Dissertations / Theses: 'Special education and rehabilitation'

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Burnett, Dawn. "Meeting the needs: Rehabilitation therapists facing the challenges of inclusive education." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/29010.

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Increased popularity of the inclusive model of education where children with physical disabilities are integrated into neighbourhood schools is posing unique challenges for occupational therapists, physiotherapists, and speech-language pathologists. Researchers suggest that therapists should divest themselves of their direct treatment role and serve as consultants instructing educational personnel to apply required therapy. The purpose of this study was to examine therapists' perspectives of their working lives to identify the challenges they encounter delivering rehabilitation services to children educated in inclusive settings. This study used a qualitative design inspired by the grounded theory approach of Strauss and Corbin (1998). Twenty therapists representing education and health care public, publicly funded private, and private sector agencies participated in semi-structured interviews which were audiotaped and transcribed. Data were analyzed using open, axial, and selective coding to determine emergent themes and develop meaningful interpretations. This study has uncovered several issues related to therapy service delivery. Despite the claim of researchers that consultation is the method of choice in inclusive settings, according to therapists, in the present educational environment, this approach is not producing anticipated results. There is not the time, motivation, or resources to support collaboration, a necessary prerequisite for effective consultation and therapy delivery. Many children, therapists report, are "falling through the cracks." This paradigm shift to consultation has taken place despite a minimal evidence base. According to therapists, dissatisfaction with the present system is causing the rapid growth of private sector services, which further disadvantages already marginalized children and families. This study also highlights the professional values and struggles of therapists to direct their own practice within organizational controls and resource limitations. Furthermore, it reveals that regardless of the therapy discipline, the work setting is a critical factor with regards to therapists' job contentment and satisfaction, and hence the perceived quality of service delivered. Surprisingly, instead of demonstrating discipline specific characteristics, therapists' values, rewards, and stressors are more closely aligned with the employment sector in which they work. This study has highlighted the many tensions and struggles encountered by therapists delivering therapy to children educated in inclusive schools.

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Paul, Heidi. "Attitudes of Graduate and Undergraduate Students Toward People with Disabilities." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194291.

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This study was done for the purpose of determining if the amount of contact and type of contact someone has with a person with a disability effects attitudes toward people with disabilities. The MIDS (Modified Issues in Disability Scale) was administered to one-hundred and seventy graduate and undergraduate students to determine current attitudes toward people with disabilities. In addition, these students were asked to answer demographic questions along with questions regarding the amount and type of contact they have had with a person with a disability. A two-way ANOVA was administered to determine if there was a relationship between the amount of contact and type of contact and attitude scores. Significance was found for both the time spent and the type of contact. More positive attitudes were found in work relationships and spending a moderate amount of time with a person with a disability. Less positive attitudes were found when no time was spent and there was no relationship with a person with a disability

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Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.

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Simmons-Reed, Evette A. "The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618.

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Oswald, Gina R. "Predictors of Successful Outcomes of Transition-Aed Youth in Vocational Rehabilitation in the State of Ohio." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271784611.

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Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics, service records and employment data on each individual who receives services from VR. Four logistic regression models were developed using Hosmer, Lemeshow, and Studivant's model building approach to test the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on VR closure status. Seven risk factors were identified that decrease the probability of young adults with disabilities achieving a positive VR closure status: (1) being female; (2) having a primary disability of mental illness; (3) having a primary disability of traumatic brain injury; (4) having an interpersonal impediment to employment; (5) receiving Supplemental Security Income at application; (6) closing VR services during federal fiscal year (FFY) 2008; and (7) closing VR services during FFY 2009. Five protective factors were identified that increase the probability of young adults with disabilities achieving a positive VR closure status: (1) participation in the Oregon Youth Transition Program; (2) earning at least a high school completion certificate by closure; (3) receiving a higher number of VR services; (4) closing VR services on or below the median number of days to closure; and (5) closing VR services during FFY 2004. These findings support the hypothesis that individual characteristics, in-school experiences, post-school experiences, and contextual factors are predictors of positive VR closure status among young adults with disabilities. Further, these results provide evidence that transition services and supports provided to young adults with disabilities receiving services from VR can help them to achieve positive VR closure status.

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Preece, Heidi S. "Teacher-And Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4542.

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Students receiving special education services occasionally experience problems with accessing adult services after graduation. Mandated by the Individuals with Disabilities Education Act reauthorization of 2004, the summary of performance (SOP) is a document that should ideally provide necessary information to adult service providers on needed services and eligibility of a student after graduation. This project examined student-completed portfolios and teacher-completed SOP forms to determine which form was more useful for providing necessary documentation for eligibility. Participants were vocational rehabilitation (VR) counselors and special education teachers who evaluated a student-completed portfolio compared with a teacher-completed SOP form in an online survey. Variables assessed by VR counselors included (a) value of the information provided for determining eligibility, (b) value of the information provided for plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. Special education teachers evaluated and compared a student-completed portfolio with a teacher-completed SOP form using a similar survey. Variables assessed by special education teachers included (a) value of the information provided for determining postsecondary goals, (b) value of the information provided for transition plan development, (c) value of the information provided for identifying functional limitations, (d) comprehensiveness of information, (e) usefulness for communicating with other professionals, (f) usefulness for communicating with family members, (g) usefulness in creating familiarity with student, (h) time required to conduct review, and (i) time required to read/comprehend the document compared to value. The results show that a student-completed portfolio was rated more favorably than a teacher-completed form on most variables. VR counselors reported receiving a more complete picture of a student in the student-completed form. Special education teachers rated the student-completed portfolio as higher in value than the teacher-completed SOP. Findings suggest the need for more research on a student-completed portfolio as an SOP.

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Nijhuis, Bianca Gertruda Johanna. "Team collaboration in Dutch peadiatric rehabilitation cooperation between parents, rehabilitation professionals and special education professionals in the care for children with cerebral palsy/ Bianca Gertruda Johanna Nijhuis." [S.l. : Groningen : s.n. ; University Library of Groningen] [Host], 2007. http://irs.ub.rug.nl/ppn/305102427.

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Keys, Deborah. "Collaboration efforts between special educators and the Division of Vocational Rehabilitation in school to work transition of students with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998keysd.pdf.

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Melling-Williams, Natalie. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1708.

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Thesis (MSc (Rehabilitation))--University of Stellenbosch, 2005.
The school that was studied caters for learners with special educational needs in the Western Cape Province, South Africa. The learners at the school have a variety of physical, intellectual and learning disabilities. They receive rehabilitation inputs aimed at optimising their potential as school learners and as adults. These include occupational and speech therapy, physiotherapy, learning support and educational psychology. The therapists who work with them often utilise home programmes to involve the parents in their child’s therapy and to achieve carry-over from the therapy sessions. Among the professionals at the school there is currently a perception that therapy home programmes are poorly complied with and that the rehabilitation outcomes of the learners are being disadvantaged as a result. A need therefore arose to explore this issue. This study aims to determine the extent of compliance with therapy home programmes by parents and learners of this school. The study also attempted to elicit factors identified by parents and therapists as inhibitors to and/or facilitators for compliance with the home programmes. A descriptive, analytical study design was used. All therapists working at the school, as well as the parents of learners who were expected to comply with a home programme, were invited to participate. Data was collected using two self-compiled, self-administered questionnaires. A parent focus group was added later in an attempt to elicit more depth with regard to some of the issues explored. The data was analysed using quantitative and qualitative methods. Seventy-one percent of parents reported complying at levels adequate for therapeutic benefit to be achieved. However, 25% of the parents reported complying by less than 24% of the time prescribed. The barriers to compliance identified in this study include the quality of teamwork between the parents and the professionals, attitudinal barriers from both the parents and the therapists, the quality of training for the parents and practical difficulties. The family-centred, collaborative model of teamwork was recommended to both the therapists and the parents to facilitate parental input at all levels of the planning and design of the rehabilitation programme.

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Southwick, Joshua D. "Development and Validation of an Instrument to Measure Participant Engagement in State-Federal Vocational Rehabilitation Programs." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3702.

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The Rehabilitation Act of 1973, as amended, calls for participants to become “active and full partners in the vocational rehabilitation process.” Although it is probable that the participant’s active engagement is a major factor in a successful vocational rehabilitation outcome, little is known about the actual meaning of engagement in the vocational rehabilitation process. This construct is often entangled with other concepts such as motivation and readiness. A clear operational definition of engagement in the vocational rehabilitation process would allow professionals to better support participants in their role. The purpose of this research was to (a) operationally define the construct of participant engagement in the vocational rehabilitation process, and (b) develop and validate an instrument to measure engagement based on this definition. After creating measurement items to reflect three proposed subdimensions of engagement (Attendance, Expected Contribution, and Homework), the items were evaluated for content validity and clarity by an expert panel and then piloted with a small group of vocational rehabilitation counselors. The refined items were then administered to a sample of public vocational rehabilitation counselors through an online survey platform. The data from the usable responses (n = 88) were summarized and then tested for an optimal factor solution using exploratory factor analysis. Next, a confirmatory factor analysis was used to confirm the adequacy of the measurement model. Finally, structural equation modeling analyses were used to identify a structural model that explained the relationships among the subdimensions and overall engagement. The results of the analyses suggest that engagement is a multidimensional construct consisting of three factors: (a) Attendance; (b) Expected Contribution; and (c) Homework. The Expected Contribution factor acts as the strongest predictor of overall engagement and also mediates the effects of Attendance and Homework on engagement. Implications of the study are provided, focusing on the need to teach participants their expected role as full partners in vocational rehabilitation. Counselors should be encouraged to facilitate high levels of engagement through competent counseling skills and appropriate counseling approaches. Finally, limitations of the research are addressed and suggestions for future research are provided.

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Wyrick, Anita M. "Parent Perceptions of Occupational Therapy in Early Childhood Special Education Programs Following Transition from Early Intervention Programs." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd/691.

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A qualitative approach was used to explore the perspectives of seven parents of preschool age children with disabilities in Virginia regarding occupational therapy and the transition from early intervention (EI) to early childhood special education (ECSE). Open-ended interviews were used to collect data from each family participant and were presented as individual case reports. A cross-case analysis revealed six common categories and four overarching themes. Results indicated that the transition was viewed positively when parents saw benefits of the change and when they were oriented toward the future. Parents viewed the EI and ECSE systems as not sharing their same perspective on the transition. The role of the occupational therapist was viewed as dynamic and shifting in response to the needs of the child, the family and the system. Lastly, communication, involvement and relationships with the occupational therapist were intimately related. Implications for the field of occupational therapy are given.

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Leitch, David B. "Predictive patterns of institutional misconduct, pro-social behavior, and length of stay of incarcerated youth in a secure, long-term, juvenile rehabilitation facility." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1529614192152508.

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Henderson, DeAnna L. "A Phenomenological Case Study of the Impact of Autism Spectrum Disorders on the Sibling Relationship." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1273190650.

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Mandre, Eve. "Vårdmiljö eller lärandemiljö? : om personer med autism inom vuxenpsykiatrin /." Lund, 2002. http://www.certec.lth.se/dok/franvardmiljotill/vardmiljo.pdf.

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Yamamoto, Scott Hiromi. "Individuals with Disabilities in Self-Employment through Vocational Rehabilitation Agencies across the United States." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11534.

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xv, 111 p. : ill.
Despite numerous legislative and programmatic efforts, individuals with disabilities continue to experience greater difficulties gaining employment and poorer outcomes of employment than individuals without disabilities. These disparities negatively impact society. My review of the U.S. empirical research literature suggests, however, that self-employment could improve employment opportunities and outcomes for individuals with disabilities, and their success is most influenced by individual characteristics, level of supports, and accountability systems. In this dissertation study, I used a nonexperimental research design to investigate six research questions with Hierarchical Linear Modeling (HLM) and Structural Equation Modeling (SEM) statistical analyses. Extant data on more than a million clients of vocational rehabilitation (VR) agencies from the 50 states and District of Columbia for fiscal years 2003 to 2007 were obtained from the Rehabilitation Services Administration. Results of the HLM analysis indicated that among the significant (p<.001) predictors of self-employment closure across the fiscal years, ethnicity had the strongest effect. The initial SEM analysis produced an inadmissible solution; the respecified model of individual characteristics, level of supports, and accountability systems produced a reasonable model fit in each fiscal year. The model invariance testing across the four U.S. Census Regions indicated a reasonable fit in each fiscal year when model parameters were freely estimated for each region, but very poor fit and significant differences were indicated when some parameters were fixed to be equal across the regions. The major limitations of this dissertation study are model misspecification in HLM and SEM and the small number of RSA fiscal years that were analyzed; causal inferences cannot be made. The primary implication of this study for researchers is using the results of the statistical analyses to develop and test theories about self-employment of individuals with disabilities through VR. The primary implication for VR is using the results to make decisions about services and agency policies. Recommendations for further research include (a) using Laplace estimation in HLM, (b) analyzing other HLM random effects and predictors, (c) testing a SEM model of different indicators and factor structure with Bayesian estimation, and (d) conducting empirical longitudinal studies given the complex developmental processes of self-employment.
Committee in charge: Richard Albin Chair; Deanne Unruh, Member; Deborah Olson, Member; Lauren Lindstrom, Member; Patricia Gwartney, Outside Member

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Chung, Tak-yin Jason, and 鍾德賢. "The virtual multisensory room: supplementary effect on students withsevere mentally handicap in a special school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29624101.

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Legutki, Gregory Walter. "Factors which enhance the transition from high school to adult life of students with special needs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/821.

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Jones, Gregory A. "Articulating a Vision: A Case of Study of Democracy, Education, and Prisoner Rehabilitation in a Day Reporting Center." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/63.

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Abstract Unfortunately, little or no time is spent on transitioning inmates back into society, especially those with physical and mental disabilities. One support service that is being taken into consideration is the Day Reporting Center. Day Reporting Centers are highly structured nonresidential programs. Parolees report to the center on a daily basis, submit to drug tests, and are enrolled in various counseling, education, or vocational classes. Whereas most centers have strict monitoring and surveillance of parolees, one center that stands out in its alternative approach of self-governance is the San Bernardino Day Reporting Center in San Bernardino, California. There, the parolees are allowed to contribute to the running and governance of the Center. The hypothesis asserts that the positive culture that surrounds the Center provides parolees the opportunity to reconsider, revise, challenge, and change their negative criminal identities, by viewing themselves in a constructive manner to successfully transition back into society. Eight assumptions were used to either support or nullify the hypothesis: spheres of civility; performative spaces; personal social space; weaving theory; opportunity theory; transformation theory; Freirian pedagogical approach; and pelindaba. The data was gathered using multiple sources, such as several interviews with staff and ex-parolees, and observations of daily procedures and classroom instruction and interaction. NVivo 8, a Qualitative Data Analysis software program (QDA), was used to transcribe, code, and organize the interviews into various themes. The comments by staff and parolees demonstrated that the implementation of these assumptions has resulted in a family like environment. This environment has allowed parolees to focus on their identity in a positive, transformative, and rehabilitative manner that is supported by everyone at the Center.

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Martz, Erin Cumming. "The relationship of locus of control and acceptance of disability." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1532.

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Sip, Makenzie. "Training Parents in Descriptive Assessment and Function Identification." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6340.

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It is often difficult for parents to address their child’s problem behavior. Children with special needs can display more frequent and intense problem behavior. Therefore, professionals need to help parents of children with special needs identify how to decrease their child’s problem behavior. Professionals help to decrease problem behavior by performing assessments called descriptive assessments to identify why the problem behavior is happening, and then using these assessments to create an appropriate plan of how to prevent and respond to the problem behavior. We examined if parents could be taught the skills necessary to perform descriptive assessments and then use these assessments to choose appropriate ways to treat the problem behavior. Parents included four parents of children with autism spectrum disorder. Video vignettes of child actors displaying various problem behaviors were used to assess the parents’ ability to perform a descriptive assessment, figure out why the problem behavior was happening, and then use this assessment to choose appropriate ways to get the problem behavior to decrease. These skills were assessed prior to a training class and then following a training class where the parents were taught how to perform the skills. In order for parents to be able to use these skills in their everyday lives, it is important that they can apply the skills to their own children. Therefore, a video vignette of each parents’ child displaying problem behavior was used to see if the parents could apply what they had learned in the training class to their own child. Results varied for participants. Therefore, it is unknown whether the training class in the current study helped parents to learn to perform a descriptive assessment to figure out why a problem behavior is happening and then use the assessment to identify ways to decrease the problem behavior. More research is needed to teach parents to apply these skills to their own children.

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Frank, Susan Thomas. "The Use of Explicit, Non-Evocative Print Referencing with Preschool Children At-Risk: Implications for Increasing Print Concept Knowledge." UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/17.

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The purpose of this research study was to investigate the learning of print concepts (PCs) by preschool children at risk for literacy problems using an experimental treatment: explicit, non-evocative print referencing. Children from low socio-economic status (SES) families have been determined to be at-risk for literacy learning problems including a reduced knowledge of print concepts. The study incorporated a multiple group (experimental and control) time series design with persistent insertion of treatment to those subjects who were assigned to the experimental condition. Participants included 25 children at-risk, ages 4:0- 4:11 (years: months) who qualified for pre-school services and for subsidized childcare (low SES). Participants received eligibility pre-testing and a standardized test of print concept knowledge (PCK).The children were randomly assigned to the experimental or control condition. Children in the experimental condition received three treatment sequences of two illustrated story books read to them each day for three days with the adult reader using the experimental treatment of verbal descriptions and gestures to point out PCs. At the end of each treatment sequence the children were tested for PCK. This intermittent testing helped determine which concepts were learned using this treatment and at what level of dosage of the treatment. Children in the control condition were periodically tested for their PCK and only receive the “business as usual” class room references to print. Results of data analysis indicated a significant increase in the learning of print concepts by the children enrolled in the experimental condition compared to those in the control condition and suggested that some print concepts were more easily learned using this intervention than others.

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Rivera, M. Christina. "The Effects of Treatment Integrity on Vocabulary Learning in Students Who are Deaf or Hard of Hearing." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577216.

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The purpose of this study was to investigate the effects of a supplemental vocabulary intervention on the content area vocabulary word and definition knowledge of DHH student in grades K-2, the integrity with which itinerant teachers implemented the supplemental vocabulary intervention, and the effects and benefits of coaching to support treatment integrity. Mixed methods were employed; a single subject multiple baseline across subjects and content design was used to investigate student word and definition knowledge, while quantitative and qualitative methodologies were used to examine the effects of coaching on teachers' treatment integrity. The supplemental vocabulary intervention included explicit and implicit strategies and was designed to fit the context of itinerant teacher services. Various levels of support were employed to coach teachers as they gained familiarity with the intervention and improved their treatment integrity during implementation. Student word and definition knowledge was examined in relation to teacher treatment integrity to determine if teacher implementation had an effect on student outcomes. Results showed a functional relationship between the supplemental vocabulary intervention and student word and definition knowledge. Teachers' treatment integrity was found to have a greater effect on student definition knowledge than word knowledge. Teachers responded positively to the coaching they received, and their implementation improved over the course of the study. Practical and research implications for using supplemental vocabulary instruction with DHH students, as well as the need to provide support to teachers to improve treatment integrity, are discussed.

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Mugoya, George Charles Tongi. "Social and Cognitive Factors Associated with HIV/AIDS Test Uptake in Kenya." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/232495.

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The Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (HIV/AIDS) continues to have enormous implications on the health, economic and psychosocial well-being of individuals, family structures, and communities. Sub-Saharan Africa is the region most affected by the HIV/AIDS. The purpose of this study is to investigate the social and cognitive factors associated with HIV test uptake in the general population of Kenya. Data from the 2009/2010 Kenya Demographic Health Survey were utilized. Univariate, bivariate and multivariate analyses were conducted using STATA/SE software. Results showed that there were statistically significant differences between men and women in previous HIV testing status and HIV test uptake. Over 90% of participants reported knowing a place to seek testing. The mean HIV related knowledge was higher in men than women (x =0.1; 95% CI 0.04-0.16) than women (x = 0.04; 95% CI [0.01- 0.1]). Differences were found in expressed HIV stigmatizing attitudes, with women reporting more stigmatizing attitudes than men. For example 9.9% of women compared to 4.7% of men reported very high HIV stigmatizing attitudes. Weighted multinomial regression analyses were conducted with individuals who had not been previously tested and unwilling to be tested utilized as the reference group. Among the factors found to be significantly associated with HIV uptake include: HIV related knowledge- higher levels of HIV related knowledge were associated with increased HIV test uptake for men and women, HIV related stigma- lower levels of HIV related stigma were significantly associated with HIV test uptake for women but not men, acceptance to teach condoms to children and knowledge of someone infected with HIV/AIDS was positively associated with HIV test uptake, gender- compared to men, women were significantly less likely to agree to be take the HIV/AIDS test if not previously tested (OR 0.79; 95% CI [0.64, 0.97]) but significantly more likely to accept the HIV/AIDS test when offered (OR 1.341; 95% CI [1.02, 1.76]). Other significant associations included: Age, education attainment, sex of head of household, and wanting to keep a family member's tuberculosis infection a secret.

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Fast, Danene K. "Bus Drivers, Customers, & Canes:Exploring Accessibility to Public Transportation for Travelers with Vision Loss." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529780547432842.

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Ferroni, Marília Costa Câmara 1985. "Conhecimento e percepção de escolares com baixa visão sobre sua condição visual, uso de recurso de tecnologia assistiva e expectativas em relação ao futuro." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/310918.

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Orientador: Maria Elisabete Rodrigues Freire Gasparetto
Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
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Resumo: A presente pesquisa teve por objetivos identificar as percepções dos escolares com baixa visão sobre a sua condição visual, verificar o que e como declaram sobre a sua deficiência, conhecer os recursos de tecnologia assistiva utilizados na realização das atividades cotidianas e as suas expectativas em relação ao futuro e oferecer subsídios para o planejamento e ações em Educação, Habilitação e Reabilitação visual. Trata-se de um estudo descritivo, tipo transversal, e, como instrumento de coleta de dados foi utilizado um questionário aplicado por entrevista contendo perguntas abertas e fechadas, elaborado especificamente para esta pesquisa por meio de estudo exploratório. A coleta de dados realizou-se no período de março a agosto de 2010, nos serviços de Habilitação e Reabilitação Visual da Associação de Deficientes Visuais de Ribeirão Preto (ADEVIRP) e no Centro de Estudos e Pesquisas em Reabilitação "Prof. Dr. Gabriel O.S. Porto" (CEPRE). A população foi composta por 19 escolares que situavam-se na faixa etária entre 12 e 17 anos, sendo 10 mulheres e 9 homens, perfazendo um total de 52,6% e 47,4%, respectivamente, 63,2% (12) estavam matriculados no Ensino Fundamental II e 36,8% (6) no Médio. Verificou-se que 94,7% (18) dos entrevistados apresentavam baixa visão congênita e 5,3% (1) adquirida, foram classificadas como baixa visão moderada (78,9%) (15), profunda (15,8%) (3) e grave (5,3%) (1). Com relação às percepções sobre a condição visual, 73,7% (14) relataram enxergar bem, 68,4% (13) declararam conhecer o nome do problema visual, mas somente 36,8% (7) informaram o nome da parte do olho afetada. Quando questionados por outras pessoas sobre a deficiência, 94,7% (18) declararam que respondem naturalmente e apesar dos escolares informarem enxergar bem, verificou-se que apresentam dificuldades na realização de atividades cotidianas, sobressaindo as dificuldades acadêmicas (78,9%) (15) com ênfase nas atividades de leitura da lousa (60,0%) (9) e do dicionário (26,7%) (4). Quanto ao uso de recursos de tecnologia assistiva, sobressaíram os recursos de informática específicos para baixa visão e os recursos não ópticos, na mesma proporção (73,7%) (14), recursos para perto (57,9%) (11) e para longe (52,6%) (10). As principais expectativas dos escolares sobre o futuro relacionam-se à vida profissional (78,9%) (15), vida pessoal e saúde ocular (26,3%) (5). A maioria dos escolares almejava ter um bom emprego. Na vida pessoal verificou-se que os escolares desejavam construir família por meio do casamento. Quanto à saúde ocular, os resultados mostraram que parte dos escolares desejava enxergar melhor enquanto que outros esperam adaptar-se melhor a baixa visão. Conclui-se que apesar de possuírem baixa visão, relatam enxergar bem e possuem dificuldades visuais na realização das atividades cotidianas, sobressaindo-se as dificuldades acadêmicas, sendo a informática o recurso de tecnologia assistiva mais aceito. Conclui-se também que os escolares mostraram-se otimistas em relação ao futuro
Abstract: The purpose of this research was to identify the perception of low vision students about their visual condition, to verify what and how they say about their disability, to know the most important assistive technology resources used during daily activities, and their expectations about the future and also to offer subsidies to the planning of actions in Education, Habilitation and visual Rehabilitation. It is a cross type and descriptive study and as an instrument for data collection was used a questionnaire applied by interviews with discursive and multiple choice questions, elaborated specifically for this research through exploratory study. The data collection were performed from March to August of 2010, at the Visual Habilitation and Rehabilitation services by Ribeirão Preto's Association of Visual Disability (ADEVIRP) and at Center of Studies and Researches in Rehabilitation "Prof. Dr. Gabriel O. S. Porto" (CEPRE). The population was composed by 19 students who were between 12 and 17 years old, with 10 women and 9 men, making up a total of 52,6% and 47,4% , respectively, 63,5% (12) were enrolled in Junior High and 36,8% (6) in High School. It was noticed that 94,7% (18) of the interviewed presented congenital low vision and 5,3% (1) presented acquired low vision. Students had moderate low vision (78,9%) (15), profound (15,8%) (3) and severe (5,3%) (1). When it comes to their own perception about their visual difficulties, 73,7% (14) said they could see properly, 68,4% (13) declared to know the name of their visual problem, but only 36,8% (7) reported the affected eye part. When questioned by other people about their own disability, 94,7% (18) declared answering normally and despite students have informed seeing well, it was noticed that they have difficulties to perform daily activities, especially academic (78,9%) (15) with emphasis on reading the blackboard (60,0%) (9) and dictionaries (26,7%) (4). About the uses of assistive technology resources, the low vision specific computer resources and non optical-aid excelled in the same proportion (73,7%,) (14), near optical aids (57,9%) (11) and far optical aids (52,6%) (10). The student's most important expectations about the future are related to their professional life (78,9%) (15), their personal life and their eye health (26,3%) (5). Most of the students expected to have a good job. About their personal lives, it was verified that they intend to get married and raise a family. About their eye health, results showed that part of the students want to improve their vision, while others expect to adapt to their low vision condition. It's possible to conclude that even though they suffer from low vision, they naturally declare seeing properly and have difficulties when performing daily activities, specially with academic issues, being the computer resources the most accepted. It's also possible to conclude that students demonstrate optimism about the future
Mestrado
Saude, Interdisciplinaridade e Reabilitação
Mestre em Saúde, Interdisciplinaridade e Reabilitação

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Johnston, Sara Pfister. "Unequal treatment or uneven consequence: a content analysis of Americans with Disabilities Act Title I disparate impact cases from 1992 - 2012." Thesis, The University of Iowa, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595112.

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The purpose of this research was to examine the patterns and themes of litigation in Americans with Disabilities Act (ADA) disability discrimination cases charged under the theory of disparate impact. Specifically, this study used Computer Assisted Legal Research (CALR) to identify and review all U.S. Appellate Court ADA disparate impact cases as reported by Westlaw, a commercial electronic case law reporting system owned by Thomson Reuters.

This study used a two-step, mixed methods approach to analyze the data relevant to the research questions and sub-questions. First, the researcher employed content analysis (Hall & Wright, 2008) to identify and characterize patterns and trends of litigation in all reported U.S. Appellate Court ADA cases charged under the theory of disparate impact from 1992 through 2012. Cases were analyzed chronologically, and variables included number of published and unpublished cases, distribution of jurisdiction, distribution of ADA titles, EEOC involvement, case fact patterns, and characteristics of charging and opposing parties. Frequency analyses were conducted on these data. Second, the researcher identified a subset of the ADA disparate impact cases analyzed in the first step: Title I, or employment discrimination cases. Qualitative analysis employing the constant comparative method (Strauss & Corbin, 1990) was used to identify and characterize patterns and themes of the judicial opinions in the Title I disparate impact cases. The researcher developed a framework for analysis based on a review of the literature of the sociopolitical perspective of disability to guide the analysis of the judicial opinions in the subset of disparate impact cases. The results of the frequency analyses conducted on these data revealed four trends: (a) Precedent, (b) Circuit and Judge Effects, (c) Equal Employment Opportunity Commission (EEOC) Successes, and (d) Sutton Case Effect. The results of the qualitative analysis of the text of the judicial opinions produced four themes and three relationships among the themes. The four themes were accommodation(s); workplace culture, norms, and policies; judicial process; and policy space. The three relationships were gap-filling, weighing and balancing, and maintaining status quo versus effecting social change. The themes and relationships are depicted in a concept map that visually displays the conceptual framework revealed in the study.

The findings in this study may inform disability and rehabilitation scholars about ADA disparate impact cases, a body of law about which little is known. The patterns and trends identified in ADA Title I disparate impact cases may provide information about the types of policies and practices that are most frequently litigated. Rehabilitation practitioners may be able to use the results of this research to develop education and outreach strategies for employers on best practices for hiring, accommodating, and promoting employees with disabilities. Because the workplace policies and procedures identified in the cases that comprise this study are neutral on their face rather than intentionally discriminatory, employers may benefit from information that assists them in evaluating their policies and procedures proactively, which may avoid costly and time-consuming litigation. Finally, workplace policies and procedures that fairly represent the essential functions of the job and are applied uniformly to workers with and without disabilities will contribute to a more diverse workforce.

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Williams, Natalie F. "Individuals with Intellectual Disabilities Engaging in Peer-to-Peer Safety and Sexuality Training: A Case Study." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363711423.

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Castro, Jaylsan Bandeira Fernandes de. "Identificação das necessidades das famílias de crianças com deficiência." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29684.

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A criação de serviços de intervenção precoce centrados na família exige que se conheçam as necessidades sentidas pela família em cada contexto. Neste estudo procuramos identificar as necessidades das famílias de crianças com deficiência, assistidas na Associação dos Amigos e Pais de Pessoas Especiais (AAPPE) em Maceió, Brasil. Participaram 28 famílias e a recolha de dados foi feita através de dois questionários que avaliam a forma como a família responde às necessidades da sua criança e às que ela mesma enfrenta. Os resultados revelaram que as necessidades que mais inquietam as famílias se relacionam com o futuro, a saúde e o desenvolvimento da criança. Numa análise global verifica-se que as necessidades de informação são as mais valorizadas, enquanto que necessidades de explicar aos outros é a menos valorizada. Estes resultados permitem conceber serviços e programas que respondam às necessidades das famílias e avaliar posteriormente o impacto da intervenção; - Identification of the Needs of Families of Children with Disabilities Abstract: The construction of early intervention services centered on the family needs requires knowing which needs are felt by the family in each context. In this study we aim to identify the needs of families of children with disabilities, assisted by the Association of Friends and Parents of Special People (AAPPE) in Maceió, Brazil. Twenty-eight families participated and the data was constructed through two questionaries that evaluative how the family responds to the needs of their child and how the family itself face their own needs. The results revealed that the needs that most disturb families are related to the child's future, health and development. A global analysis shows that the need for information is the most valued, while the need to explain to others is the least valued. These results could make possible to design services and programs that respond to the real needs of families and assess the impact of the intervention.

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Ensslen, Anysia J. "EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/5.

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Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future. The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences. The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework.

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Caballero, Gárate André. "Escuela de Educación Especial y Centro de Rehabilitación para niños y jóvenes con retraso mental en San Juan de Lurigancho." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653607.

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El tema de tesis presentado es una “Escuela de Educación Especial y Centro de Rehabilitación para Niños & Jóvenes con retraso mental” ubicado en el distrito de San Juan de Lurigancho en la provincia de Lima en el Departamento de Lima. La propuesta arquitectónica resuelve un problema existente en la educación especial de la ciudad de Lima. Debido a la gran población del distrito de San Juan de Lurigancho, se eligió ubicar allí el centro, y de esta manera mejorar la calidad de vida y aumentar la inserción de las personas con habilidades especiales en la sociedad. Mediante la investigación, se logró identificar en el distrito áreas de influencia de los centros de educación especial existentes demostrando las carencias en este servicio para la población. Además, de las deficiencias existentes tanto de la infraestructura como curricularmente. Por esto, el proyecto se unifica bajo una sola administración el CEBE 1 (Retardo Mental) y CEBE 5 (Educación Ocupacional) con un centro de rehabilitación, creando un ambiente propicio y con todas las comodidades para que el alumnado se desarrolle y crezca cada día.
The thesis topic presented is a “Special Education School and Rehabilitation Center for Children & Youth with Mental Retardation, located in the district of San Juan de Lurigancho, in the province of Lima, in the Department of Lima. The architectural proposal solves an existing problem in special education in the city of Lima. Due to the large population of the district of San Juan de Lurigancho, it was chosen to locate the centre there, thus improving the quality of life and increasing the insertion of people with special skills into society. Through the investigation, it was possible to identify areas of influence of the existing special education centers in the district, demonstrating the deficiencies in this service for the population. In addition, the existing deficiencies in both infrastructure and curriculum. For this reason, the project is unified under a single administration, CEBE1 (Mental Retardation) and CEBE 5 (Occupational Education) with a rehabilitation center, creating a conducive environment and with all the comforts for the students to develop and grow every day.
Tesis

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Cunningham, Shala. "Influence of a post-graduate physical therapy residency program on clinical reasoning, professional development, and career advancement in Nairobi, Kenya." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_pt_stuetd/64.

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Problem Statement Residency programs that emphasize clinical reasoning and manual therapy can provide a means to optimize the outcomes of physical therapy without the need for or access to expensive equipment. The residency format of continuing education could allow physical therapists in developing countries access to specialty training and ongoing mentorship. However, there are limited studies that investigate the influence of residency training on the progression of clinical reasoning, professional development, and career advancement. Purpose The purpose of this study was threefold. The first objective was to describe the outcome of a post-graduate orthopaedic manual therapy residency program on development of knowledge and clinical reasoning skills by physical therapists in Nairobi, Kenya. The second objective was to explore the influence of the residency program on the participants’ professional development and career advancement. The last objective was to explore the residency experience from participants’ perspectives. Methodology This mixed methods study utilized a sample of convenience that included residents in the third (n=14) and fourth (n=13) cohorts of the orthopaedic manual therapy residency program in Kenya. Data collection included an assessment of clinical reasoning through a live patient examination, a survey on professional and career development, and qualitative interviews. Results There was a significant improvement in clinical reasoning development as measured by an assessment of a live patient examination (p Discussion The residency program in Nairobi, Kenya may serve as a framework for the formation of post-graduate education programs in other developing countries. The development of residency programs that can influence the ability of physical therapists to provide treatment efficiently and effectively may ultimately assist in serving community physical therapy needs.

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Moleta, Cláudia Sofia Rocha. "A arquitetura e os sentidos." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2019. http://hdl.handle.net/10400.5/20142.

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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Interiores e Reabilitação do Edificado apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
O presente Projeto Final de Mestrado pretende desenvolver, através da reabilitação do antigo Hospital de Belém e do seu espaço urbano envolvente, espaços que colmatem as necessidades da população local. O edifício em estudo possui planta em U e por isso divide-se em três alas, com um claustro na zona central interior. Com a presente reabilitação preserva-se maioritariamente a ala sul, que é o local menos intervencionado relativamente à construção conventual original e intervém-se livremente na ala norte, que se encontra bastante alterada pelos militares, através da criação de volumes circulares que rompem o espaço e quebram a sua rigidez. As formas sinuosas de diferentes escalas, cores e texturas têm como intuito estimular os usuários, proporcionando-lhes uma experiência arquitetónica. A nível de programa desenvolve-se uma zona para o ensino pré-escolar e que pretende ser inclusivo, com salas de terapia TEACCH e Snoezelen. Cria-se uma zona habitacional para pais de crianças em tratamento que não se encontrem na sua zona de residência e um ATL que pretende interligar o antigo Hospital com a Escola Básica Alexandre Herculano. De modo a quebrar a distância entre os edifícios, criam-se percursos pedonais que são somente interrompidos pela linha do elétrico. A circulação viária é desviada por vias periféricas já existentes e por uma nova via que liga a Calçada da Boa-Hora à Travessa do Moinho de Baixo. No espaço urbano criam-se diversos espaços de permanência e convívio, tendo como principal foco a saúde mental e física da população. O intuito da presente intervenção é desenvolver um equilíbrio entre o existente e o novo, potenciando lazer e novas experiências num local que se encontra atualmente desabitado e na sua envolvente pouco desenvolvido, promovendo dinâmica a esta zona da cidade de Lisboa.
ABSTRACT: This Final Master's Project intends to develop, through the rehabilitation of the Old Hospital of Belém and its surrounding urban space, spaces that fill the needs of the local population. The building under study has a U-plant and therefore is divided into three wings, with a cloister in the inner central area. With this rehabilitation, the southern wing is preserved mainly, which is the least intervened place in relation to the original convent construction and intervenes freely in the northern wing, which is greatly altered by the military, through the creation of circular volumes that break the space and break their stiffness. The sinuous forms of different scales, colors and textures aim to stimulate users, providing them with an architectural experience. At the programme level, an area for preschool is developed and aims to be inclusive, with TEACCH and snoezelen therapy rooms. A housing area is created for parents of children in treatment who are not in their area of residence and an ATL that intends to connect the Old Hospital with the Alexandre Herculano Basic School. In order to break the distance between buildings, pedestrian paths are created that are only interrupted by the tram line. Road traffic is diverted by existing peripheral roads and a new route connecting the Calçada da Boa-Hora to Travessa do Moinho de Baixo. In the urban space, several spaces of permanence and conviviality are created, having as main focus the mental and physical health of the population. The aim of this intervention is to develop a balance between the existing and the new, enhancing leisure and new experiences in a place that is currently uninhabited and in its undeveloped surroundings, promoting dynamics to this area of the city of Lisbon.
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Adams, Kirk. "Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1552066999409903.

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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.

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Hayward, Joseph Thaddeus. "The special education director, the elementary school principal, and special education leadership /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901383.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: Thurston A. Atkins. Dissertation Committee: Kay Alicyn Ferrell. Bibliography: leaves 122-132.

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Crowther, H. "An investigation of rehabilitation with special reference to lower limb amputation." Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375615.

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Russell, Pamela J. "Special education administrators' perceptions of mandatory comparability of special education rooms to regular education rooms /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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Sexton, Corrine M. "Successful special education practices." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2007. http://proquest.umi.com/pqdweb?did=1390300381&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
Graduate

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Newton, Norrisa. "Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.

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Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education teachers within The Bahamas to resign or request premature retirement from the teaching profession, as well as how job satisfaction influences teacher retention within The Bahamas' public education system. Twelve Bahamian public educators (8 former special educators, 3 current reading specialists, and 1 current resource teacher) from a major city were randomly selected to participate in semistructured interviews. Data were analyzed via open coding. Job satisfaction, social cognitive, and social cognitive career theories were used as a lens through which to understand educators' career decisions. Findings revealed that Bahamian educators leave special education due to (a) lack of specialized training, (b) lack of administrative support, and (c) burnout. Contrary to existing literature, findings revealed that poor student behavior does not significantly influence attrition among educators, and a love for children does not significantly motivate teachers to remain. Mentoring and induction programs were cited as ineffective means of teacher retention. Educators are more likely to stay when they feel valued, appreciated, supported, and respected by administrators, colleagues, and parents.

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Ashby, Marlene. "Special Ideas." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1856.

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Special Ideas is a composite of practical strategies and techniques assembled for the primary-grade teacher’s use with the learning disabled student, slow learner and underachiever. The focal point of this material is the basic skills of reading, math, spelling, handwriting and general ideas on classroom management, behavior management and motivation. The purpose of the material is to provide the classroom teacher with practical ideas that may serve as a guide to help the teacher adapt and/or modify the curriculum, the materials, and the methods of instruction to the needs of the special child. The sources for these ideas include personal experiences, a variety of periodicals and other educational materials. Many of the ideas are written to help the child who learns best by using a specific mode such as visibility, auditorially or by tactile-kinesthetic methods.

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Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.

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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.

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Jeon, Moo Kyong. "Advocacy competencies of rehabilitation counselor trainees in core-accredited rehabilitation counselor education programs." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1341.

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The purpose of this study was to investigate how well rehabilitation counselor trainees in CORE accredited rehabilitation counseling programs are prepared to advocate clients. In order to seek an answer to this research question, this study (a) measured the rehabilitation counselor trainees' self-reported preparedness to advocate for their clients, (b) assessed the rehabilitation counselor educators' perceptions of their students' preparedness to advocate for their clients, (c) explored the relationship between rehabilitation counselor trainees' self-reported preparedness to advocate for their clients and their educational experiences as well as their demographic information, (d) investigated whether there was a significant difference between rehabilitation counselor educators' perception of their students' preparedness to advocate for their clients and the rehabilitation counselor trainees' self-reported preparedness. The results indicated that rehabilitation counseling students developed advocacy competencies in some areas. However, it was also found that rehabilitation counseling students have lower advocacy competencies in the community and public level domains than in the individual level. Rehabilitation counseling students reported that rehabilitation counseling course work and their prior experiences with persons with disabilities were most substantial factors in the process of developing advocacy competencies.

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46

Dykstra, Patricia. "Common characteristics of successful special education referrals : initial referrals resulting in special education placement." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002dykstrap.pdf.

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47

Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Abstract:

Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.

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48

Siu, Suet-mui Winnie, and 蕭雪梅. "Rehabilitation and education centre for maladjusted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3198678X.

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49

Siu, Suet-mui Winnie. "Rehabilitation and education centre for maladjusted children." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594969x.

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50

Peterson, Deborah. "Parental participation in special education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.

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Dissertations / Theses on the topic 'Special education and rehabilitation'

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