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1
Kilgallon, Pamela A. „Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.
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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, "it's all a huge learning curve."
2
Ong-Dean, Colin William. „Minding their children : parental involvement in the diagnosis and accommodation of children's disabilities /“. Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144347.
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3
Martin, Suzanne. „Play in Children with Motor Disabilities“. UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.
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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities.
Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2.
The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.
4
Hall, Jeanna Kay. „All God's children an inclusive Sunday school program for children with mental disabilities /“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.
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5
Agnew, Sarah Elizabeth, und mikewood@deakin edu au. „Investigative interviewing of children with intellectual disabilities“. Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.
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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999).
Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall
was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups.
Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.
6
Donohue, Dana Karen. „Self-concept in Children with Intellectual Disabilities“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.
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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.
7
Cox, Judith 1959. „Children with developmental disabilities : finding permanent homes“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.
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Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.
8
Hornby, Garry. „Effects on fathers of children with disabilities“. Thesis, University of Hull, 1991. http://hydra.hull.ac.uk/resources/hull:5346.
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This thesis investigates the effects on fathers of parenting children with disabilities. In the first chapter, models of family functioning and parental adaptation to disability are discussed. This is followed by an overview of the effects of disability on family members and a review of the literature on fathers in general. The second chapter consists of a review of the literature on fathers of disabled children. Included is a review of personal accounts by such fathers, followed by discussion of previous studies and previous reviews of the literature. The review concludes with consideration of the research evidence in support of seven assertions, about effects on fathers, on which there is a consensus in the literature. Chapter three describes the methodology employed in the current study. From a representative sample of 111 fathers of children with Down's syndrome, 97 were interviewed and 87 completed a booklet of questionnaires. The interviews were semi-structured in order to gain fathers' perspectives of the effects on themselves and their families. The booklet of questionnaires included instruments designed to measure: demographic variables; adaptation; stress; personality; social support; and, marital functioning. In chapter four, the results of questionnaire and interview data were considered in relation to the seven assertions about fathers which emerged from the literature review. Overall findings provided little support for the majority of these assertions. The interview data were analysed into 28 categories of fathers' comments which provided a description of fathers' perspectives of their experiences. The final chapter includes a discussion of the findings from questionnaire and interview data in relation to the existing literature on the effects on fathers. It is concluded that the existing literature may provide a somewhat erroneous picture of the experiences of such fathers. The chapter ends with a discussion of the major weaknesses of the current study, areas for future research, and implications for practitioners.
9
Cooper, Jennifer Robyn Fitchett. „Work in Progress: Parenting Children with Disabilities“. Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365705.
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A grounded theory approach was used in this study to explore the individual needs of
parents raising a child diagnosed with disability. The focus was on what parents
regarded as their personal and support needs, how they met them and how they would
have ideally liked to meet them. Of particular interest were the strategies parents
developed and implemented in order to manage and meet their personal and support
needs to achieve some sense of normality in their family lives. Parents not only have
support needs specific to the challenges of accepting and raising a child with a disability
but more wide ranging personal needs that for the most part are neither understood nor
recognised by health professionals and service providers.
Existing research has primarily examined families of children with disabilities from the
perspective of health professionals. There was almost no research to guide health
professionals about the involvement of parents in decisions about interventions to
secure the child’s future and family viability. Much of the established research has
approached issues for parents from the perspective of the child’s health and medical or
rehabilitative needs, rather than meeting parents’ needs and the processes of
“normalising” family function. Research has failed to consider what parents perceive
they need to enable them to cope and how to support the family unit so that a diagnosis
of disability does not ultimately destroy the relationships within it.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Nursing and Midwifery
Griffith Health
Full Text
10
Clemente, Isabel. „Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities“. Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.
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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.
11
Webb-Damron, Eugenia. „Successful implementation of 504 plans what are the common elements? /“. Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=567.
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12
I, Made Satrya Rudana. „Kinect-based Music Application for Children with Severe Physical Disabilities : Kinect-based Music Application for Children with Severe Physical Disabilities“. Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322535.
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Based on initial interviews with music teachers at Årstra SpecialSchool, Uppsala, it was found that each child in a music playing session has different preferences of type and sound of a musical instrument. However, most of them have combined cognitive and physical impairments, preventing them from playing the instrument that theymight like.Starting from this idea, we developed a music application using virtual instruments, so that various types of instruments and sound can be used during a single music playing session. As an input device, we used aKinect sensor developed by Microsoft, i.e., a camera based sensor thatdetects human gestures. Our application used this Kinect sensor capability to allow users to control and play the sound by just movingtheir arms in the air. Our study has shown promising results of this applicatio, such as the positive response from the participant towards the application and the ability to change the sound of an instrument to match the participant's preference easily. However there are still some things to consider before releasing it as a consumer product, for instance bettercalibration and accuracy.
13
Chirwa, Masauso Simon. „Experiences of parenting children with disabilities : a qualitative study on the perspectives of mothers of children with disabilities in Zambia“. Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/101764/.
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This thesis sought to provide new insight into the lives and experiences of mothers of children with disabilities in the rural (Kaoma) and urban (Lusaka) settings of Zambia. A detailed literature review revealed that there is a dearth of research that has focused on the views of mothers parenting children with disabilities within the Zambian social and cultural context. Qualitative, biographical interviews were undertaken with thirty mothers whose child had a disability significant enough to qualify for intervention services at the time of the interviews. This study drew on a framework using insights from the social model of disability, feminist intersectionality and the social empowerment model. The methodology was informed by interpretivism, social constructionist grounded theory, feminist intersectionality theories, and data analysis was carried out concurrently with data collection. Findings revealed that disability is still surrounded by stigma and prejudice. It was associated with punishment and bad omen. The diagnosis of a child’s disability had an impact on mothers as it resulted in a liminal (suspended) state and a biographical disruption as they had to reorient their lives. Mother-blame was common and they were often ostracised by their significant others and the communities. Divorce was common especially among first-time mothers whose child had cerebral palsy. Divorce was an unexpected disruptive event that had socioeconomic impact on mothers. They had to bear the burden of caregiving in the absence of support from their partners. Some gave up their employment because of the demands associated with caregiving resulting in financial deprivation. Mothers also experienced loss of agency over their future and that of their child. More power was allotted to husbands than mothers with regard to decision making at home. The study makes a deeper, and more nuanced, contribution to the scarce literature on mothering children with disabilities in Zambia and globally.
14
Thompson, Kirsty M. „THE CULTURAL WORLD OF PROFESSIONAL PRACTICE WITH FAMILIES OF CHILDREN WITH A DISABILITY: A NEW UNDERSTANDING OF FAMILY-CENTRED PRACTICE“. Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/2097.
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Human service professionals provide a range of services to support the health and development of children with a disability and to assist their families. Over the past two decades, family-centred approaches have become widely acclaimed as a means of providing quality services. To date, research has focused predominately on identifying or measuring discrete elements of professionals’ practice with families, such as parent–professional partnerships, family-centred practice and family empowerment, often neglecting to consider the broader practice context. What is missing is an empirical and contextually grounded understanding of how professionals interpret and enact the multiple concepts informing practice. This study addresses this gap by exploring how professionals think, feel and act when working with families and by examining more broadly, the multi-dimensional and contextual concept of ‘professional practice’. In this study, professional practice with families is conceptualised as a cultural activity. The study sought to identify and describe the culture of professional practice with families and how this culture is instantiated in daily work practice. The theoretical framework underpinning this study comes from Jerome Bruner’s cultural psychology, and specifically his writings on situated action, culture and narrative. Accordingly, narrative was considered a means to identify, describe and understand the daily work practices of professionals ‘situated’ in their cultural setting and their own intentions when working with families. One hundred and sixty three stories about professional practice were collected in focus groups and individual interviews with human service professionals in New South Wales, Australia. These narratives were analysed deductively to identify the culture of professional practice. This culture comprised of ten components reflecting professionals’ understanding of the culturally acceptable ways of working with families. The cultural components reflected principles underlying family-centred practices as well as traditional medically framed and emerging business-like principles associated with managerialism and economic rationalism. Narrative analysis was employed to inductively develop four cultural core narratives grounded V in participants’ stories: Making it work, having to fight, hopeless struggle and making the best of it. Professionals potentially have all of these narratives available to them to explain their actions in each practice situation. The results of this study provide a description and analysis of the cultural world of professional practice with families. For family-centred approaches to become a reality, these findings emphasise the critical importance of education, policy and staff development for professionals working with families that addresses the broader practice context. Suggestions are made regarding further exploration of the crosscultural validity and the application and implications of these narratives for professionals and families. By exposing the culture of professional practice and the four cultural narratives, this study challenges professionals, managers, academics and policymakers alike to critically examine the practice culture and their contribution to creating and sustaining it.
15
Thompson, Kirsty M. „THE CULTURAL WORLD OF PROFESSIONAL PRACTICE WITH FAMILIES OF CHILDREN WITH A DISABILITY: A NEW UNDERSTANDING OF FAMILY-CENTRED PRACTICE“. University of Sydney, 2006. http://hdl.handle.net/2123/2097.
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Doctor of PhilosophyHuman service professionals provide a range of services to support the health and development of children with a disability and to assist their families. Over the past two decades, family-centred approaches have become widely acclaimed as a means of providing quality services. To date, research has focused predominately on identifying or measuring discrete elements of professionals’ practice with families, such as parent–professional partnerships, family-centred practice and family empowerment, often neglecting to consider the broader practice context. What is missing is an empirical and contextually grounded understanding of how professionals interpret and enact the multiple concepts informing practice. This study addresses this gap by exploring how professionals think, feel and act when working with families and by examining more broadly, the multi-dimensional and contextual concept of ‘professional practice’. In this study, professional practice with families is conceptualised as a cultural activity. The study sought to identify and describe the culture of professional practice with families and how this culture is instantiated in daily work practice. The theoretical framework underpinning this study comes from Jerome Bruner’s cultural psychology, and specifically his writings on situated action, culture and narrative. Accordingly, narrative was considered a means to identify, describe and understand the daily work practices of professionals ‘situated’ in their cultural setting and their own intentions when working with families. One hundred and sixty three stories about professional practice were collected in focus groups and individual interviews with human service professionals in New South Wales, Australia. These narratives were analysed deductively to identify the culture of professional practice. This culture comprised of ten components reflecting professionals’ understanding of the culturally acceptable ways of working with families. The cultural components reflected principles underlying family-centred practices as well as traditional medically framed and emerging business-like principles associated with managerialism and economic rationalism. Narrative analysis was employed to inductively develop four cultural core narratives grounded V in participants’ stories: Making it work, having to fight, hopeless struggle and making the best of it. Professionals potentially have all of these narratives available to them to explain their actions in each practice situation. The results of this study provide a description and analysis of the cultural world of professional practice with families. For family-centred approaches to become a reality, these findings emphasise the critical importance of education, policy and staff development for professionals working with families that addresses the broader practice context. Suggestions are made regarding further exploration of the crosscultural validity and the application and implications of these narratives for professionals and families. By exposing the culture of professional practice and the four cultural narratives, this study challenges professionals, managers, academics and policymakers alike to critically examine the practice culture and their contribution to creating and sustaining it.
16
Viola, Teresa. „Remediating behaviour problems in children with cognitive disabilities“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64205.pdf.
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17
Morrier, Michael Joseph. „Disproportionate Representation of Preschool-Aged Children with Disabilities“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/48.
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Historically, students from ethnically diverse backgrounds in grades K-12 have been over-represented in special education, yet little research on disproportionate representation has been conducted with preschool-aged children. This study examined if 72,525 preschool-aged children with disabilities from ethnically diverse backgrounds were disproportionately represented in special education within and across five southern states. Data were gathered from the 2006 December 1st Child Count reported by each State Department of Education to the U.S. Department of Education. Chosen states offered state-funded pre-kindergarten programs, which should have provided equal opportunities for inclusion across states. Analyses compared children with disabilities for disproportionate representation across state of residence, across special education eligibilities, across educational placements, and amount of inclusion provided. Data were analyzed for child and placement characteristics. Due to data suppression by individual states, analyses were conducted using children from Black and White backgrounds, and children from Hispanic backgrounds were used when reported by individual states. Child characteristics considered included the child’s: (a) type of disability eligibility category, (b) age, and (c) ethnicity. Placement characteristics included: (a) type of educational placement, (b) state in which child resided, and (c) amount of inclusion received. Indices of disproportionate representation were calculated using: (a) composition index, (b) risk index, (c) odds ratio, and (d) relative risk ratio. A 3 x 5 ANOVA was used to calculate placement differences between states. Factorial analysis was used to calculate determinants of placement status for preschool-aged children with disabilities. Results revealed disproportionate representation does occur at the preschool level, although between state variability was great, and patterns differed from the K-12 literature. Children from American Indian backgrounds were over-represented due to high proportions in states of Alabama and North Carolina, while children from Asian and Hispanic backgrounds were under-represented. Children from Black and White backgrounds were represented in special education at expected rates. The most common eligibility categories were speech/language impairments and developmental delay. Placement results revealed over-representation for White preschoolers and males, although type of state-funded pre-k program was a non-significant factor. Inclusion analyses favored Whites and males. Child demographic factors explained the majority of variability in inclusion status.
18
Viola, Teresa. „Remediating behaviour problems in children with cognitive disabilities“. Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30229.
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This study examined the efficacy of conjoint behavioural consultation (CBC) in the remediation of behavioural problems in children with cognitive disabilities. Further, this study sought to determine whether parents' knowledge of behavioural principles and behavioural management skills improved as a result of participating in CBC. An A/B design was utilized with 6 children (ages 7--10), their parents and teachers. Children evidenced improvements in their target behaviours from baseline to treatment at home or at school (effect sizes = -2.11 to +1.35). Overall, children evidenced improvements in social skills, problem behaviours, or externalizing behaviours (Reliable Change Indices [RCI] = -0.27 to 3.29). Moreover, knowledge of behavioural principles increased significantly for two parents at posttest when compared to pretest (RCI = 1.25 to 3.47). Also, parents used more praise statements, fewer critical statements, and fewer no-opportunity commands at posttest than at pretest. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.
19
Viola, Teresa. „Remediating behaviour problems in children with developmental disabilities“. Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.
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The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.
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ALMEIDA, NELI MARIA CASTRO DE. „LABYRINTHS AND MOSAICS: INSTITUTIONALIZATION OF CHILDREN WITH DISABILITIES“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21322@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta tese tem por objetivo principal analisar os processos de produção da longa permanência de crianças e adolescentes com deficiência na rede assistencial de abrigamento. Partindo da descrição da própria experiência profissional, impulsionada pelas contribuições de Erving Goffman e Franco Basaglia, a autora introduz o conceito de hibridismo assistencial para analisar o problema da deficiência institucionalizada nas interfaces entre os campos da Psiquiatria e da Assistência Social. Tendo como campo de estudo a rede de abrigos específicos para a deficiência no estado do Rio de Janeiro, a autora utiliza metodologias quantitativas e qualitativas para analisar o quadro atual da assistência asilar para crianças e adolescentes com deficiência, definindo-se o seguinte corpus de análise: (1) elementos da historiografia da psiquiatria infantil brasileira, tendo por referência as contribuições de Michel Foucault. Nesta perspectiva, discute-se a figura histórica do Pavilhão-Escola Bourneville - dispositivo vinculado ao Hospício Nacional de Alienados e marco inaugural da psiquiatria infantil brasileira para a internação de crianças anormais; (2) dados do Datasus referentes às internações de crianças e adolescentes com deficiência, no período de 1998 a 2010, em território nacional, ressaltando-se a dimensão quantitativa do problema, e (3) entrevistas realizadas junto a agentes sociais do Sistema de Garantia dos Direitos da Criança e do Adolescente do estado do Rio de Janeiro, tendo por referência de análise o conceito de campo de Pierre Bourdieu, e de Complexo Tutelar, de Jacques Donzelot. O estudo conclui que (1) existe uma correlação entre os abrigos específicos e a história da institucionalização da deficiência mental, mantendo-se a figura híbrida do abrigo-hospital, (2) as atuais políticas de desinstitucionalização não vêm incluindo crianças e adolescentes com deficiência, sendo necessário rever o conceito de crônicos para crianças e adolescentes no regime de internação hospitalar e, (3) a presença da deficiência é um fator de maximização das práticas tutelares, o que é verificado a partir dos discursos dos agentes sociais. A autora articula o tema em uma agenda de interesse público e acadêmico, buscando contribuir para a superação do modelo assistencial centrado na longa permanência, na rede asilar, de crianças e adolescentes com deficiência.
This thesis aims at examining the processes that produces long-term placement of children and adolescents with mental disabilities in the shelter care facility network. The author begins hers analysis with the description of her own professional experience, driven by the contributions of Erving Goffman and Franco Basaglia. She introduces the concept of hibridismo assistencial (the idea of social assistance as an entangled reality) to analyze the problem of institutional disability looking at the interconnection between the areas of psychiatry and social work. Taking as her field of study the network of special purpose shelters (intended exclusively for children and youth with disabilities) in the State of Rio de Janeiro, the author combines quantitative and qualitative methodologies to analyze the current situation of the shelter care system for children and adolescents with disabilities, with the following corpus of analysis: (1) elements of the Brazilian historiography of child psychiatry, with reference to an analysis of the concept of power based on Michel Foucault. Under this perspective, the author discusses the historical figure of the Bourneville School - an institution linked to the National Asylum for the Insane and the founding landmark of the Brazilian child psychiatric for the hospitalization of the so called abnormal children, (2) Datasus data on hospitalization of children and adolescents with mental disabilities, highlighting the numerical dimensions of the problem, and (3) interviews with social agents connected to the System of Guarantee of the Rights of Children and Adolescents in the State of Rio de Janeiro, using as reference analysis the concepts of field by Pierre Bourdieu, and guardianship complex by Jacques Donzelot. Based on her study, the author concludes that: (1) there is a correlation between the existing shelters and the history of the institutionalization of children with mental disabilities as well as the presence of the ‘hybrid’ institution – the ‘shelter-hospital’, (2) the current policies aiming at closing down residential institutions have not included children and adolescents with disabilities, therefore it is necessary to critically review the concept of crônicos (chronically impaired) as referred to the young population that is hospitalized, and (3) based on testimonies of the social agents interviewed, it is possible to conclude that the presence of a disability becomes a factor of maximizing paternalistic practices. The author concludes her analysis linking some of the main issues to an agenda of academic and public interest, in an attempt to contribute to overcome old models centered on the long-term placement of children and adolescents with disabilities in institutions.
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Nolting, Claudia. „Resilience in families of children with developmental disabilities“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4371.
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Thesis (MA (Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Family resilience refers to the family’s ability to overcome adversity using inherent and/or acquired strengths and resources. The aim of this study was to identify factors contributing to the successful adaptation, or resilience, of families following the birth or diagnosis of a child with a developmental disability. The study is based on the theoretical frameworks of family resilience proposed by McCubbin and McCubbin (1996) and Walsh (2003), namely the Family Resiliency Model of Family Stress, Adjustment and Adaptation and the Family Resilience Framework. The study population in this study comprised 40 families with a child with a developmental disability living in the Boland region of the Western Cape. One parent from each family was asked to complete a number of quantitative measuring instruments and answer an open-ended question aimed at identifying the strengths and resources contributing to the family’s adaptation. Quantitative data was analysed through analyses of variance, Pearson product-moment correlations and a multiple regression analysis. The qualitative data was analysed using thematic content analysis. These analyses revealed that an acceptance of the situation, positive patterns of family communication, commitment and support within the family unit, and a positive attitude with regard to new experiences and challenges facilitate family adaptation and resilience, while negative patterns of communication within the family were found to be inversely related to family adaptation. An inverse association was also found between age of the child with a disability and family adaptation. These findings suggest some possible avenues of intervention by which the adaptation of families with a child with a developmental disability in South Africa can be facilitated or supported.
AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid verwys na die gesin se vermoë om terugslae en teenspoed te oorkom deur die gebruik van bestaande en aangeleerde sterktes en hulpbronne. Die doel van die huidige studie was om kwaliteite te identifiseer wat tot die aanpassing, en dus veerkragtigheid, van gesinne met ‘n kind met ‘n ontwikkelingsgestremdheid bydra. Die studie is gebaseer op die teoretiese raamwerke wat deur McCubbin en McCubbin (1996) en Walsh (2003) voorgestel is, naamlik die Family Resiliency Model of Family Stress, Adjustment and Adaptation en die Family Resilience Framework. Veertig gesinne van ‘n kind met ‘n ontwikkelingsgestremdheid wat in die Bolandgebied in die Wes-Kaap bly, het aan die studie deelgeneem. ‘n Reeks kwantitatiewe vraelyste en ‘n oopeinde-vraag is deur een ouer van elke gesin voltooi. Hierdie vraelyste en oopeinde-vraag was gerig op die identifisering van sterktes en hulpbronne wat tot die suksesvolle aanpassing van die gesin bydra. Die kwantitatiewe data is ontleed deur gebruik te maak van variansieontleding, die berekening van Pearson-produkmomentkorrelasies en meerregressie-ontledings. Die kwalitatiewe data is ontleed deur gebruik te maak van tematiese inhoudsontleding. Die kwantitatiewe en kwalitatiewe ontledings het getoon dat aanvaarding van die situasie, positiewe kommunikasie tussen gesinslede, toegewydheid tot die gesin, gesinseenheid en ‘n positiewe houding om krisisse as `n uitdaging te beskou, belangrike veerkragtigheidskwaliteite is, terwyl negatiewe en opruiende kommunikasie in die gesin omgekeerd met aanpassing verband hou. ‘n Omgekeerde verband is ook gevind tussen gesinsaanpassing en die ouderdom van die kind met ‘n gestremdheid. Hierdie bevindings kan bydra tot die ontwikkeling van ingrypingsprogramme waardeur die aanpassing van Suid-Afrikaanse gesinne met ‘n kind met ‘n gestremdheid gefasiliteer en ondersteun kan word.
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Orme, John G., Donna J. Cherry und Taylor E. Krcek. „Who Is Willing to Foster Children With Disabilities?“ Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7639.
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Children with disabilities represent a significant and increasing proportion of children in foster care. In a national sample of 304 foster mothers we identified two groups of mothers, one willing to foster children with any type of disability except HIV/AIDS (51%) (Unconditional mothers), and a second group who were more selective (49%) (Selective mothers). Unconditional mothers fostered longer, fostered more children, and had more foster children in their homes.
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Wilder, Jenny. „Proximal processes of children with profound multiple disabilities“. Doctoral thesis, Stockholm : Department of Psychology, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8140.
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Chambers, Cynthia R. „Teaching Children with Moderate/Severe or Multiple Disabilities“. Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.
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Hoofman, Jessica. „Effects of Alternative Seating on Children with Disabilities“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7522.
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Children with disabilities in school settings often display problem behavior. These challenging behaviors can be inattention, disruptions in class, difficulties with transitions between tasks, and low task motivation. These types of behaviors can lead to problems for the students with their peers, teachers, and school staff. One way to decrease problem behavior is to implement antecedent manipulations to prevent problem behavior from ever occurring. One type of antecedent manipulation is using alternative seating in the classroom, such as stability balls or stabili-t stools. However, little research has been conducted to evaluate different types of alternative seating, therefore this study used an alternating treatments design to evaluate the effects of stability balls versus stabili-t stools on in-seat and on-task behavior in an academic setting. Results indicated increases in both in-seat and on-task behavior with the use of both alternative types of seating. In-seat behavior increased more substantially then on-task behavior with alternative seating. Social validity results indicated that stability balls were not well liked by teachers and therapists, however the stabili-t stools were found to be acceptable. Both types of alternative seating were chosen by participants in the choice phase, however the stabili-t stool was chosen more often.
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Mpontshane, Nozipho Bethusile. „The experiences of parents of children with disabilities“. Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1561.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Masters in Community Work in the Department of Social Work at the University Of Zululand, South Africa, 2017Parents of a child with a disability cope with greater demands than those living with a healthy child. The purpose of this qualitative study was to provide insights into the experiences of parents of children with disabilities. The research was located in the phenomenological framework. Seven parents who are residing within uThungulu District municipality and whose children were diagnosed with disability participated in the study. They were selected though purposive sampling. In-depth interviews were conducted with them to gain in-depth insights into their experiences. Content analysis was used to analyse data gathered through in-depth interviews and five themes emerged i.e. parents’ realisation of the child disability, reaction towards the realisation of the child’s disability, the essence of parenting a child with a disability, parents’ social support and the needs identified by parents. Findings of the study indicated that parents do not alter their parenting. On the contrary, they modify it to accommodate the children with disability. Secondly, it transpired in the study that several challenges are faced by parents in raising their children with disability. These challenges include, among others, lack of financial resources, finding a suitable school for their children with disability, care giving challenges, lack of suitable housing and transport allocated for children with disability. It also transpired that there are support structures within their communities despite there being no programs to support them.
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Forman, Yulika E. „The state is fighting against our children : parental advocacy on behalf of children with disabilities in Moscow, Russia /“. Thesis, Connect to Dissertations & Theses @ Tufts University, 2005.
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Thesis (Ph.D.)--Tufts University, 2005.Advisers: Donald Wertlieb; Jayanthi Mistry. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 138-156). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Bains, Randhir S. „The efficacy of the Das Naglieri Cognitive Assessment System to discriminate between children with reading disabilities and children without reading disabilities“. Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2457.
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The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.
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Lau, Luen-fong Sandra. „Severely mentally handicapped school leavers in Hong Kong preparation & placement /“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862607X.
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Pang, Cheung-yin Rebecca. „Early education and training centres in Hong Kong a historical and evaluative analysis /“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627073.
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Al-Hilawani, Yasser A. „Levels of processing in mild disabilities“. Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917826.
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This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not reveal significant differences among "normal" students, students with learning disabilities, and students with emotional handicap. Nor were there significant differences between students with learning disabilities and those with mild mental handicap. Further, the statistical analysis revealed that the interaction among the four groups of students, encoding levels of processing, and types of retrieval cues was not significant. However, a significant interaction was found between types of retrieval cues and encoding levels of processing. The data on the memory test showed that the mean number correct for all students was the highest when stimulus words were presented and encoded semantically and retrieved using a congruent semantic cue. A mismatch between encoding processing conditions and retrieval cues produced poor memory performance regardless of levels of processing. The findings indicate that appropriate use of levels of processing, congruity, and encoding specificity for retrieval cues enhances recall of information. Recommendations for classroom instructions and future research are discussed.Department of Special Education
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Litvack, Marla S. „High-and average-achieving childrens' attitudes toward classmates with disabilities“. Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85020.
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This study investigated the attitudes toward disability on the part of children with special needs, average-achieving children, and high-achieving children as well as the latter two groups' experiences in inclusive elementary school classes. According to the Attitudes Toward Disabled Persons Questionnaire (ATDP), attitudes toward disability did not differ according to achievement level (p = .099). However, females were significantly more accepting than males (p = .008). In classes where the most severe disability was a mental handicap, children held significantly more positive attitudes toward disability than those who had classmates with learning, behavioral, or severe developmental disorders (p = .026). Based on interview data, average- and high-achieving children shared similar perceptions about their experiences in inclusive classes. Both groups frequently noted that classmates with disabilities enjoyed similar activities as nondisabled classmates yet exhibited more frequent inappropriate behavior. Interviewees most often acknowledged as their first response that making new friends was a benefit for children with special needs and that dealing with their disability was difficult. Learning about disabilities was viewed as a benefit for nondisabled children while feeling comfortable with their classmate with disabilities was seen as challenging. When questioned about the ramifications of inclusion on their academics, high-achievers were significantly more likely to report that they learned less (p = .01). Results are discussed in light of sensitivity theories that would predict high-achievers to be more accepting of disability because they are attuned to their classmates with disabilities' needs, and theories suggesting that high-achieving children whose academic needs are unmet may develop negative attitudes toward children with disabilities.
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Brown, Andrea E. „Social competence in peer-accepted children with learning disabilities“. Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.
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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.
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Reynolds-Brewer, Gaynell D. McCarty Toni Morreau Lanny E. „Perceptions held by parents, teachers and elementary-age students with mild disabilities of the importance and responsibility for development of career goals“. Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803736.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Toni McCarty, Lanny Morreau (co-chairs), Kenneth Strand, Ming-Gon John Lian. Includes bibliographical references (leaves 76-88) and abstract. Also available in print.
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Ryan, Trina Catherine. „Children with disabilities need protection too! : a module to improve investigative practices of the Royal Newfoundland Constabulary when interviewing children with disabilities /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62421.pdf.
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Rubensson, Andreas. „Visualization of Music Designed for Children with Severe Disabilities“. Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-334016.
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The children participating in the MUMIn-project at the special school Årstagrundsärskola are already developing their learning skills and creativity through music.Although they have a problem. They have not used a program that visualizes the music played in a way that is understandable and rewarding. In order to furtherdevelop their skills in cause-effect relationships, such a program is highly sought after. By creating an application designed to be run on a computer at the same time as thechildren are playing music on MIDI-instruments connected to the same computer, theproblem could be solved. The visualizations would be shown on a projected screen and display animations that were designed to be as easy to understand as possible butstill have room for further exploration if they would be too simple for some of the children. Even though the children were on different skill levels, how they played music along with the visualizations showed that the created application both helps thechildren to connect cause-effect relationships and also help develop other skills like for example motor skills. The created application could because of these results be avery useful learning tool in further work in the MUMIn-project.
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Brown, Andrea Elizabeth. „Social competence in peer-accepted children with learning disabilities“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/NQ55306.pdf.
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Penny, Anne Marie. „School access, children with motor disabilities in rural Uganda“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62560.pdf.
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Mizusawa, Risa. „Sleep problems in children with disabilities : behavioural family interventions“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2358.
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Sleep problems are frequently reported in children and studies indicate that
approximately 15 to 30% of children experience some form of sleep difficulty (Partinen &
Hublin, 2000; Richman, 1981; Zuckerman, Stevenson, & Bailey, 1987). Children's sleep
problems often impact on family members, in particular parents, causing a considerable
amount of stress and frustration. Difficulties with sleep are a common problem for typically
developing children; however, research indicates that the incidence of sleep problems is even
higher in the disabilities population (Didden, Korzillius, van Aperlo, Overloop, & de Vries,
2002; Espie & Tweedie, 1991; Richdale, Francis, Gavidia-Payne, & Cotton, 2000; Saxby &
Morgan, 1983). This has implications for families already under considerable amounts of
stress and pressure of having a child with a disability.
The present study aimed to treat persistent sleep problems in children with disabilities
using family behavioural intervention methods. A range of behavioural strategies was utilised
to reduce sleep problems such as bed refusal, sleep onset delay, night waking, co-sleeping,
and nightmares. Techniques such as a positive bedtime routine, reward systems, the parental
presence programme, standard and modified extinction were used. In one case, a short-term
decremental dose of a mild sedative (trimeprazine tartrate) was used in the initial stages of
implementing a behavioural intervention to reduce child and parent distress. A "fear busting
and monster taming" programme (White, 1985) was employed in conjunction with other
behavioural techniques to reduce the occurrence of nightmares in another child. The results
indicate that behavioural family interventions are effective in treating sleep problems in
children with disabilities. The majority of the sleep behaviours targeted for intervention were
eliminated or reduced to low levels of occurrence with 9 out of 11 target behaviours rated as
showing a substantial improvement. These positives changes were maintained at follow-up
with the exception of co-sleeping in Case Study Two. The social validity for the programmes
was high and caregivers reported satisfaction.
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Kobe, Frank H. III. „Depression in Children with Mental Retardation and Developmental Disabilities“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392812462.
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Kobe, Frank H. „Depression in children with mental retardation and developmental disabilities /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507504852.
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Stein, Pamela Ann. „Correlates of manifest anxiety in children with learning disabilities“. Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184788.
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Hypotheses were proposed suggesting that learning disabilities predispose individuals toward anxiety and that special education intervention moderates the manifestation of anxiety. A regression analysis was performed with the outcome variable of Total Anxiety from The Revised Children's Manifest Anxiety Scale (RCMAS; Reynolds & Richmond, 1985) with data from 91 elementary students with learning disabilities. Predictor variables included Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) Full Scale Intelligence Quotient (IQ), absolute WISC-R Verbal-Performance IQ differences, discrepancies between WISC-R Full Scale IQs and Woodcock-Johnson Psycho-Educational Battery (WJPEB; Woodcock & Johnson, 1977) achievement scores, percentage of special education intervention per day and percentage of special education per student's total school experience. A stepwise regression analysis resulted in Full Scale IQ (R² =.075) and percentage of special education per day (R² change =.050), as the only variables entered and retained in the equation to predict RCMAS Total Anxiety. The relationship between special education per day and Total Anxiety was positive (Pearson r =.27), which was opposite the hypothesized direction. When entered last in the complete prediction model, special education per day had a significant (p < .05) part correlation of.23. Full Scale IQ had a significant Pearson correlation with RCMAS Total Anxiety (r = -.27) but the part correlation (r = -.20) did not retain significance when the effects of the other predictor variables were held constant. The Learning Disabilities (LD) subject group had a mean Total Anxiety score of 50.6 (SD = 11.7), which was not significantly different than the RCMAS normative group. Separate stepwise regression analyses with outcome variables of the RCMAS factor scores identified predictor variables of Full Scale IQ, percentage of special education per day, or both as best predictors. Special education per total school experience had a significant part correlation (r = -.23) with the Physiological Anxiety factor when entered last in the complete prediction model. The need for cross-validation and further study is emphasized. Alternative explanations for the results of the present study are presented.
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Hamway, Rose Marie. „The treatment of depression in children with learning disabilities“. Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187150.
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Research indicates that a relationship exists between depression and impaired cognitive functioning. When depression is treated, improvements occur in cognitive functioning, both for children and adults. A great many children with LD evidence coexisting symptoms of depression, yet research is non-existent regarding the treatment of depression in special education populations and possible improvements in academic functioning. This study utilized a multiple-probe design to identify the effects of a cognitive-behavioral intervention on academic variables in four adolescent participants identified as learning disabled and depressed. Homework completion and on-task behaviors were the two dependent measures as well as pre-and post-data on the levels of depressive symptomology and self-concept. The results showed that decreasing the symptoms of depression in the participants resulted in increased homework completion and on-task behaviors in the classroom which were maintained for two weeks post-intervention. Future research is needed to evaluate the long term maintenance and generalizability of the effects of this procedure.
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Melling-Williams, Natalie Ruth. „Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study /“. Link to the online version, 2005. http://hdl.handle.net/10019/1109.
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O'Leary, Catherine Carlisle. „The early childhood family check-up : a brief intervention for at-risk families with preschool-aged children /“. view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018385.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 107-117). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3018385.
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Popowich, Amy J. „Peer relations of children with learning disabilities an ethnographic approach /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59197.pdf.
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Varghese, Bobby John. „Oral health status and attitudes of visually impaired children and adolescents in Hong Kong“. Thesis, Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22096139.
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Prellwitz, Maria. „Playground accessibility and usability for children with disabilities : experiences of children, parents and professionals“. Doctoral thesis, Luleå tekniska universitet, Hälsa och rehabilitering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-62215.
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Studies have identified barriers in the physical environment causing restricted participation in play activities for children with disabilities. Therefore, was the overall aim of this thesis to identify and explore aspects of playground accessibility and usability for children with disabilities based on the experiences of children, parents and professionals. The design of the thesis includes four studies examining different aspects of playground accessibility and usability. Data were collected in Study I through interviews with creators of playgrounds (i.e., persons in a municipality responsible for playgrounds), and with users of playgrounds (i.e., children with restricted mobility, and adults that accompany the children to playgrounds). Data in Study II were collected using a questionnaire completed by persons responsible for playgrounds in 41 municipalities of northern Sweden. In Study III, data were collected through interviews of children with different abilities and in Study IV parents of children with disabilities were interviewed regarding playground design. Data from the interviews were analysed qualitatively while data from the questionnaire were analysed using descriptive statistics. Results of the studies showed that persons responsible for playgrounds have not always considered accessibility for children with disabilities. In fact, many of them had never thought about the issue and also expressed a lack of knowledge needed for building accessible playgrounds (I, II). Further, based on children’s experience, playgrounds are important environments for all children, but these are not accessible and usable for all (III). According to the parents, playgrounds do not support play or social interaction for children with disabilities and the design of most playgrounds made their children dependent on adult support. This in turn limited contact with peers and causing the children a sense of being different (IV). To conclude, the results showed that playgrounds are not an accessible or usable environment for many children with disabilities in Sweden. This has affected children with disabilities in negative ways that in turn can cause play deprivation, dependency and stigmatization. The results also indicated that there seems to be lack of awareness regarding children’s rights in society and legislation that governs playgrounds.
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Cummins, Tamara L. „Stability of Wechsler Intelligence Scale for Children-III Scores in children with learning disabilities“. Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203647.
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The purpose of this study was to investigate the stability of Wechsler Intelligence Scale for Children-III (WISC-III) test scores in children with Learning Disabilities. Previous research has suggested that some children with Learning Disabilities do not demonstrate the same stability of performance, over time, on the Wechsler as many children in the general population.The sample utilized in this study consisted of 214 children who had been identified as having Learning Disabilities. WISC-III data was collected through archival review of education files.Test-retest stability for the WISC-III over a period of approximately three years was assessed using correlational and t-test data. For the total sample, three year test-retest correlations for the Verbal IQ, Performance IQ, and Full Scale IQ were .67, .73, and .74, respectively. However, Verbal IQ, Full Scale IQ, and Verbal Index scores were observed to drop significantly between testings. Mean score differences for the Verbal IQ and Verbal Comprehension scales were slightly over three points. The mean difference for the Full Scale IQ was slightly less than two points.Analysis of individual scores indicated considerable variability, with some students decreasing as much as 30 or increasing as much as 37 IQ points at the time of retesting. Analysis of distribution of score differences suggested that the children with Learning Disabilities in this sample demonstrated more variability in performance, overall, than might be anticipated in the general population.Department of Educational Psychology
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Fedie, Judy. „Outcome assessment of nutrition screening for children with special health care needs as a best practice recommendation in the Wisconsin Birth-to-3 Program“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007fediej.pdf.
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