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1
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.
2
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)
3
Crane, Sarah Elizabeth Rachel. „Foucault, disability studies, and mental health diagnoses in children| An analysis of discourse and the social construction of disability“. Thesis, Lewis and Clark College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010997.
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This study set out to understand the lived experience of children with mental health diagnoses. With the Foucaldian concepts of historicizing, biopower, power and nominalism, combined with the Disability Studies concepts of the social construction of disability, normative culture, and child voice, the study focused on six boys with mental health diagnoses placed in a summer day treatment program. Data collection included child interviews, field observations in the day treatment center, and the review of documentary evidence including educational files, and treatment center artifacts. The data were analyzed for individual child stories, file review data comparison, turn taking, and pieces of the conceptual framework.
Critical discourse analysis determined decades of social construction and normative culture were at play in both the child experiences and in the researcher’s gathering and understanding of the data. Despite the purpose of the research to step away from these influences and allow the participants’ stories to organically emerge, the researcher co-produced truth with the children that reinforced the status quo. The three themes emerging from the initial data analysis of child sense of self, adult knowledge & power, and child power led to a revised conceptual framework with power as a more constant, fluid piece of the children’s lived experiences. Further analysis suggests historicizing, nominalism, biopower, social construction, and normative culture, while seemingly invisible, are constantly interacting and leaning on each other to create the researcher’s lens and reality as well as the participant lived experiences. Power moves among the pieces while holding them together.
4
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.
5
Cohen, Gazith Karen. „Coping strategies of children with an intellectual disability in regular and special classrooms“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.
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Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses delineated several factors within both environments that influence children's coping efforts such as dependency on adults, external control, the quality of instruction, the social organization of the classroom, and the lack of direct instruction in developing children's adaptive coping efforts. Recommendations from the current study focus on the need for children with an intellectual disability to be provided with direct instruction of adaptive coping behaviors and facilitated opportunities to learn through trial and error in order to become more autonomous copers.
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Strachan, Sarah-Jessica. „An investigation of stress experienced by caregivers of children with intellectual disability in a Western Cape Province population“. Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/30993.
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Background: Intellectual disability (ID) is described as a neurodevelopmental disorder which occurs during the developmental period and impacts intellectual as well as adaptive functioning across social, cognitive and practical domains. Approximately 3 percent of the South African population has mild to severe forms of ID. It is well described that caregivers of children with ID and other developmental disorders have higher levels of stress related to caring for their child than parents with typically developing children. However, little research has been reported in the South African context. Objectives: 1. To determine the nature and extent of self-reported symptoms of stress in caregivers of children with intellectual disabilities. 2. To establish which demographic variables and child factors are associated with carer stress. 3. To compare the nature and extent of self-reported stress and demographic and child variables associated with stress in carers of children with intellectual disability with the same measures reported by carers whose children are developing typically. Methods: This was a purposive, descriptive analytical study. Participants were 59 caregivers whose children attended Red Cross War Memorial Children’s Hospital outpatient clinics. The ID group comprised 35 caregivers of children with ID. The control Non-ID group had 24 caregivers of typically developing children. The children’s ages ranged from 2 to 10 years. Caregivers were administered a set of four questionnaires: a demographic questionnaire; the Parent Stress Index; the Hospital Anxiety and Depression Scale and the Aberrant Behaviour Checklist that rated the children’s behaviour. The data were analysed using IBM SPSS. Results: Both the ID and Non-ID groups showed elevated scores for self-reported anxiety. The ID group of caregivers reported significantly more problem behaviours in their children than the caregivers in the Non-ID group. Hyperactive behaviour predicted for depression in the caregiver ID group which also reported higher levels of stress and significantly higher levels of depression than the Non-ID group. 49 percent of the ID group caregivers reported levels of depression in the clinical range. Further, the ID group reported significantly more financial difficulties and also more appointments for their child at health facilities than the control group. Conclusion: Carers in this study setting experienced similar stresses and described similar child behavioural problems as those reported internationally. A significant finding was the high rate of caregivers of children with ID whose depression scores were in the clinical range. Child behaviour was a significant factor associated with caregiver stress and anxiety in both study groups and with depression in caregivers of children with ID. The study findings have implications for the mental health and behavioural support needs of both caregivers of typically developing children and caregivers of children with ID and for a range of services that provide this support.
7
Bleazard, Adele. „The experiences of two children with intellectual disability : a case study“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.
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Thesis (MEdPsych)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood.
AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.
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Satterly, Roig Jamie Lee. „TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS“. UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/176.
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Within an experimental vignette design, 224 certified teachers participated in this online study by completing a researcher created rating scale that assessed expectations for a child described in a randomly assigned vignette; a child without mental illness, a child identified with an emotional behavioral disorder, and a child identified as returning from acute psychiatric care. Results from the current study revealed reliable scales; learning, cooperation, self-control, and teacher self-efficacy. Findings indicated teachers reported significantly different expectations for children identified with mental illness in comparison to typical children in the areas of self-control and cooperation; specifically, teachers reported lower expectations for students to use self-control and cooperate if they have a history of the label Emotional Behavioral Disability (EBD). Further, teacher certification in the area of special education was a predictor for ratings of teacher self-efficacy to work with children labeled with EBD or a psychiatric hospitalization. In the whole sample, special education certification was a predictor variable for ratings of expectations for teacher self-efficacy. Years experience also predicted teacher self-efficacy. The results of the current study help support the argument for teachers to receive more training to assist children with mental illness and psychological problems, as participant responses clearly indicated a need for additional training and assistance when presented with challenging cases in the real world.
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Persson, Mattias. „Economic Evaluation of Mental Health Interventions for Children and Adolescents : the Case of Sweden“. Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52881.
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The focus of this thesis is economic evaluations of programs and interventions regarding children and adolescents with mental health issues, victimization, and intellectual disabilities (ID). The first paper examines a potential link between mental health issues among adolescent and the class-size of the school class they are enrolled in. The class-size and schools’ financial resources is often at the center of policy debates. Our results suggest that there is no evidence that larger classes have negative impact on the mental health for adolescents in a Swedish context. The second paper investigate the societal willingness to pay (WTP) to reduce bullying in Swedish schools. The results suggest that the tax payers WTP is about 5 SEK and the societal is about 600 000 SEK per reduced bullying victim. This value of WTP could be used as a measure to evaluate different investments in anti-bullying programs and efforts to reduce the bullying in schools. The third paper estimates the cost-effectiveness of one recently introduced antibullying program, the Finnish KiVa program, one of the few evidence based programs in the world. Based on a decision-analytic model, the results indicate that the KiVa program is a cost-effective program that has a cost per reduced victim well below the WTP as estimated in the second paper as documented above. The fourth paper evaluates, from the municipality perspective, the effects of investing in a SE program compared to “business as usual” in order to increase the likelihood for gaining regular employment for the pupils with ID. The results indicate that it takes 9 years before breakeven is reached if investing in the SE program. The fifth paper conducts a decision-analytic economic evaluation of the SE program using simulations to assess the effects over the full life-course. The results suggest that from a societal perspective the program is cost-effective ten years after the investment and by then has generated a benefit of 17 000 SEK per individual.
10
Kuo, Yeh-chen 1965. „Siblings of a child with an intellectual disability : identifying those at risk“. Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31038.
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Children with an intellectual disability may significantly affect families in ways that have implications for other sibling's adjustment. In this thesis, 40 siblings of intellectually disabled children are compared to 40 siblings of healthy children. The goal is to determine (i) if a child with an intellectual disability affects the other siblings in the family, and (ii) if they are functions of siblings' age, grade, gender, ordinal position, age gap with the disabled child, sibling number, disabled child's severity of impairment, parental educational background, etc.The findings did not confirm that siblings of children with an intellectual disability have poorer adjustment than that of healthy children. However, the older sisters and older siblings of children with intellectual disability were found to have poorer adjustment in some of the area. Age gap and father's educational background is positively correlated to the adjustment of siblings of children with an intellectual disability. Then and other findings are discussed in the thesis.
11
Okech, John Baptist Olweny. „Special needs education in Uganda : a study of implementation of the policy on provision of education for children with 'mental retardation'“. Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1584/.
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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.
13
Hunt, Sara M. „Patterns of Psychosocial Functioning and Mental Health Service Utilization in Children and Adolescents with Chronic Health Conditions or Physical Disabilities“. DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/360.
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This study was designed to further understand the psychosocial functioning of youth with chronic health conditions or physical disabilities, their need for and use of mental health services, and possible barriers to receiving needed services. Previous research has suggested these youth experience poorer psychosocial functioning compared
to peers without special health care needs, and they also underutilize needed mental health services. A mixed-methods design was implemented consisting of a quantitative parent survey and a qualitative semistructured interview with young adults with special
health care needs.
Children demonstrating poorer psychosocial adjustment in this study experienced more problems related to social functioning than psychopathology (e.g., depression, anxiety). Over half of the youth had accessed mental health services with the majority utilizing community-based outpatient services. Identified barriers to accessing needed mental health services included difficulty finding professionals with experience in working with youth with special health care needs and lack of financial coverage.
14
Hill, Frances. „Subjective perceptions of stress and coping by mothers of children with an intellectual disability : a needs assessment“. Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53074.
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Thesis (MEdPsych)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: My study aims to explore the feelings of and coping strategies used by a group of mothers of young children with an intellectual disability. I used two validated questionnaires and, at a later date, a semi-structured interview with each research participant. My analyses of the questionnaires' data provided me with tentative themes for inclusion during the semi-structured interviews. The combination of quantitative and qualitative research methodologies resulted in the confirmation and expansion of some of the data, but contradictions between other data. I used lay theory as one explanation for the contradictory findings. My study found that the mothers of young children with an intellectual disability experience a range of feelings and use a combination of different coping strategies, a pragmatic coping style being common to all the participants. I conclude by acknowledging the inherent capabilities of my research participants and encouraging service providers to empower parents of young children with an intellectual disability.
AFRIKAANSE OPSOMMING: Die doel van die studie is die ondersoek van gevoelens en hanteringstrategiee van 'n groep moeders vanjong kinders met 'n kognitiewe gestremdheid. Ek het aanvanklik gebruik gemaak van twee geldige vraelyste en na afloop daarvan is 'n semigestruktureede onderhoud gevoer met elke deelnemer. Tentatiewe temas verkry uit geanaliseerde vraelys data is ook gebruik/ingesluit gedurende die semi-gestruktureede onderhoud. Die kombinasise van kwantitatiewe en kwalitatiewe navorsingsmetttodologiee het gelei tot die bevestiging en uitbreiding van sekere data, maar was ook weer teenstrydig met van die ander data. Ek het leke teorie gebruik as verklaring vir die teenstrydighede. My studie het bevind dat hierdie moeders 'n wye verskeidenheid gevoelens ervaar en dat hulle ook van verskeie hanteringstrategiee gebruik maak. Die pragmatiese hanteringstyl was die mees algemene onder die deelnemers. Samevattend het ek erkenning verleen aan die inherente vermoens van die deelnemers en ook diensverskaffers aangemoedig om ouers van jong kinders met 'n kognitiewe gestremdheid te bemagtig.
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Paskiewicz, Tracy L. „A Comparison of Adaptive Behavior Skills and IQ in Three Populations: Children with Learning Disabilities, Mental Retardation, and Autism“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/23453.
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School PsychologyPh.D.
Adaptive Behavior skills are the conceptual, social, and practical skills that individuals learn to be able to function in their everyday lives (AAIDD, 2008). Measuring adaptive behavior is a way to summarize the effectiveness with which individuals meet the standards of personal independence and social responsibility expected for their age and cultural group. This paper discusses the history and development of adaptive behavior as a construct, its measurement, and its relationship to intelligence. Previous research has examined the relationship between adaptive and intellectual functioning; this study investigates adaptive performance among children with disabilities while controlling for the influence of intellectual level. Children with autism, specific learning disabilities, and mental retardation were studied to determine how they fared in the adaptive subdomains of communication, socialization, and activities of daily living. Data for the study were gathered by reviewing archives from special education records in a large, urban school district. Results indicated a positive and moderate relationship between intelligence and adaptive behavior, but only in the autism group. The groups differed in their performance on the subdomains of adaptive behavior; however, the pattern of adaptive skills for each diagnostic group was unique. Children with autism were found to have deficits in socialization, children with learning disabilities were found to have deficits in communication, and children with mental retardation showed deficits in all domains. These patterns held up even when IQ was controlled; however, the groups no longer differed on communication skills, suggesting that IQ is most strongly related to communication. Finally, the study revealed that full scale IQ, activities of daily living, and communication skills discriminate mental retardation from the other groups while socialization skills discriminate autism from the other groups. Implications of these findings are discussed relative to assessment practices, differential diagnosis, program development, and progress monitoring.
Temple University--Theses
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Dreyfus, Shoshana Judith. „When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /“. Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.
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Jervis, Sarah Jenny. „Exploring the experiences of the sibling of a child with an intellectual disability“. Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21630.
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Thesis (MEdPsych)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were used to support and substantiate findings. During this qualitative study, which is situated within an interpretive phenomenological paradigm, four participants between the ages of eight and sixteen years were interviewed using semi-structured interviews. This format of interview allowed participants to use their own words to express their personal experiences. The results showed that siblings have both positive and negative experiences when another sibling has an intellectual disability. Other common difficulties include embarrassment, guilt, and the experience of differential treatment. Positive experiences and competencies include love and acceptance, personal growth, maturity, pride in siblings accomplishments, and appreciation for one's sibling. Several experiences were congruent with those mentioned in the literature. The insights into the experiences this study provides has implications for the development and provision of sibling support programmes and interventions. At present, state group support programmes for siblings are not provided within the Western Cape area. The interventions and assistance that do exist seem to be provided by the private sector only. Support can prove very costly, which means that it is not accessible to many who require it. Sibling workshop groups could provide a valuable support alternative to a currently "unsupported" group, the siblings.
AFRIKAANSE OPSOMMING: Hierdie studie poog om insig te verkry in die ondervindings van die broers en susters van 'n kind met intellektuele en fisiese gestremdhede. Beter insig in die realiteit van hul leefwyse, hulle gevoelens en bekommernisse kan beter ondersteuning aan hulle moontlik te maak. Die ondersoek van geselekteerde literatuur voorsien inligting rakende vele aspekte van die ondervindings van hierdie kinders. Alhoewel baie van die studies kwantitatief in hul benadering is, het die bestaande literatuur tog relevante en bruikbare bydraes en gevolgtrekkings verskaf wat gebruik kon word om bevindings te bevestig en te staaf. Hierdie kwantitatiewe studie het plaasgevind in 'n verklarende fenomenologiese paradigma en vier semi-gestruktureerde onderhoude is gevoer met deelnemers tussen die ouderomme van 8 jaar en 16 jaar. Hierdie formaat van onderhoudvoering dra by dat deelnemers hulle gevoelens in hul eie woorde uitdruk. Die bevindings het gewys dat broers/susters beide positiewe en negatiewe ondervindings van kinders met 'n intellektuele gestremdheid het. Ander algemene probleme sluit in skaamte, skuldgevoelens en die gevoel van gedifferensieerde behandeling. Positiewe ondervindings en vaardighede van broers en susters sluit liefde en aanvaarding, persoonlike groei, volwassenheid, trots op die broers/suster se bekwaamheid en die waardering van so 'n broer/suster in. Verskeie van die ondervindings het ooreengestem met bevindings wat in die literatuur gevind is. Die insigte in hierdie ondervindings wat deur hierdie studie voorsien word het implikasies vir programme en intervensies wat ondersteuning aan hierdie kinders bied. Tans is daar nie sodanige staatsgefinansierde ondersteuningsprogramme in die Wes-Kaap area nie. Die intervensies en ondersteuning wat wel beskikbaar is word slegs in die privaatsektor aangebied. Ondersteuning kan baie duur wees, wat beteken dat dit vir baie kinders wat dit nodig het, ontoeganklik is. Ondersteuningsgroepwerkswinkels kan 'n waardevolle alternatief bied vir die "nieondersteunde" groep, die kinders.
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Ngai, Irene. „Developmental Trends in Social Cognition for Children with and without Disabilities“. Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/36.
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Makgato, Lephai Irene. „Perceptions of learners in selected rural secondary schools towards mental illness : the case of Ga-Dikgale Community, Limpopo Province“. Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3362.
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Thesis(M.A.( Psychology)) -- University of Limpopo, 2020The growing number of young people in schools presenting with mental illness is increasingly becoming a disconcerting issue locally and globally. This qualitative study sought to explore the perceptions of mental illness by learners drawn from four secondary schools in Ga-Dikgale rural community (Limpopo Province). Twenty-seven learners (males = 14; females = 13) were selected through purposive sampling and requested to participate in the study. Semi-structured individual interviews and focus group discussions (n = 2) were conducted. The following three themes emerged from the data: a) Knowledge of mental illness, its causes and symptoms b) Knowledge on the management and types of interventions needed for mental illness c) Challenges associated with mentally ill people. The themes and sub-themes emerging suggested deep seated Afrocentric cultural perceptions which tended to shape learners’ views and understanding of mental illness. Some paradoxical explanations with regard to mental illness also emerged. Based on the findings of the study, it is recommended that mental health literacy campaigns be conducted in schools
VLIR-UOS
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Pilusa, Ngoakoana Emma. „The impact of mental retardation on family functioning“. Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182008-143420.
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Tracey, Danielle K. „Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect /“. View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030728.091747/index.html.
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Pereira, Rita Aparecida Bettini. „Dilemas éticos ligados à prática do fisioterapeuta no atendimento da criança com deficiência física ou mental“. Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/1743.
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The ethical dilemma is present in situations were two approaches are possible and defensible, generating doubts related to the choice options. On first sight Physiotherapy seams to have no familiarity with Sociology and Philosophy, areas that brings us closer to ethics discussions. Nevertheless, it is daily present to this professional. The objective of this study was verifying through a transversal study, the ethical dilemmas present in the professional practice of physiotherapists to build their relationship with disability children and their respective families. A survey study was done with physiotherapists enrolled in the Crefito-3, resident in Campinas, São Paulo State countryside. It was utilized a semi-structured questionnaire form with opened and closed questions, sent to 1,403 physiotherapists, being the main focus of the study those who currently attend children with physical and/or mental deficiencies. The results have pointed that in its majority, the physiotherapists do not recognize dilemmas or ethical questions in the attendance of such children. The low return of question forms can indicate low commitment of these professionals with the proposed theme or with participation in researches, the lack of habit to reflect about ethics and conflicting daily situations, its practical implications, as well as the repercussions that a research about the theme can have in future studies, its consequences to the professional category and quality of attendance.
Define-se como dilema ético situação onde duas abordagens são possíveis e defensáveis tecnicamente, existindo dúvidas quanto à adequação moral de cada escolha (GOLDIM, 2002). À primeira vista a Fisioterapia não tem familiaridade com a Sociologia e Filosofia, que são áreas que nos aproximam das discussões sobre ética. Torna-se importante estabelecer uma reflexão sobre o tema, já que a ética está presente em nossa prática profissional. O objetivo deste trabalho foi verificar a partir de um estudo transversal, os dilemas éticos presentes na prática profissional de fisioterapeutas, os quais orientam a construção de sua relação terapêutica com a criança com deficiência física e/ou mental e suas famílias. Foi realizado um estudo tipo survey , com fisioterapeutas da cidade de Campinas, interior de São Paulo. O instrumento utilizado foi um questionário semiestruturado, contendo perguntas abertas e fechadas, encaminhado a todos os fisioterapeutas inscritos no Crefito-3, sendo porém considerados para este estudo apenas os que atendem atualmente crianças com deficiência física. Os resultados apontam que os fisioterapeutas , em sua maioria, não se deparam com dilemas ou questões éticas no atendimento das crianças com deficiência física e /ou mental. O baixo índice de devolução dos questionários pode indicar pouco envolvimento destes profissionais, a falta de compreensão dos objetivos desta pesquisa, a falta de hábito de refletir sobre a ética e situações conflitantes no dia-a-dia, suas implicações na prática, assim como as repercussões que um trabalho sobre esta temática pode ter em futuros estudos e suas conseqüências para a categoria profissional e para a qualidade dos atendimentos.
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Braun, Emily Catherine. „Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities“. Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404559/.
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A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.
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De, Water Wendy. „Modifying core literature for the learning disabled student“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.
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Phillips, Vicki. „The Application of Program Evaluation Techniques to Improve Services for Emotionally Disturbed Children and Youth in Kentucky: Discussion of a Statewide Needs Analysis Model and A Framework for Program Development“. TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/119.
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Lackay, Joaline Merle. „'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheid“. Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6495.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The aim of this study is to develop a vocational training programme for the adolescent learner with an intellectual disability. There is a need for these learners to be trained for work in the open labour market. From the literature it is apparent that American legislation is in place for these learners to gain access to schools, colleges and universities. The literature also makes it clear that parent involvement and community involvement are essential for the planning and implementation of a vocational training programme. To answer the research question, a qualitative participatory action research study was conducted from an interpretive research paradigm. The researcher implemented multiple sources to generate data, namely semistructured interviews, a literature review, personal documents and field notes. In the course of the study a number of steps were taken to ensure the credibility of the data and to pay attention to the ethical aspects that emerged during the research. The literature review extends over two chapters: Firstly the American legislation on vocational training programmes for the adolescent with intellectual disabilities was studied, as well as the South African Educational legislation after 1994. Secondly the three national curriculum programmes are described, namely Outcomes-based Education, Curriculum 2005 and the National Curriculum Statement. The vocational training programme was developed in accordance with the principles of the National Curriculum Statement, learning area Life orientation, Learning outcome 5: the world of work. The development of the learning programmes,work schedules and the lesson plans were adapted to suit the needs of the learners with intellectual disabilities. The findings concluded that schools can train learners to prepare them for entering the open labour market. The teachers cannot do the vocational training in school alone; they need the support of the parents and the community.
AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n beroepsgerigte opleidingsprogram vir die adolessente leerder met intellektuele gestremdheid te ontwikkel. Daar is 'n behoefte vir hierdie leerders om opgelei te word om toegang tot die ope arbeidsmark te verkry. Uit die literatuur is dit duidelik dat Amerikaanse wetgewing vir beroepsgerigte opleiding in plek is vir die genoemde leerders om tot skole, kolleges en universiteite toegang te verkry. Ouer- en gemeenskapsbetrokkenheid is belangrik in die beplanning en implementering van 'n beroepsgerigte opleidingsprogram. In antwoord op die navorsingsvraag is 'n kwalitatiewe deelnemendeaksie-navorsingstudie vanuit 'n interpretatiewe paradigma onderneem. Die navorser het van verskeie bronne gebruik gemaak om data te genereer, naamlik semigestruktureerde onderhoude, 'n literatuurondersoek, persoonlike dokumente en veldnotas. Tydens die studie is verskillende maatreëls toegepas om die geloofwaardigheid van die data te verseker. Die etiese aspekte het ook aandag geniet. Die literatuurstudie strek oor twee hoofstukke. Die eerste behels die Amerikaanse wetgewing op beroepsgerigte opleidingsprogramme, sowel as die Suid-Afrikaanse wetgewing ná 1994 op spesiale onderwys. Tweedens is die drie kurrikulumbenaderings ondersoek, naamlik Uitkomsgebaseerde Onderwys, Kurrikulum 2005 en die Nasionale Kurrikulumverklaring. Die beroepsgerigte opleidingsprogram is ontwikkel volgens die beginsels van die Nasionale Kurrikulumverklaring in die leerarea Lewensoriëntering, Leeruitkomste 5: Die wêreld van werk. Die ontwikkeling van die leerprogramme, werkskedules en lesplanne is aangepas volgens die behoeftes van leerders met intellektuele gestremdhede. Die bevindings het gelei tot die gevolgtrekking dat leerders op skool opgelei kan word om die ope arbeidsmark te betree. Die opvoeders kan nie die beroepsopleiding op skool alleen vermag nie; hulle benodig die ondersteuning van die ouers en die gemeenskap.
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Frawley, Patsie. „Participation in government disability advisory bodies in Australia : an intellectual disability perspective /“. Access full text, 2008. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20090122.114029/index.html.
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Thesis (Ph.D.) -- La Trobe University, 2008.Research. "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Social Work and Social Policy, Faculty of Health Sciences, La Trobe University, Bundoora". Includes bibliographical references (leaves 302-318)
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Trollope, Anna M. E. „The impact of socio-economic factors on raising a child with mental disability in the North West of Pretoria“. Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46182.
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In this study the impact of socio economic factors in raising a child with mental disability
was discussed and explored. There is limited research done on this topic in the world
and in South Africa.
Studies show that there is a direct link between poverty and mental disability. There are
multiple factors that have an influence on a family that have a child that suffers from
mental disability. These factors include stress and unresolved emotions regarding the
child that suffers from mental disability, financial burdens, dealing with the child’s
problematic behaviour and the social stigma associated with disabilities. It was found
that there is little support available for families that have to deal with all these factors.
Different aspects of mental disability have been discussed in this study in order to
create a better understanding of mentally disability and to provide all the necessary
information surrounding mental disability. Aspects that were discussed are: a) What is
mental disability, b) Levels of mental disability, c) The link between poverty and mental
disability, d) Socio-economic and psychosocial factors that have an impact on the
family, e) Causes of mental disability, f) Role of the social worker, and g) Services
provided to families. These aspects have been discussed through literature and in the
empirical study. Findings from this study show that families that have a child with mental disability also
have to contend with a lot of socio-economic factors that play a role in the family.
Having a child with a mental disability in the house has an influence on all members of
the family. Children with a mental disability have serious emotional and behavioural
problems. Parents of mentally challenged children commonly experience different
emotions. Raising a child with a mental disability may be more expensive than raising a
typical child.
It was thus concluded that there is a need to explore the impact of socio-economic
factors in raising a child with a mental disability.Dissertation (MSW)--University of Pretoria, 2014.
tm2015
Social Work and Criminology
MSW
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Nolan, Alexander. „Adults' mental representations of children“. Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/59035/.
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The introductory chapter provides a brief exploration of the history of childhood, and childhood representations, in Western popular thinking over the last 500 years. It also provides a brief discussion of the implications of these representations on policy, the study of children, and adult social cognition. In Chapter 2, two experiments explore the potential effects of including children in representations of outgroups on attitudes towards the outgroup, with inconclusive findings. In Chapter 3, three experiments explore the effects of priming the category of children on impressions of a novel ambiguous target (the Donald paradigm). Methodological issues and inconsistent findings mar the interpretation of effects, but an improved set of category labels for future studies of child category priming are considered in the general discussion. In Chapter 4 I take a step back and systematically explore the ways in which different childhood age groups (babies, toddlers, children, and teenagers) are represented. The first stage of data collection determined the typical age boundaries identified for children and the labels by which we delineate these different age groups. The next stage identified the emotions, beliefs, and behaviours relevant to attitudes to these groups in an open-ended listing exercise. There were differences in the content and endorsement of attitude components towards the age groups, with broadly more negative components towards older child groups than younger ones. In addition, there were fewer nurturing related components but more reparative behaviours as the age of the child increased. Chapter 5 built on these findings by developing the Child Attitude Component Scale (CACS) and testing the convergent and discriminant validity of this scale. Scores on the CACS were related but distinct from scores on measures about beliefs about humanity in general, such as the Humanity Esteem Scale and Polarity Scale. The CACS was also distinct from individual differences in emotional regulation and appraisal, self-esteem, social desirability responding and beliefs about social hierarchy. Potential spheres for testing the CACS as a predictive tool in situations concerning children are discussed alongside limitations and future directions in Chapter 6.
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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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Lopes, Fátima Daniela Teixeira. „Genomic imbalances in patients with intellectual disability“. Master's thesis, Universidade de Aveiro, 2011. http://hdl.handle.net/10773/7645.
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Mestrado em BiotecnologiaDevelopment delay/Intellectual disability (DD/ID) is a serious and life-long condition which represents a challenge for families and public health services. It is characterized by suboptimal functioning of the central nervous system resulting in limitations both in intellectual functioning and in adaptive behavior, and it is observed in approximately 2-3% of the population worldwide. Establishing the disease etiology is important for clinical management, genetic counseling and coping strategies of the families. Array-based comparative genomic hybridization technique (aCGH), also called molecular karyotyping (MC), allows us to directly measure genomic copy number variations between the patient and a control DNA. The whole genome of an individual is represented in a high-resolution “virtual karyotype”, allowing the detection of submicroscopic alterations, undetectable by standard or highresolution karyotyping techniques. In Portugal, the guidelines for testing patients with DD/ID indicate the Gbanding karyotyping in first place and, whenever the result is normal, testing for the most common single gene disorders (Fragile X, for instance), for subtelomeric rearrangements and with specific FISH probes. However, the latter technologies are not suitable for whole genome scans in routine diagnosis, both because of the lower resolution levels (the case of conventional karyotyping), the extensive time consumption and high costs (the FISH case). The introduction of aCGH should contribute to the etiological classification of a large proportion of the DD/ID patients as well as to conclude about the utility of using these technologies for diagnosis of idiopathic DD/ID in the clinical context.
O atraso mental (AM) é uma doença que apresenta desafios para a vida tanto nas famílias como na sociedade. É caracterizada por um funcionamento subóptimo do sistema nervoso central que manifesta limitações quer ao nível da capacidade intelectual quer do comportamento adaptativo e tem uma incidência de aproximadamente 2-3% de nados vivos em todo o mundo. A determinação da causa da doença é importante para o correcto encaminhamento clínico, aconselhamento genético e estratégias de coping a desenvolver pela família. A técnica de hibridação genómica comparativa (aCGH), também designada de cariótipo molecular (CM), permite medir variações no número de cópias entre o genoma do doente e de um controlo. A totalidade do genoma de um indivíduo é representado num cariótipo virtual de alta resolução, permitindo assim a detecção de alterações submicroscópicas indetectáveis por métodos de cariotipaem standard ou de alta resolução. Em Portugal, as recomendações para os testes genéticos a realizar num doente com AM indicam o cariótipo tradicional de bandas G como primeira abordagem e, sempre que o resultado seja negativo, a pesquisa relativa às patologias unigénicas mais comuns (Síndrome de X frágil, por exemplo), rearranjos subteloméricos e sondas de FISH específicas. No entanto, estas tecnologias não são aplicáveis para análise de todo o genoma no contexto de diagnóstico de rotina, tanto pela sua baixa resolução (caso do cariítpo convencional) como pela elevada laboriosidade e/ou custos monetários (caso do FISH). A introdução de aCGH pretende contribuir para a classificação etiológica de grande parte dos doentes com AM, assim como, concluir acerca da utilidade desta tecnologia para o diagnóstico de AM idiopático no contexto clínico.
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Hickner-Johnson, Corey. „Beyond the attic: mental disability, neurodiversity, and contemporary women's writing“. Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6958.
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This dissertation examines lived experiences of mental disability and neurodivergency in contemporary women’s writing. It demonstrates that social forces and identifications across race, class, gender, sexuality, and disability mediate experiences with mental disability in the contemporary era. I draw from disability studies, feminist cultural studies, feminist philosophy, critical race studies, and affect studies in order to explore interdisciplinary questions about mental illness, neurodivergency, and mental disability in contemporary literature and culture. I bring an intersectional feminist disability studies methodology to the archetype of the “madwoman,” theorized by Sandra Gilbert and Susan Gubar in their groundbreaking 1979 work, The Madwoman in the Attic. Moving away from “madness” and toward “mental disability” in order to focus on how social logics and medical industrial systems produce mental disability, I argue for literary study as a way to better understand disability as a lived experience. I read Claudia Rankine’s poetry, Joyce Carol Oates’s and Dorothy Allison’s novels, and Amy Bloom’s and Esmé Weijun Wang’s short stories in order to investigate race, class, and sexuality across a range of feminine and nonbinary experiences with mental disability and neurodiversity in the contemporary era. I choose women as a primary category of analysis because they, in particular, have been hystericized, pathologized, and even incarcerated due to disabilities. These violences and inequities disproportionally affect women of color. I reveal how social logics, such as racism, and systems, such as the medical industrial complex, cause harm to those with mental illnesses and neurodivergencies. In some ways, mental disability may be an identity; in other ways, it may be a trauma; in other ways, it may be a stigmatizing force.
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Derby, John K. „Art Education and Disability Studies Perspectives on Mental Illness Discourses“. The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250311625.
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Damignani, Rita. „Impairment and disability associated with epiphyseal dysplasia in children“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63211.pdf.
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LI, Huijun. „Fears and related anxieties in children having a disability“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289949.
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This study assessed the number of fears, intensity of fears, type of fears and anxieties, and most common fears in children having a disability. In addition, the correlation level between different raters in the assessment of student fears and related anxieties were examined. Data were collected from public schools and evaluated using Multivariate Analysis of Variance, Analysis of Variance, slice effect test, frequency analysis, and Pearson Product Moment Correlation. Findings from the present study indicated that students with learning disabilities (LD) reported significantly higher total fear score and higher levels of fear in the two factors of the Fear Survey Schedule for Children-Revised (FSSC-R): fear of failure and criticism and fear of danger and death. In addition, the LD group reported significantly higher overall anxiety level and higher levels of anxiety in all the three subscale scores of Revised Children's Manifest Anxiety Scale (RCMAS). Results showed that girls reported significantly higher scores than did boys in total fear score, intensity of fears, and two factors of FSSC-R--fear of unknown and fear of injury and small animals. Furthermore, girls in the LD group reported higher total fear score, intensity of fears, and higher levels of fear in all the five factors of FSSC-R than their male counterparts in the same group. On the other hand, girls in the mild mental retardation (MIMR) group reported lower scores in these measures than did their boy counterparts in the same group. Regarding age differences, older students reported significantly higher scores in the fear of failure and criticism. In addition, older students in the MIMR group reported higher levels of total fear score, intensity of fears, fear of the unknown, fear of danger and death, and fear of failure and criticism than their younger counterparts. The 10 most common fears yielded from the Fear Survey Schedule for Children-Revised were mostly in the fear of danger and death factor. The results showed that there were low but significant correlations between child self report and teacher report of the child on most dependent measures examined in the present study.
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Turner, Margo. „Physical activity levels among young children with ASN/disability“. Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502315.
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The aim of this study was to investigate the opportunities available for participation in physical activity for children with Additional Support Needs and or disabilities in a sample of mainstream primary schools in Glasgow. Despite the voluminous amount of research that has been published in the field of physical activity there remains a paucity of information on activity patterns in exercise for children with Additional Support Needs. The research has been prompted by concerns and anecdotal stories about low levels of participation in physical activity by young children with ASN in a mainstream setting. As part of the Standards Scotland Schools Act 2000 (section 15) schools, across Scotland, will offer mainstream education to all children, including those with physical and educational special needs, other than in exceptionally circumstances. The specific aim of f 'Research was to highlight barriers against children with ASN participating in physical activity sessions to the same extent as their able bodied peers.
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Pit-ten, Cate Ineke Martha. „Family adjustment to disability and chronic illness in children“. Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400489.
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Wiseman, Roxanne Elizabeth. „Mapping the language of intellectual disability“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55548.pdf.
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Harris, Patrick. „Reconceptualizing Rhetorics of Madness: A Theory of Neurodiversity“. Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500394152345408.
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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.
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Holt, Sheryl L. „RETROSPECTIVE FRAMES OF DISABILITY: THEMES DERIVED FROM PARENTS OF CHILDREN WHO GREW UP WITH CONGENITAL DISABILITY“. UKnowledge, 2016. http://uknowledge.uky.edu/rehabsci_etds/30.
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Introduction: For children born with physical disabilities, the perspectives and actions of their parents prove significant to their childhood developmental outcomes clinically, educationally, socially, and with regard to community participation. The lived world and perceptions of parents who have children with disabilities however is not well investigated. This study sought to understand parents’ framing of theirs and their children’s disability experiences. Family systems together with family systems intervention models, and disability theory were used to provide structure to interview instrumentation and subsequent analysis. Child-centered and ecologic influences were also used to track the transformative processes over time that infuses parental themes.
Methods: Methods for this study followed traditions of heuristic phenomenology. Open-ended parental interviews, written and spoken, together with field notes were used to explore the meanings given to disability. Analysis focused on collective descriptions and critical themes.
Results: The nine parents in this study revealed four dominant themes around which their children’s lived lives were both understood and framed. Navigating normal for us; Our pride and joy; Anything but disability; Lived lives, looking back. Each is expressed in the words of parents who reared a child with disabilities into adulthood.
Discussion and Recommendations: Parental disability frameworks differ from medical model frameworks and those of disability studies but share similarities with each. The parent themes provided holistic views of what these families have lived and learned. Their perspectives provide potentially vital markers and points of inquiry for interventionists and team members who work with children and families. Themes may also offer categorical means to explore well-being and child outcomes. Additionally, the themes were transformative and empowering for parents, both in the discussion of individual matters and in their narratives. All participants iterated that they welcomed having their voices invited and heard.
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Eadens, Danielle M. „Police officers' perceptions regarding persons with mental retardation“. [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002498.
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Lincoln-de-Carvalho, Carolina Rodrigues. „Tecnica de MLPA : uma alternativa para investigação de rearranjos subtelomericos em individuos com atraso do desenvolvimento neuromotor ou deficiencia mental idiopatica : implantação de metodo no Departamento de Genetica Medica da FCM-UNICAMP“. [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/308256.
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Orientadores: Antonia Paula Marques de Faria, Maricilda Palandi de MelloDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: A deficiência mental (DM) corresponde a uma das categorias mais amplas de distúrbios, acometendo de 1% a 3% da população nos países industrializados, enquanto nos países em desenvolvimento estima-se prevalência cerca de três vezes maior. Devido à heterogeneidade de fatores causais associados a essa condição, sua investigação diagnóstica pode ser complexa e 40% dos casos não têm sua origem determinada. Recentemente, foi demonstrado que rearranjos subteloméricos são responsáveis por 5% a 7% dos casos de DM idiopática. Entre as técnicas mais promissoras para a identificação dessas alterações, está a Multiplex Ligationdependent Probe Amplification (MLPA), que possibilita a quantificação relativa, quanto ao número de cópias, de mais de 50 sequências de ácidos nucléicos em um único experimento, sendo capaz de detectar deleções e duplicações de diversos genes, além de mutações de ponto conhecidas. É baseada na hibridização do DNA genômico a uma mistura de sondas específicas para cada região estudada, com amplificação dos produtos de ligação pela técnica de PCR, utilizando um par de primers universal. A visualização dessas amplificações pode ser feita por eletroforese capilar e a análise por programas específicos de genotipagem. Entre as vantagens do método estão o custo relativamente baixo, simplicidade, rapidez e sensibilidade, justificando a implantação em serviços direcionados para o estudo da etiologia da DM. Assim, o propósito deste trabalho foi implantar o método em nosso laboratório, utilizando o kit SALSA MLPA P036 HUMAN TELOMERE para pesquisa de rearranjos subteloméricos em indivíduos com DM idiopática. Na padronização, foram empregados controles com e sem alteração subtelomérica, sendo avaliados os parâmetros de tempo de estocagem das reações em refrigerador; quantidade de DNA utilizado em cada reação; forma de normalização dos dados, e possibilidade de redução do volume das soluções empregadas para metade ou dois terços do preconizado no protocolo original, cujo volume final de reação é de 50 µL, dos quais somente 0,75 µL são utilizados na eletroforese capilar, com descarte do restante. A análise dos resultados, confirmados pela utilização de controles com e alterações subteloméricas, mostrou que a implantação do método foi bem-sucedida. Além disso, foi verificado que o tempo máximo de estocagem das reações em refrigerador sem prejuízo dos resultados é de aproximadamente três meses; que a quantidade de DNA satisfatória para o procedimento está entre 150-250 ng por reação; que não é aconselhável a utilização de protocolos com volumes reduzidos, pois a análise de reações realizadas dessa forma mostrou resultados falso-positivos quando comparados às reações feitas segundo o protocolo original; que a forma de normalização dos dados mais adequada para a análise dos resultados é a combinação dos programas GeneScan®, Genotyper® e planilha específica para cada kit ao invés do programa Coffalyser®, indicado pelo fabricante do produto. Após essa padronização, o método foi aplicado no estudo de 62 indivíduos com atraso do desenvolvimento ou DM de causa indeterminada, sendo identificadas alterações em seis deles. Duas foram constatadas também pelo kit de confirmação SALSA MLPA P070, sendo uma del(1p36) e outra um rearranjo del(5p)/dup(9p), ambas validadas pela análise por FISH. As quatro restantes [del(12p)] não foram observadas pelo kit de confirmação, sendo realizado sequenciamento automático que identificou o SNP (rs60220187). Concluindo, a técnica de MLPA foi implantada com sucesso, mostrando-se adequada e eficiente para a investigação de rearranjos subteloméricos.
Abstract: Mental retardation (MR) is the most frequent disability and affects 1% to 3% of general population in industrialized world, while in developing countries it is considered to be three times higher. The etiology is heterogeneous and includes multiple genetic and environmental factors, although in about 40% of the cases its cause remains undetermined. Recently, several studies suggest that chromosomal rearrangements involving subtelomeric regions are common causes of idiopathic MR and occur in approximately 5% to 7% of patients. The Multiplex Ligationdependent Probe Amplification (MLPA) technique has been proposed as one of the alternatives to identify these abnormalities. It is based on hybridization of genomic DNA to a mixture of standardized probes for each region studied. All of the probe ligation products are amplified by PCR using only one universal primer pair. Separation and visualization of the fragments can be developed and the analysis by means of specific softwares for genotyping. Relatively low cost, simplicity and sensitivity are among the advantages of this method, which has been considered as an alternative for diagnostic screening of individuals with undetermined MR or developmental delay. The present study aimed to implement this technique in our laboratory, using the SALSA MLPA P036 human telomere test kit for detecting subtelomeric rearrangements in idiopathic MR patients evaluated in our service. For validation study, eleven normal controls and two positive controls were utilized, as well as the following parameters were evaluated: period of storage of reaction, amount of DNA used for each reaction, procedures to data normalization and reduction of reaction volume. The validation was successful; in addition, it was verified that maximum period for storage of reaction was about three months; adequate amount of DNA for each reaction was approximately 150ng-250 ng; Reduction in volume reaction produced false-positive results; the more suitable method for data normalization was a combination of GeneScan®, Genotyper® softwares and a the use of a specific Microsoft Excel® spreadsheet for each kit, instead of the Coffalyser® program, recommended by the manufacturer. After validation, a pilot study was carried out with 62 patients considered as idiopathic MR using initially the SALSA MLPA P036 kit. MLPA analyses have indicated abnormal copy number in six patients. SALSA MLPA P070 kit confirmed 2 out of the 6 alterations: a 1p36 deletion and a 5p deletion / 9p duplication rearrangement, which were validated by FISH analysis. Other four alterations corresponded to a same 12p deletion, which was not further confirmed. Sequencing the correspondent fragment a known as SNP rs60220187 was identified. In conclusion, we demonstrated that MLPA is an appropriate and efficient technique and should be considered as a routine screening in the evaluation of individuals with unexplained mental retardation or developmental delay.
Mestrado
Ciencias Biomedicas
Mestre em Ciências Médicas
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Tyler, Emily J. „Improving the reading skills of typically developing children and children with an intellectual disability“. Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/improving-the-reading-skills-of-typically-developing-children-and-children-with-an-intellectual-disability(1555bf75-a4bd-4fab-8258-0db57d4bc760).html.
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The purpose of this thesis was to address three broad questions: to investigate the effects of a computer-based reading programme - Headsprout® Early Reading (HER) - with typically developing children in a UK setting; to investigate current practices in reading instruction with children in special schools, and in particular, children with an intellectual disability (ID); and to explore some important feasibility questions regarding the potential use and effects of HER with children with ID. Chapter 1 begins with an introduction to the literature on literacy and effective approaches for reading instruction for typically developing children and children with ID. A review of the current evidence-base for HER is then presented. Chapter 2 focuses on the use of HER as supplementary reading instruction during beginning reading instruction with typically developing children in Y2 (aged 6-7 years). In this randomised study, the intervention group enrolled in HER for the duration of the school year, whilst the control group continued with their typical classroom instruction. Children in the intervention group made significantly greater improvements than the control group across reading measures. Chapter 3 reports on the results of a survey of teachers in special schools in the UK to further elucidate the current practices and challenges related to reading instruction for children with ID in these settings. The aims of the survey were to collate information on current practices related to reading instruction provided for children with ID in special schools across the United Kingdom (UK); investigate the putative effects of age and severity ofID on teachers' choice of instructional approaches; and examine teachers' perception of barriers to improving reading skills in this population. It was found that age and severity of ID influenced responses on some items relating to choice of approaches and expectations, and that access to training and suitable curricula were seen as greater barriers to improving reading skills than factors relating to time or staffing. The remaining two research chapters investigate the use of HER with children with ID. Chapter 4 presents case studies investigating initial feasibility questions related to using the programme with children with ID. This chapter reports on the progress of six children with mild to moderate ID enrolled in HER. All children accessed and completed the programme with minimal additional input and demonstrated improved reading skills. Chapter 5 investigates further feasibility questions relating to conducting a full-scale RCT evaluation of HER with children with ID. Employing a randomised pre-test post-test group design, this study aimed to explore and trial important aspects of an RCT evaluation to inform a full-scale RCT with children with ID in special schools in the UK. In addition to informing the design of a future study, we also found that HER had a significant effect on reading skills when compared with 'treatment as usual', with large effect sizes on the main outcome measure. This thesis evaluated the use of HER with typically developing children and children with ID, and demonstrated that it can have a significant positive impact for many children. Additionally, it has further elucidated current practices and challenges related to reading instruction in special schools and suggested further research across these areas.
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Illingworth, Josephine Leah. „Seizure precipitants in people with epilepsy and intellectual disability“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708618.
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Xiao, Xiaoyun, und 肖晓云. „Development of syntactic skills in Chinese children“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.
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Xiao, Xiaoyun. „Development of syntactic skills in Chinese children“. Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43754089.
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Bacic, William Christopher. „The American Disability Insurance Program“. Thesis, Boston College, 2007. http://hdl.handle.net/2345/561.
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Thesis advisor: R. Shep MelnickThis paper's main focus is on the American Disability Insurance law. It begins with an outline of the debate that led up to the passing of the original legislation. The paper then examines the law more closely and depicts the changes the law has undergone in the last 50+ years. Next, the current disability benefits process is depicted and questions are posed about inherent difficulties in the disability insurance program. The paper then examines the challenges mental disability causes for the disability insurance program, using a case study of bipolar disorder. Disability insurance programs abroad are next explored with a focus on how other countries have dealt with the problems the United States is facing in its own program. The paper concludes with an examination of the future prospects of the American Disability Insurance program; suggestions are made regarding useful changes to the law
Thesis (BA) — Boston College, 2007
Submitted to: Boston College. College of Arts and Sciences
Discipline: Political Science
Discipline: College Honors Program
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Steward, Sarah Rachelle. „Support Group Design for Parents of Children with Severe Developmental Disabilities“. Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/85638.
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Parents of children with severe developmental disabilities face a variety of unique circumstances as they raise a child who requires specialized care. Accessing the support of other parents of children with developmental disabilities can be a valuable external resource for managing the stress associated with raising a child with special needs. The literature on support groups for parents of children with disabilities predominantly focuses on evaluating existing support groups rather than designing support groups based on the recommendations of the population that would utilize them. The purpose of this study was to determine the perceived value of support groups and identify recommendations for support group design based on the experiences and feedback of 19 interviews with parents of children with severe or profound developmental disabilities. Despite varied experiences with support groups, most participants indicated the value of support groups is in providing a place where parents can feel understood, share information, and gather information. There was a high degree of variability among parents' recommendations for support group design, with the preferences of some parents being in direct contrast to the preferences of others; the summary recommendations for support group design address a wide range of preferences: a qualified group leader to organize groups that are highly flexible in structure, composed of parents with a high degree of similarity, and that offer a wide variety of content in various formats.Master of Science
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Haats, Rikka Ann. „Predictive validity of kindergarten screeners for young children wth reading difficulties“. Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf.
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