able to do the following: • describe the challenges faced by the not-for-profit, non-governmental and voluntary organizations operating at a local level in a conflict-ridden zone (knowledge). • Explain the key features, roles and typologies associated with non-governmental organizations (NGOs) (comprehension), apply such typologies to specific organizations (application) and differentiate between social enterprises and NGOs (analy

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7

Cullinan, Douglas, Robert M. Schultz, Michael H. Epstein, and Jerry F. Luebke. "Behavior problems of handicapped adolescent female students." Journal of Youth and Adolescence 14, no. 1 (1985): 71. http://dx.doi.org/10.1007/bf02088648.

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8

Condon, Mary Ellen, Robert York, Laird W. Heal, and Joan Fortschneider. "Acceptance of Severely Handicapped Students by Nonhandicapped Peers." Journal of the Association for Persons with Severe Handicaps 11, no. 3 (1986): 216–19. http://dx.doi.org/10.1177/154079698601100310.

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The Acceptance Scale was administered to 507 nonhandicapped students in grades 2 through 6 in two similar public schools in a Midwestern university town. One of the schools included five classrooms of students with severe mental handicaps. The results showed that girls were more accepting of handicaps than boys and that respondents in the same school as the students with handicaps were more accepting than those in a different school. Older respondents were more tolerant of children with disabilities than younger respondents, especially in the integrated school. However, increased acceptance ap

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9

Haring, Kathryn, Felicia Farron-Davis, Lori Goetz, Patricia Karasoff, Wayne Sailor, and Lucille Zeph. "LRE and the Placement of Students with Severe Disabilities." Journal of the Association for Persons with Severe Handicaps 17, no. 3 (1992): 145–53. http://dx.doi.org/10.1177/154079699201700303.

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This study addresses the issue of state variability in the placement of students with disabilities in integrated or segregated (students with disabilities only) settings. The study examines actual placement patterns of students with severe disabilities (“severely handicapped”) in a small sample of states in order to more closely identify and analyze factors that might influence national monitoring and reporting of LRE issues. Three states representing different geographical areas and including rural, suburban, and urban population bases participated in a direct survey. The survey asked respond

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10

Chin-Perez, Gregg, Dan Hartman, Hyun Sook Park, Sharon Sacks, Alice Wershing, and Robert Gaylord-Ross. "Maximizing Social Contact for Secondary Students with Severe Handicaps." Journal of the Association for Persons with Severe Handicaps 11, no. 2 (1986): 118–24. http://dx.doi.org/10.1177/154079698601100205.

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This article describes a secondary program for students with severe handicaps which attempts to maximize the social contact between handicapped and nonhandicapped persons. The program selectively integrates students into academic and other regular education courses. Nonhandicapped peers are used for tutoring purposes as well as research assistants in a social skills training project. A survey completed by a variety of important others indicated substantial improvements in the behavioral repertoires of the students with severe disabilities, particularly in the area of social skills.

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11

Lorr, Cynthia, Anthony F. Rotatori, and Herman Green. "Choosing an intervention for problem behaviors of preschool handicapped students." Early Child Development and Care 36, no. 1 (1988): 139–49. http://dx.doi.org/10.1080/0300443880360111.

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12

Hamre-Nietupski, Susan, John Nietupski, and Martin Agran. "Integral Involvement of Severely Handicapped Students within Regular Public Schools." Research and Practice for Persons with Severe Disabilities 33, no. 3 (2008): 157–65. http://dx.doi.org/10.2511/rpsd.33.3.157.

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13

Margolis, Howard, and Lisa Freund. "Implementing Cooperative Learning with Mildly Handicapped Students in Regular Classrooms." International Journal of Disability, Development and Education 38, no. 2 (1991): 117–33. http://dx.doi.org/10.1080/0156655910380203.

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14

Al - Saeedi, Ahmed Mohsen, Abdulaziz Sadiq Alawadh, and Saleh H. AL-Anezi. "The Cognitive Awareness Among Students of the Faculty of Nursing Towards Mentally Handicapped Individuals in Kuwait." Asian Social Science 16, no. 8 (2020): 148. http://dx.doi.org/10.5539/ass.v16n8p148.

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The current study aimed to know the cognitive awareness among students of the faculty of nursing towards mentally handicapped individuals in Kuwait and its relationship with some other variables, this study was conducted on a sample of (224) students of the faculty of nursing the Public Authority for Applied Education. The Faraj (2016) scale was applied to the study sample, the results of the study indicated that the total average score was (1.89) and the percentage was (63.10%), which is considered a low score in the knowledge and awareness of the students of the Faculty of Nursing, and the r

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15

Fimian, Michael J., Dorothy Pierson, and Roberta McHardy. "Occupational Stress Reported By Teachers Of Learning Disabled And Nonlearning Disabled Handicapped Students." Journal of Learning Disabilities 19, no. 3 (1986): 154–58. http://dx.doi.org/10.1177/002221948601900304.

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16

Bemiller, Michelle. "Inclusion for All? An Exploration of Teacher’s Reflections on Inclusion in Two Elementary Schools." Journal of Applied Social Science 13, no. 1 (2019): 74–88. http://dx.doi.org/10.1177/1936724419826254.

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Teachers face numerous challenges. Pressure exists to meet Common Core Standards and increase state test scores while operating on shoestring budgets. In addition, public schools have seen an increase in students with disabilities—individuals with unique academic and social needs. Due to the Education for all Handicapped Children Act of 1975, inclusion in general education classrooms is the right of children with disabilities. Disability advocates applaud this act for ensuring equality for all. Yet, equality is not akin to equity. In classrooms where teachers lack proper training, children wit

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17

Brown, Lou, Barbara Wilcox, Edward Sontag, Betty Vincent, Nancy Dodd, and Lee Gruenewald. "Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped Students." Research and Practice for Persons with Severe Disabilities 29, no. 1 (2004): 2–8. http://dx.doi.org/10.2511/rpsd.29.1.2.

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18

Self, Donnie J., DeWitt C. Baldwin, and Fredric D. Wolinsky. "Further Exploration of the Relationship Between Medical Education and Moral Development." Cambridge Quarterly of Healthcare Ethics 5, no. 3 (1996): 444–49. http://dx.doi.org/10.1017/s0963180100007271.

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In the wake of a pilot study that indicated that the experience of medical education appears to Inhibit moral development In medical students, increased attention needs to be given to the structure of medical education and the Influence it has on medical students. Interest in ethics and moral reasoning has become widespread in many aspects of professional and public life. Society has exhibited great interest in the ethical issues confronting physicians today. Considerable effort has been undertaken to train medical students, interns, and residents In how to reason through medical-ethical dilem

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19

Wilson, Lonny, Thomas Cone, Carol Bradley, and James Reese. "The Characteristics of Learning Disabled and Other Handicapped Students Referred for Evaluation in the State of Iowa." Journal of Learning Disabilities 19, no. 9 (1986): 553–57. http://dx.doi.org/10.1177/002221948601900907.

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20

Falvey, Mary A. "Toward Realizing the Influence of “Toward Realization of the Least Restrictive Educational Environments for Severely Handicapped Students”." Research and Practice for Persons with Severe Disabilities 29, no. 1 (2004): 9–10. http://dx.doi.org/10.2511/rpsd.29.1.9.

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21

Khalid, Touseef, Iffat Rohail, and Andleeb Akhtar. "ROLE OF TEACHING STYLES ON SELF- REGULATION AMONG THE ADOLESCENTS WITH PHYSICAL DISABILITIES." Humanities & Social Sciences Reviews 9, no. 3 (2021): 100–110. http://dx.doi.org/10.18510/hssr.2021.9311.

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Purpose of the study: This study examined the role of teaching styles on self-regulation among adolescents with physical disabilities and moderating effects of age on the relationship between teaching styles and self-regulation. Methodology: 150 students from Islamabad and Rawalpindi divisions were included in this study. Adolescent Self-Regulatory Inventory (Moilanen,2007) and Junior High School Teaching Styles Questionnaire (Chen,2008) was used to assess teaching styles and self-regulation. A purposive-convenient sampling technique was used, and SPSS 22 was used for data analysis.&#x0D

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22

Wilcox, Barbara. "Book Review: Integrating Moderately and Severely Handicapped Learners: Strategies That Work, Integration of Students with Severe Handicaps into Regular Schools." Journal of the Association for Persons with Severe Handicaps 11, no. 1 (1986): 74–76. http://dx.doi.org/10.1177/154079698601100111.

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23

Ali, Hossam Mahmoud Zaki. "Self-differentiation as an intermediate variable between anger management and neurotic perfectionism among high achievers “a psychological study of the rights of special education”." International Journal of Human Rights in Healthcare ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/ijhrh-04-2021-0096.

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Purpose This study aims to explore the intermediate role of self-differentiation in anger management and neurotic perfectionism for a sample of high achievers at some public universities in Egypt and Saudi Arabia. This increases the chances of these students obtaining their rights. Design/methodology/approach The researcher used the microcopy of Drake, Murdock, Marszalek and [(the Differentiation of Self Inventory—Short Form (DSI-SF)] scale, differentiation of self child-adolescent perfectionism scale and Davidson and Munro (2000) scale of neurotic perfectionism in addition to the anger manage

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