Thèses : « Learning disabled children Learning disabled children Learning disabled children Inclusive education »

1

Wieman, Carol J. « The effects of inclusionary programs on the self-concept of learning disabled students ». Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001wiemanc.pdf.

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LeLou-Matte, Dawn. « Inclusion of moderate/severe cognitively disabled students in family and consumer education ». Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lelou-matted.pdf.

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Crowe, David Alan Darch Craig B. « Reading comprehension instruction in the middle grades for students with learning and behavior problems ». Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/CROWE_DAVID_35.pdf.

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Anderson, Michelle A. « The effects of video-based self-recording of on-task behavior on the on-task behavior and academic productivity by elementary students with special needs in inclusive classrooms ». Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124295346.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 158 p.; also includes graphics (some col.). Includes bibliographical references (p. 115-118). Available online via OhioLINK's ETD Center

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Kock, David Padavil George. « Teacher assistance teams a case study of best practices at the elementary school level / ». Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804933.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 12, 2006. Dissertation Committee: George Padavil (chair), Paul Baker, James Palmer, Mark Swerdlik. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

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De, Swardt Junita. « Leisure functioning of learners with learning and physical disabilities a case study at an ELSEN school in the Tshwane area / ». Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08202008-155351.

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Giordanella, Kathleen B. « Self-concept in individuals with learning disabilities : influence of educational placement / ». Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974783.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Linda Hickson. Dissertation Committee: Dennis Mithaug. Includes bibliographical references (leaves 100-107).

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Burke, Sharon L. « Training teachers to manage students with Asperger's syndrome in an inclusive classroom setting / ». [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18299.pdf.

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Ramirez, Roxanna C. Beckner Weldon. « Elementary principals' attitudes towards the inclusion of students with disabilities in the general education setting ». Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4849.

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Unger, Mary Ann. « Traversing the tracks : students with learning disabilities speak up / ». Thesis, Connect to this title online ; UW restricted, 2007. http://hdl.handle.net/1773/7788.

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Webb-Kidd, Paulette Lian Ming-Gon John Morreau Lanny E. « Effects of teacher retraining in best practices for inclusive programs on the school performance of students with mild to moderate disabilities ». Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633430.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 26, 2006. Dissertation Committee: Ming-Gon John Lian, Lanny Morreau (co-chairs), John Godbold, Larry Kennedy, Keith Stearns. Includes bibliographical references (leaves 119-134) and abstract. Also available in print.

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Riddle-O'Connor, Kerry. « Inclusion kindergarten : A pilot program ». CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/749.

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Campbell, Anita. « The teaching strategies employed by teachers to support learners with learning difficulties in mainstream classes ». Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1913.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006
The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.

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McEachern-Kelly, Mary Clare. « Provision of modern foreign languages for lower achievers and pupils with special educational needs in secondary schools in England, Scotland and the Czech Republic ». Connect to e-thesis, 2008. http://theses.gla.ac.uk/218/.

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Thesis (M.Litt.) - University of Glasgow, 2008.
M.Litt. thesis submitted to the Department of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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15

De, Winnaar Mariska. « Good in theory but not in practice : exploring perspectives on inclusive education ». Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85706.

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Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The introduction of inclusive education in the South African educational system may be seen as one of the first steps to promote equality and human rights in post-apartheid South Africa. With the implementation of inclusive education, education became less segregated and fragmented, with the aim of ensuring equal learning opportunities for all children, including those with disabilities. The main driving force of inclusive education in South Africa is the Education White Paper 6 on Special Needs Education: Building an inclusive education and training system published in 2001. The aim of this study was to understand inclusive education from the perspectives of those who are charged with the implementation thereof. Classroom educators (teachers) together with district-based support teams are seen as the primary resource for achieving the goal of an inclusive education and training system. This study focused on the perspectives of teachers from one primary and one secondary school in one education district (Education District A) and District-based support team members from another education district (Education District B) in the Western Cape. The study takes on a social constructionist paradigm and illustrates how our understanding and conceptualisation of disability have changed overtime. A social constructionist paradigm highlights the way in which disability is a socially constructed and how it changes according to our understanding thereof. The different models of disability and the role of education was also a main focus of this study. A qualitative research design was used, with purposive and opportunity sampling being applied. Data was gathered using focus groups and in-depth semi-structured interviews and was analysed using thematic analysis. The key findings of this study showed that the teachers and district-based support team members believe that inclusive education can be successful in South Africa provided that changes are made in how it is currently conceptualised and implemented. The teachers have a very different perspective on inclusive education from the support team members. The teachers believe that the success of inclusive education can only be ensured if barriers to teaching are prevented or eradicated, while the support team members believe the success of inclusive education depends on the identification and prevention of barriers to learning. Both groups do however believe that inclusive education is a very good ideal to strive towards but that it has not yet been achieved and that the inclusion and education of all learners are of great importance.
AFRIKAANSE OPSOMMING: Die bekendstelling van inklusiewe onderwys in die Suid-Afrikaanse onderwysstelsel kan gesien word as een van die eerste stappe om gelykheid en menseregte in post-apartheid Suid-Afrika te bevorder. Met die implementering van inklusiewe onderwys het die onderwysstelsel meer toeganklik en minder gefragmenteerd geword. Die doel van inklusiewe onderwys is om te verseker dat alle kinders, ook dié met gestremdhede, gelyke leergeleenthede kry. Die belangrikste dryfkrag agter inklusiewe onderwys in Suid-Afrika is die Onderwys Witskrif 6 oor Spesiale Onderwys: Die bou van 'n inklusiewe onderwys-en opleidingstelsel wat in 2001 gepubliseer is. Die doel van hierdie studie was om inklusiewe onderwys vanuit die perspektiewe van diegene wat dit moet implementeer te verstaan. Klaskamer opvoeders (onderwysers) asook distrikgebaseerde kringondersteuningspanne word gesien as die primêre bronne vir die bereiking van 'n inklusiewe onderwys-en opleidingstelsel. Hierdie studie het op die perspektiewe van onderwysers, van een primêre en een sekondêre skool in een onderwysdistrik (Onderwysdistrik A), en kringondersteuningspanlede, van ŉ tweede onderwysdistrik (Onderwysdistrik B), in die Wes-Kaap gefokus. Die studie neem 'n sosiale konstruktivistiese paradigma aan en illustreer hoe ons begrip en definiëring van gestremdheid oor tyd verander het. 'n Sosiale konstruktivistiese paradigma beklemtoon die manier waarop gestremdheid sosiaal gekonstrueer is en hoe dit verander volgens hoe ons begrip daarvan verander. Die verskillende modelle van gestremdheid en die rol van onderwys was ook 'n hooffokus van hierdie studie. 'n Kwalitatiewe navorsingsontwerp is gebruik, doelgerigte steekproefneming en geleentheid-steekproefneming was toegepas om die deelnemers te kies. Data is ingesamel deur middel van fokusgroepe en in-diepte semigestruktureerde onderhoude en is ontleed deur gebruik te maak van tematiese analise. Die belangrikste bevindings van hierdie studie was dat die onderwysers en distrikgebaseerde kringondersteuningspanlede van mening is dat inklusiewe onderwys slegs in Suid-Afrika suksesvol kan wees mits daar veranderinge gemaak word in hoe ons dit tans konseptualiseer en implementeer. Die onderwysers se perspektief van inklusiewe onderwys verskil heelwat van die perspektiewe van die kringondersteuningspanlede. Die onderwysers is van mening dat van inklusiewe onderwys slegs verseker sal wees indien hindernisse wat onderrig verhoed, voorkom of uitgewis word. Kringondersteuningspanlede is weer van mening die sukses van inklusiewe onderwys afhang van die identifisering en voorkoming van hindernisse van leer. Beide groepe is egter van mening dat inklusiewe onderwys 'n baie goeie ideaal is om na te streef, maar dat dit nog nie bereik is nie, ook dat die insluiting en opvoeding van alle leerders van groot belang is.

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Al-Ahmadi, Nsreen A. « Teachers' perspectives and attitudes towards integrating students with learning disabilities in regular Saudi public schools ». View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371476.

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Zimba, Zondani. « Managing an inclusive school : a case study of a pilot school in Swaziland ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003552.

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Inclusive Education (IE) reflects the values, ethos, and culture of an education system committed to excellence by promoting education opportunities for all learners. IE is about building a more just society and ensuring the right to education for all learners regardless of their individual characteristics or difficulties (UNESCO: 2007). The kingdom of Swaziland has committed itself to high quality basic education which provides equal opportunities for all children and youth. This is evident in the Swaziland National Constitution (2006). To promote Education for All (EFA) as stated in the constitution, an IE Policy has been developed and a draft policy is in place. The programme has been operational since 2006. There are nine pilot schools and four teachers from each school who have been trained on how to handle pupils with disabilities. The programme will be rolled out to 608 primary schools by 2015. In this research, the goal was to investigate how a School Management Board responds to the challenges of managing an Inclusive School. This research is a qualitative interpretive case study based in one of the pilot schools in Mbabane in Swaziland. The study used document analysis, semi‐structured interviews and focus groups to collect data. The study revealed that the school has done much in accommodating IE as there are changes in management structures and approaches, organizational culture and operating procedures. On the other hand, there are still significant challenges such as a lack of knowledge of inclusion and negativity on the part of learners and parents. Other challenges include inadequate training for educators and lack of suitable infrastructure. The study concludes by recommending improved staff development programmes, infrastructure upgrades, acquiring appropriate teaching and learning resources and employing multidisciplinary personnel.

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Felini-Smith, Linda. « A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills ». Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

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Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.

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Hannah, C. Lynne (Cornelia Lynne). « Metacognition in learning-disabled gifted students ». Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.

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Lindquist, Turi Moffitt. « Using whole language strategies with learning disabled children ». CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

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Singley, Vickie. « Teaching multiplication and division to learning disabled children ». CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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Lee, Carolyn Patricia. « Taxonomic and frequency associations in memory in learning-disabled and non-disabled children ». Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186061.

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This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items were associated by frequency and one in which items were related taxonomically; within each word list, half of the items were primary category members or frequency associates and half were secondary category members or frequency associates. It was hypothesized that younger, non-disabled children would rely more on frequency associations and that older, unimpaired subjects would tend to organize the material categorically. Learning disabled subjects were predicted to show impairments in the ability to form both frequency associations and categories during recall, particularly for the secondary items. These results were not found. Younger, non-disabled subjects organized words categorically as proficiently as their older peers, and LD children's categorization abilities were comparable to non-disabled subjects'. The only item type for which LD subjects showed significantly less clustering than non-disabled subjects was secondary frequency associates, which were viewed as representing the periphery of the knowledge base. The principal difference between this study and previous, similar research was the use of individual, child-generated word lists. Because all words were highly familiar and meaningful to the children, relationships between most of the items were probably quite salient, more so than in other studies using adult-generated words as stimuli. Thus, this study indicates that LD children are not impaired in their ability to recognize and utilize semantic structure to facilitate learning if material is highly meaningful and familiar to them.

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Nicholson, Maureen Elizabeth. « Inferential comprehension by language-learning disabled children ». Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Moyer, Melynda Karol. « Criteria and Assessment Measures for Diagnosing Learning Disabled Children ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500975/.

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A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and assessment measures are discussed.

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Serrasqueiro, Vania Bitencour. « Materiais educacionais voltados à crianças com transtorno de aprendizagem : diretrizes sob a ótica do design gráfico inclusivo / ». Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/155982.

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Os materiais educacionais são instrumentos decisivos no processo de ensino e aprendizagem da criança, em especial aquelas com transtornos de aprendizagem. A presente pesquisa se propôs a verificar que aspectos do Design Gráfico tornam os materiais educacionais de intervenção e avaliação aplicados às crianças portadoras de dificuldade ou transtornos da aprendizagem mais inclusivos. Para isso foram levantados conceitos relacionados ao Design Inclusivo, Design da Informação e Design Educacional, gerando subsídios que embasam a coleta de dados através de entrevistas com especialistas em transtornos da aprendizagem, a fim de identificar os materiais educacionais mais usados em intervenção junto ao público infantil, bem como os problemas que apresentam neste processo. Tais materiais foram analisados e problemas relativos ao design dos mesmos foram evidenciados. Por fim, alcançou-se um conjunto de diretrizes capazes de auxiliar no desenvolvimento e projeto de novos materiais tendo como norte o Design Gráfico Inclusivo.
Educational materials are decisive instruments in the teaching and learning process of children, especially those with learning disorders. The present research aimed to verify which aspects of Graphic Design make the educational materials of intervention and evaluation applied to children with difficulty or learning disorders, more inclusive. In order to do, concepts related to Inclusive Design, Information Design and Educational Design were developed, generating support that supports the collection of data through interviews with specialists in learning disorders, in order to raise the educational materials most used in intervention with children, as well as the problems they present in this process. These materials were analyzed and problems related to their design were evidenced. Finally, a set of guidelines capable of assisting in the development and design of new materials based on Inclusive Graphic Design, were reached

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Easton-Gholston, Joyce Camille Morreau Lanny E. Bowen Mack L. « Differences in self-esteem and school perceptions among educational placements of elementary-age students with learning diasabilities ». Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633393.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.

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Parnell, Clarissa Jane. « The landscapes of teaching work : how teachers make educational decisions / ». Thesis, Connect to this title online ; UW restricted, 2001. http://hdl.handle.net/1773/7685.

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Tremblay, Philippe. « Evaluation de la qualité de deux dispositifs scolaires - l'enseignement spécialisé de type 8 et l'inclusion dans l'enseignement ordinaire - destinés à des élèves de l'enseignement primaire ayant des difficultés-troubles d'apprentissage ». Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210091.

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Cette thèse traite de l’évaluation comparée de la qualité de deux dispositifs scolaires d’intervention auprès d’élèves ayant des troubles d’apprentissage. Pour ce faire, nous avons élaboré et utilisé un modèle multidimensionnel d’évaluation de la qualité composé de neuf dimensions (pertinence, congruité, adéquation, synergie, efficacité, efficience, impact, fiabilité, flexibilité et bien-fondé) s’inspirant du modèle multidimensionnel développé par Bouchard et Plante (2002). Il nous a permis d’élaborer et d’évaluer 31 indicateurs et 10 sous-indicateurs.

Le premier dispositif a été mis en place dans le cadre d’une recherche-action menée en Communauté française de Belgique se proposant d’implémenter et de pérenniser un dispositif d’intégration/inclusion scolaire. Le second dispositif évalué est constitué de classes de l’enseignement spécialisé de type 8. Les deux dispositifs étudiés s’adressent à la même population, celle d’enfants ayant des troubles/difficultés d’apprentissage et orientés vers l’enseignement spécialisé de type 8.

Nous avons procédé à l’évaluation de la qualité de huit expériences d’inclusion en école primaire et de treize classes d’enseignement spécialisé de type 8. Ces expériences débutaient en 1re année (CP) dans une classe d’enseignement ordinaire (de 12 à 22 élèves) où étaient intégrés 3 à 7 élèves relevant de l’enseignement spécialisé de type 8.

Les résultats présentés reprennent les deux premières années de cette évaluation. À l’analyse de ces différentes dimensions, nous constatons que cette évaluation de la qualité des deux dispositifs comparés est nécessairement à nuancer. Au regard de l’analyse des différentes dimensions et indicateurs pris en considération dans la présente recherche, le dispositif inclusif et celui d’enseignement spécialisé de type 8 se montrent globalement comparables sur les composantes de base (population, objectifs et ressources). Toutefois, ils se différencient fondamentalement par le contexte dans lequel ils se déploient et par la configuration du travail collaboration entre professionnels (co-enseignement et co-intervention). Les résultats montrent des effets légèrement plus positifs en faveur des élèves inclus, surtout en lecture/écriture. Toutefois, la taille de notre échantillon, le caractère de la recherche (recherche-action), des indicateurs contradictoires, etc. ne nous permettent pas de généraliser nos résultats.

De plus, le modèle multidimensionnel d’évaluation de la qualité demande à être interrogé au niveau de son opérationnalisation pour rechercher une plus grande validité, fiabilité et sensibilité. Cependant, ce relativisme ne doit pas occulter le fait que si nous ne pouvons nous prononcer de manière claire envers l’un ou l’autre dispositif, la présente recherche-action a sans doute permis de mieux comprendre les deux dispositifs étudiés et l’émergence d’une configuration originale et crédible de ressources permettant l’inclusion de ces élèves en enseignement ordinaire.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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Logan, Nicola I. « Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children ». Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.

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Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that of non-learning disabled children. In this study, it was hypothesised that parents would have different attributional, emotional and behavioural responses to aggressive challenging behaviour in a learning disabled child in comparison to a non-learning disabled child, on account of the child's learning disability. Design: A questionnaire method was used to analyse within-subjects and betweensubjects differences on measures of attributional, emotional and behavioural responses to vignettes of aggressive challenging behaviour in learning disabled and non-learning disabled children. Method: Fifty-four parents of children with aggressive challenging behaviour (20 with a learning disabled child and 34 with a non-learning disabled child) took part in the study. Participants read two vignettes depicting a learning disabled and a non learning-disabled child with aggressive challenging behaviour. They were then asked to complete questionnaire measures of attributional, emotional and behavioural response in relation to each vignette. Results: In comparison to aggressive behaviour in the non-learning disabled child, participants rated the learning disabled child's aggressive behaviour as being due to more global, more stable and less controllable causes, and reported that they would respond with less negative emotion and less punitive discipline strategies. No group differences (i.e. comparing parents with a learning disabled child and parents with a non-learning disabled child) were found in attributional, emotional or behavioural responses to the two vignettes. The results are discussed with reference to previous research findings and clinical implications. Consideration is also given to the methodological shortcomings of the current study and suggestions for future research are made.

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Horwitz, Ula Nadine. « Burned, banished or burnished a pilot study of a school reintegration programme ». Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.

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De, Water Wendy. « Modifying core literature for the learning disabled student ». CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.

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Schachter, Debbie Carol. « The prevalence and correlates of behavior problems in learning disabled children / ». Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61748.

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Porras, Jesse. « Sociometric status and self-perceptions of male students with learning disabilities in inclusive schooling / ». Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Walker, Stephen C. « The effects of the depth of processing and retrieval cues on the memory performance of learning disabled and non-learning disabled children ». Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514202.

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The purpose of the study was to determine whether significant differences exist between learning disabled and non-learning disabled children on memory performance for words learned in an incidental learning paradigm. Depth of processing and retrieval cue type were the treatment variables which controlled performance on a cued recall test of memory.Methodology. Thirty learning disabled and 30 non-learning disabled children in the fourth and fifth grades participated in the study. Seventy percent of the subjects were male and 30 percent were female. All subjects in the learning disabled group were tested for a severe discrepancy between potential and achievement in the area of reading prior to inclusion in the study. All subjects had IQ's not less than 1 standard deviation below the mean.Each subject was presented 32 stimulus words. All words were common concrete nouns with a reading level no greater than second grade. The stimulus words were encoded with congruent and non-congruent rhyming words and semantically congruent and non-congruent sentence frames. A cued recall test of memory was presented to each subject following the incidental learning activity. Rhyming and sentence frame cues were presented, and the subject was provided a 10 second opportunity to recall one of the stimulus words. The entire activity was presented on a microcomputer which also kept a record of the student's responses. The computer also generated a random presentation order, random ordered treatment condition for.Results. Non-learning disabled children recalled significantly more stimulus words than learning disabled children. Both groups performed significantly better on words encoded using deep level congruent semantic processing and cued with congruent semantic retrieval cues. At all levels, however, optimal performance occurred when retrieval cue type matched encoding level.Conclusions. Differential memory performance in learning disabled and non-learning disabled children can be controlled in incidental learning activities. Depth of processing affects differential memory performance. In all cases words cued with retrieval cues of the same level of processing are recalled more efficiently than those cued with recall cues of another level of processing each stimulus word, and a random ordered memory test.

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Haines, Shelby Brooke. « Effect of a modified LINCS learning strategy on the achievement of 4th grade students with learning disabilities ». Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=434.

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Sousa, Sherry Ann 1961. « PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION) ». Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.

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Elliott, Patricia Margaret. « Social skills training with learning disabled students : a preventative approach ». Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28042.

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A multidimensional study was conducted with learning disabled students to assess the effects of a social skills training program. Included were measures of self-concept, peer acceptance, and social competency as rated by parents and teachers. Forty-six intermediate grade children were evaluated prior to the program and after 13 weeks of either treatment, or no treatment. In addition, evaluation of the effect of different instructors was carried out. It was hypothesized that subjects would demonstrate significant (alpha=.05) increases in positive self-concept, peer acceptance, and ratings of social competency by parents and teachers. Support for this hypothesis was found for parent ratings. A secondary hypothesis was that there would be no significant difference at the .05 level between subjects receiving treatment or the placebo from Instructor A and those receiving treatment or the placebo from Instructor B. Partial confirmation was found on the parent and teacher ratings of social competency. The hypothesis was rejected for peer ratings and self-concept measures. Suggestions for practices in education include: (a) the expanding of social skills training throughout the elementary school by presenting it as a progressive skill building program, (b) ways to interest educators in teaching social behavior, (c) application of social skills assessment and training as a function of the counsellor or school psychologist's role, and (d) the practical logistics of setting up a social skills training program in an educational setting. Implications for future research suggest: (a) ways to refine the present study's design, (b) an examination of social behavior and peer acceptance in both the regular and special education class environments, and (c) the need for further understanding of the developmental stages in social competency.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Seo, Young J. « Outcomes of students with learning disabilities at age 21 and age 24 / ». Thesis, Connect to this title online ; UW restricted, 2005. http://hdl.handle.net/1773/7635.

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Barnes, Kelly Anne. « Implicit learning in typical development and children with developmental disorders ». Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.

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Sturt, Catherine Ellen. « Expressed emotion in parents of behaviourally disturbed learning disabled children ». Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/2251.

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Expressed emotion (EE) represents a measure of the emotional quality of the relationship between a key caregiver and relative, where the latter is experiencing a psychiatric or medical condition, and with implications for the course of this condition. To the author's knowledge, despite the salience of behavioural disturbance for families with learning disabled children, no published study has specifically investigated the relationship between parental EE and child behavioural disturbance. The current study focused on a comparison of high and low EE households with regards to child behavioural disturbance, parental stress and coping, and service and respite care usage. Forty parents were interviewed with a modified Camberwell Family Interview. The results showed no significant difference between high and low EE groups with regards to child behavioural disturbance, parental coping as related to factors such as social support and familial resources, and service and respite care usage. High EE parents reported significantly higher levels of stress and significantly less use of support and advice outside the family system than low EE parents. The findings conflict with conclusions from EE research e.g . with learning disabled adolescents, dementia and non-learning disabled children, which have demonstrated a relationship between EE and behavioural disturbance, but concur with studies, mainly with regards to schizophrenia, which have found that level of EE is independent of behavioural disturbance. Thus level of EE in the current study appears principally to reflect parental characteristics as opposed to child-related characteristics. The results suggest that a focus on parental psychological needs in relation to both the emotional quality of the parent-child relationship, and the care of the child more generally, might be more appropriate for both parents and children, as opposed to a traditional child-centric service delivery . Further research is required to elucidate the relationship between EE and behaviour, and there is value in exploring the relationship between EE and behaviour over time, within a longitudinal design. Indeed, the scope for further study of EE in the area of learning disability is tremendous, and the inherent modifiability of the EE construct renders it an appealing guide in terms of service development and outcome evaluation.

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Cardell, Cheryl Dianne Elizabeth. « Perceptions of Temperament Characteristics of Children Classified as Learning Disabled ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331733/.

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This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.

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Smith, Liane. « Influential children : the linguistic environment of the language and learning disabled child ». Thesis, University of Kent, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240338.

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Kataoka, Mika. « Perceptions of, and support for, students who experience difficulties in learning in Nara prefecture, Japan / ». [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19191.pdf.

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Yao, Shui-chun Tiffany. « Skills opportunity schools in Hong Kong : a case study / ». Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939260.

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Doherty, Michael Joseph. « The integration of students with profound multiple learning difficulties : a case study ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957833.

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Hui, Wu-on Louise. « Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD) / ». Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18543856.

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47

Godinet, Nancy Kathryn. « Special education labeling relationships with learning disabled student self-concept ». PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/792.

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The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled students and nonlabeled regular students with equivalent math and reading achievement. Collection of data for use in this research occurred on two levels. Parents and subjects completed consent and demographic information sheets. The demographic information sheets provided information to assist in controlling for external variables, which research has shown to impact self-concept, as well as for probing parental perceptions of subject association with and internalization of handicapping condition labels. Once parents and subjects consented to participate in the study, subjects from both groups were administered the Piers-Harris Self-Concept Scale. Subjects also completed a researcher-developed Student Information Sheet (SIS). From a total of 127 subjects who were randomly selected, 44 subjects and their families elected to participate in this research. The final study sample included 18 LD subjects and 26 regular classroom students. Data were gathered and analyzed to determine how much explained variance could be attributed to LD labeled students as compared to regular nonlabeled students. Through examination of seven from the eight major variables (the achievement variable had already been controlled for via stratified random sampling), this study found significant (p < .05) variations between groups for age (p = .0034) and placement (p = .000). Group variations approached significance on sex (p = .074). Findings indicated that LD labeled students had lower global self-concept scores on the Piers-Harris Self-Concept Scale than the regular education students (t-test p = .079, ANOVA p = .051). These approaching significant variations on global self-concept scores might be attributed to four independent or interacting external variables: age, placement, sex, or labeling influences.

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Liu, Suet-chun Janny. « Socioeconomic status (SES) and academic achievement of children with learning difficulties (CWLD) : a case study of a skills opportunity school (SOS) in Hong Kong / ». Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137138.

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Gerstein, Stephanie Hannah. « Benefits and influences of parent involvement for children with learning disabilities ». Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84996.

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The benefits and influences of parent involvement were examined among a group of children with learning disabilities (LD). One aim of this study was to determine whether different types of parent involvement are associated with educational benefits in special education. A second aim was to apply an existing model of parent involvement to assess its influences in this population. One hundred and twenty-three children with and without LD from grades 1 to 8 and their parents participated in the study. Children's grades and their attitudes to school were used as educational outcomes to evaluate the impact of their parents' involvement. Mothers and fathers completed questionnaires regarding their school, cognitive-intellectual and personal involvement, as well as measures of stress, social support, and perception of their child's academic ability. Mothers were consistently more involved than fathers in all types of activities. Higher grades were significantly correlated with mothers' involvement in school-related activities and fathers' involvement in personal activities. Fathers who felt they received a greater amount of social support tended to be more involved in their children's cognitive and personal activities. Mothers who perceived a greater amount of social support were more personally involved with their children, and mothers who perceived their children as having more severe LDs were less personally involved. Overall results extend the literature on the benefits and the factors associated with parent involvement for children with LD and highlight the need for parents, educators and school psychologists to combine resources in order to increase awareness and levels of parent involvement.

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McNeish, Judith L. « Effects of self-correction on the acquisition, maintenance, and generalization of spelling words with learning disabled students ». Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1169738654.

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Thèses sur le sujet « Learning disabled children Learning disabled children Learning disabled children Inclusive education »

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