Dissertationen: „Children with mental disabilities“

1

Lee, Ho-yee Flora. „Parents' knowledge about mental retardation and their attitudes towards their mentally“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.

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2

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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3

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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4

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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5

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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6

Chung, See-lung. „The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculum area /“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304087.

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7

Lee, Mo-ling. „Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

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8

Loo, Kin-hung. „Direct instruction and storytelling in the language acquisition of children with mental handicap“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626883.

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9

Anderson, Kecia C. „Parent/guardian attitudes toward mainstreaming children with severe mental disabilities“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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10

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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11

McManus, Suzanne Bells. „Enhancing positive early childhood mental health outcomes in young children /“. Connect to title online (ProQuest), 2009. http://proquest.umi.com/pqdweb?did=1790314811&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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12

Coomer, Rachel. „Experiences of parents of children with mental disability regarding access to mental health care“. Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6969_1319019499.

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The purpose of this study was to explore the challenges parents of children with mental health disabilities and disorders in Namibia face when attempting to access mental healthcare resources. The study used a qualitative exploratory approach. Purposive sampling was used to include parents, caregivers and relatives of children with metal health disabilities and disorders. The sample also included key informants. Data was collected through focus group discussions with the participants and individual interviews with the key informants. Overall, a total of 41 people provided information for this study. Thematic data analysis was used to assess the data. The results suggest that parents/caregivers and relatives of children with mental health disabilities and disorders do experience barriers accessing mental health care. The challenges go beyond commonly-reported problems in the literature such as stigma and discrimination and include basic challenges such as a lack of transportation to healthcare services and a lack of acceptance of the mental health disorders by the parents. The study offers recommendations for how service provision can be improved and how parents of children with mental health challenges can have better access to services.

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13

Beck, Alexandra. „Maternal expressed emotion towards children with and without learning disabilities“. Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273879.

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14

Lau, Man-yee. „Cohesion in narratives of Cantonese-speaking children with and without mental retardation“. Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207925.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

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15

Chong, Ngar-yin. „Factors affecting older parents in making long-term plans for their adult mentally handicapped children still living at home /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013129X.

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16

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.

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17

Smith, Patricia Gallagher. „Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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18

Lau, Luen-fong Sandra, und 劉鑾芳. „Severely mentally handicapped school leavers in Hong Kong: preparation & placement“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862607X.

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19

Leung, Lai-ngor Jacka. „Understanding of indirect imperative in Cantonese speaking children with mental retardation“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209661.

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Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

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20

Tso, Shu-fai. „The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135981.

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21

Leung, Nga-chi Teresa. „Repair strategies used by Cantonese-speaking children with and without mental handicap“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209685.

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Thesis (B.Sc)--University of Hong Kong, 1998.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

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22

Ma, Oi Yee Regine. „Physical activity in school environment for students with mental retardation“. HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

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23

Wicks, Keren. „"Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /“. Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.

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24

Carter, David E. „Diagnostic and classification accuracy for mildly mentally handicapped children“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31112.

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The purpose of this study was to examine the diagnostic and classification accuracy of placement decisions for Mildly/Educably Mentally Handicapped (M/EMH) children in British Columbia. Evidence from the United States suggests that classification decisions are often made on the basis of idiosyncratic student behaviours and the subjective opinions of educators, not on the basis of empirical evidence. Although Canadian special education practice is often based on that of the U.S., no major study of the accuracy of diagnosis and classification has been undertaken in this country. Based on a review of the literature, internationally accepted criteria for the diagnosis and classification of M/EMH students were formulated. In addition, variables that might influence the use of these criteria were identified. Elementary age students from two metropolitan Vancouver school districts who had been suspected of being M/EMH during a two-year period served as subjects (n=106). Of these 57 were classififed as M/EMH and 49 were classified as regular education. An evaluation of IQ, adaptive behaviour, reading and arithmetic achievement, maladaption, and visual and hearing acuity was performed for each subject. Preliminary data analyses permitted the formation of an achievement composite score and the pooling of subjects from the two districts. Using an internationally accepted two-factor diagnostic model, analyses were performed to investigate the classification accuracy for the sample. Cut-off criteria used with the two-factor model were adjusted to those of both the American Association for Mental Deficiency and the draft B.C. Special Education Guidelines. Where subjects could not be confirmed by the application of these models, sources of classification error were identified. Next, a series of discriminant function analyses, each representing a historical step in the development of diagnostic and classification models, were performed and the classification accuracy of each examined. Finally, a full model of all measured variables was examined using both a forced discriminant function procedure and a step-wise technique. The findings suggested that a combination of the adaptive behaviour, IQ, and achievement variables provided the highest classification accuracy. This result is consistent with much of the research from the U.S. IQ scores were found to consistently dominate classification decisions. In addition, academic achievement proved to be a valid predictor, either in combination with social adaptation or maladaption. However, maladaptive behaviour, whenever entered with social adaptation, overwhelmed the latter as a descriminator of group membership. The highest classification rate for the total sample was 92.0% for the combination of adaptive behaviour, IQ, and academic achievement. Although visual and hearing acuity were not found to be related to group membership, it was discovered that testing for these variables was not occurring in the districts studied in accordance with accepted best practice. A disproportionate number of M/EMH students proved to be untestable using school-based audiological and visual sweep testing techniques. In cases of untestability, the assumption that the child can see and hear within normal tolerances appears to be made, and efforts to use alternative testing procedures are not pursued. In addition, visual and hearing testing appears to occur after the administration of standardized cognitive tests, and not before, as best practices would dictate. The principal contributions of this research are (1) that it is the first major study of diagnostic and classification accuracy with a Canadian M/EMH population, (2) that it advises the inclusion of academic achievement as a domain of adaptive behaviour based on empirical evidence of the importance of that variable in diagnosing M/EMH, and (3) it examines the role of auditory and visual acuity testing in M/EMH diagnosis and classification.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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25

Kwan, Ho Shiu-fong Cecilia. „The role of parent training in the management of mentally handicapped children“. [Hong Kong] : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322398.

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26

Li, Ping-ying Eria. „Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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27

Stephenson, J. R., of Western Sydney Nepean University und Faculty of Education. „Acquisition of graphic symbol use by students with severe intellectual disability“. THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.
Doctor of Philosophy (PhD)

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28

Lui, Kwong Man. „Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778658.

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29

Barry, Janet Lynn. „Addressing social sexual skills and developmental disability during the formative years : parental perspectives on services“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31033.

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In this thesis based on survey methodology, a questionnaire was distributed to 36 parents who were raising a child with a developmental disability. Parents were asked about their views on social sexual skills development during the formative years, their satisfaction with available social sexual services and the importance they attached to these services. A parent group interview was conducted to enhance understanding of this area. Findings indicated that parents do support social sexual skill development for their children and teens. Parents also indicated that it was important for parents to have access to relevant social sexual services.

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30

Rikhotso, Tsakani Glory. „Phenomenological experiences of mothers of children with mental retardation in Mopani and Vhembe districts, Limpopo Province“. Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1444.

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Thesis (M.A. (Psychology)) --University of Limpopo, 2013
This study explored the phenomenological experiences of mothers of children with mental retardation in two special schools (i.e. Fulufhelo and Pfunanani). The former is in Vhembe while the later is situated in Mopani district in Limpopo province. A qualitative approach was followed and participants were selected using purposive sampling. The sample consisted of 24 members (12 for individual interviews and 12 for focus group) whose children were diagnosed with mental retardation at the time of the study. Data were collected through unstructured interviews and analysed using interpretative phenomenological analysis. The following psychological themes emerged from the study: mothers’ subjective understanding of mental retardation; mothers’ understanding of the causes of mental retardation; living with a mental retarded child; psychological reactions of mothers to a diagnosis of mental retardation and mothers’ causal explanation of mental retardation. The present study discovered that all families with mentally retarded children are directly or indirectly affected by this condition.

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31

Ho, Anna. „Profiles of communicative abilities in Hong Kong autistic children“. Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209909.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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32

Thomas, Peter G. „Vigilance performance of mildly mentally retarded children and adults /“. Title page, contents and summary only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09pht4593.pdf.

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33

Wong, Kathy. „Caring for children with mental handicap: therelationship between family accommodation and parental psychologicalhealth“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791364.

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34

Cheung, Chi-ming Terence, und 張志明. „Mildly mentally handicapped students' friendship pattern: exploring methods to involve neglectees“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957109.

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35

Leung, Hoi-san. „A boarding school mentally retarded children /“. Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982074.

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36

Mui, Chak-pong Michael. „Effectiveness of small group instruction for children with severe mental handicap“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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37

Leung, Hoi-san. „A boarding school :bmentally retarded children /“. Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945269.

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38

Reed, Holly Kay. „Using trans-situational interventions to build behavior supports across multiple environments /“. view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061963.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 93-98). Also available for download via the World Wide Web; free to University of Oregon users.

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39

鍾國棟 und Kwok-tung Michael Chung. „The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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40

Herbranson, Marcheta. „Activities to increase the social awareness of learning handicapped children in kindergarten“. CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.

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41

Passier, Alyda M. „Social adjustment and language : a study of their relationship in learning disabled children“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65533.

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42

Hatt, Allyson Lesly. „Angelman's syndrome case study and appropriate educational curriculum“. Lynchburg, Va. : Liberty University, 1988. http://digitalcommons.liberty.edu.

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43

Bennett, R. Neil. „And yet there is room the church's ministry to mentally handicapped children and their families /“. Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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44

Samalot-Rivera, Amaury. „The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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45

DeMeurers, Patricia King. „Transitions from early childhood special education to kindergarten : a study of three transition plans and their effectiveness as reported by families and kindergarten teachers /“. view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987229.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-183). Also available for download via the World Wide Web; free to University of Oregon users.

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46

Afana, Margaret Cecilia. „The most appropriate educational placement for seriously emotionally disturbed children in residential care“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1191.

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This research project utilized a post-positivist design for the purpose of exploring and determining the most appropriate educational placement for seriously emotionally disturbed children who reside in residential care and who are considered to be "high risk," both educationally and socially. It was the goal of the study, through qualitative research, to establish a basis for the successful education and social integration of SED children.

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47

Ankney, Barry Brickell John L. „The use of computer assisted instruction with educable mentally handicapped students implications for administrative decision making /“. Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806851.

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Thesis (Ph. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 19, 2005. Dissertation Committee: John L. Brickell (chair), David L. Franklin, Patricia H. Klass, John R. McCarthy, Lanny E. Morreau. Includes bibliographical references (leaves 128-136) and abstract. Also available in print.

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48

Lee, Ji Hyun. „Group Art Therapy and Self-Care for Mothers of Children with Disabilities“. Thesis, Lesley University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641805.

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The purpose of this study was to examine the effectiveness of a group art therapy intervention on psychological well-being of Korean mothers of children with disabilities. This study employed a quasi-experimental pre- and post-test research design with non-random assignment of participants to either the art therapy intervention group (AG) or the control group (CG). The present study quantitatively examined the effectiveness of the group art therapy intervention using four standardized measurements (Parental Distress sub-scale from Parenting Stress Index-Short Form, Perceived Stress Scale, Beck Depression Inventory-II, & The Multidimensional Scale for Social Support) assessing parenting stress, perceived stress, depression, and perceived social support. In addition, the Draw-a-Person-in-the-Rain (the DAPR) assessment with numerical scoring system was used to assess the mothers’ stress.

A total of 44 participants from multiple regions across Korea were included, and mothers in AG (n = 22) participated in 6 sessions of 100 minutes in length. The results of the statistical analysis showed significant differences between the two groups in parenting stress, perceived stress, and depression with those in the AG reporting a greater decrease in parenting stress, perceived stress, and depression than those in the CG. In terms of perceived social support, no significant difference was found between the AG and the CG. The results of the DAPR-Stress scale showed that stress indicators on the post-drawing assessment decreased significantly compared to the pre-drawing assessment after participating in the art therapy intervention. Thus, the art-based projective drawing assessment (the DAPR) supported the quantitative results of the art therapy intervention on decreasing stress. Overall findings support the effectiveness of the group art therapy intervention in enhancing psychological well-being of Korean mothers of children with disabilities.

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Poth, Katalin N. „An analysis of the strategies used by intellectually disabled children when learning to add small numbers“. Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22619.

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There has been a growing trend towards integrating persons with disabilities into community life. Mathematics is important to the success of such an initiative, but very little attention has been given to this area. This paper presents the results of a four-year study examining the strategies used by intellectually disabled children when adding numbers.
At the beginning of the study, all subjects could count to 10 and recognize numbers to 10, but most could not add. Subjects were evaluated each year on their ability to solve addition problems with sums no greater than nine. Subjects were divided into three groups based on first year results. Those in group 1 demonstrated no knowledge of addition, group 2 used the erroneous strategy of adding one to an addend, and group 3 included children with Down Syndrome who used a variety of strategies.
Over the next three years, subjects, in general, progressed in a manner similar to nondisabled children with regard to strategies, the order in which they were developed, error patterns, and the order in which number pairs were memorized.

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Sipambo, Sindiswa. „The impact of the mentally retarded child on the family living in the rural areas of the Transkei“. Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1006502.

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This research was designed to do four things: first to discover what problems face caregivers who bring up handicapped children in their own homes; second, what community resources are available or which should be available to assist the mentally retarded and his family to cope with the problem; third, social policy measures available through the Transkei government, e.g. single care grant and disability grant and under what conditions are they available and whether other resources/services are available, and fourth, to find out from caregivers themselves how well the social services, although limited which are intended to help them and their children work in practice, more specifically in rural areas especially when community and public sector measures are highly circumscribed. The lack of resources for mentally retarded children and their families in Transkei and particularly the Sterkspruit district raised some questions in the researcher's mind on how to rear a mentally retarded child in this area. Data was gathered from a sample of all mentally retarded children who are single care grant recipients. The subjects were the mothers of these children or the present custodian about the time of the study. Information was also gathered from the social workers in the district mainly from their case files in the office. The sample was sufficient for the study to be meaningful and well represented and to eliminate guesses and assumptions about the lives of mentally handicapped children and their families. Findings reveal that caring for a mentally retarded child is a demanding task with varying levels of stress. Families of the retarded, in general, tend to have more problems in individual and marital adjustment, child-rearing practices, and sibling relationship. They are significantly affected - socially, economically and emotionally - by mental retardation. Support systems both formal and informal, were a great single source of help for these families for them to cope with these children. Recommendations for better quality of life for both the handicapped child and his family are given in the last chapter, and they are most suitable for undertaking by the Welfare and Education Departments. It is not the purpose of this study to give advice to parents on how to bring up their handicapped children. Often using the mothers' own words, the researcher only presents the picture given by the parents themselves of how they actually learn to live with a handicapped child

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Dissertationen zum Thema „Children with mental disabilities“

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