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Thematische Bibliographien / Strategies in communication with people with mental disabilities / Dissertationen

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Dissertationen zum Thema „Strategies in communication with people with mental disabilities“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 11. Februar 2022

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1

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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2

Yu, Ka-man. „Fostering the communication capability of visually and speech impaired students“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472522.

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3

Wagle, Reena Mohan. „Non-verbal communication interaction : its effect on participation in person centered planning /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3064683.

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4

Samuel, Judith C. „An evalution of intensive interaction in community living settings for adults with profound learning disability“. n.p, 2003. http://ethos.bl.uk/.

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5

Ellis, Maggie P. „Maintaining personhood and self-image in dementia : an exploration of collaborative communication“. Thesis, St Andrews, 2009. http://hdl.handle.net/10023/844.

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6

Cook, Craig A. „An investigation of the factors related to direct care staffs' knowledge of effective instructional strategies for people with developmental disabilities“. Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002832.

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7

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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8

Morgan, Michelle F. „An investigation of the use of specific teaching and learning strategies, with the addition of rebuses, to enhance the reading comprehension of young adults with down syndrome /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19347.pdf.

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9

Malhotra, Neera. „Desirable Conversations: Sexuality and Women with Intellectual Disabilities“. PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2708.

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The American Association of Intellectual and Developmental Disabilities (AAIDD, 2011) assert that individuals with intellectual disabilities, irrespective of gender, have an equal right to learn about and experience their own sexuality. A review of the extant literature indicated that the voices of women with intellectual disabilities on the topic of familial culture, as it relates to sexuality, are rarely included (McCarthy, 1993; Shakespeare, 2000; Siebers, 2012). The purpose of this qualitative study was to examine the role of familial culture and lived experiences of women with intellectual disabilities, ages 21-35, in understanding their own sexuality. Eight women participated in individual and three repeated focus group interviews. The questions that guided this study included: (1) What is the role of familial culture in addressing sexuality for young women with intellectual disabilities and (2) How do young women with intellectual disabilities describe their understanding of sexuality? The findings of this study suggested that familial culture played a significant role in the women's decisions regarding accessing their own sexuality. In addition, data collected indicated that women's lived experiences highly influenced in their understanding of sexuality and as a women with intellectual disabilities. Data from a thematic analysis were used to develop a person-centered theoretical model for understanding sexuality. In addition, these data were used to create a research-based theatrical script, known as an Ethnodrama (Saldana, 2005) to bring forward the voices of these women affirming their understanding of sexuality.

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10

Yu, Ka-man, und 余嘉雯. „Fostering the communication capability of visually and speech impairedstudents“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962701.

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11

Lochařová, Kateřina. „Interakce mezi pedagogy a rodiči s mentálním postižením“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446085.

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The main topic of the submitted diploma thesis is "Interactions between the teachers and the parents with mental disabilities". The aim was to examine how parents with mental disabilities themselves understand the interaction and how it is perceived by teachers who educate their children. The first part introduces the reader to potential prejudices against people with mental disabilities and possible risks of discrimination against them. It also introduces the reader to the sexuality and partnership of people with mental disabilities. The work does not omit an important chapter related to its focus, and that is the parenting of people with mental disabilities. Given that the relationship between teachers and parents can be better understood on the basis of their mutual communication, the last chapter of the first part deals with communication. At the same time, it does not forget to mention the communication difficulties of people with mental disabilities and the principles and strategies that will facilitate contact with these people for the intact population. The empirical part interprets the author's own qualitative research of this diploma thesis. The data were obtained by the author through interviews with teachers and through semi-structured interviews with parents with mental disabilities....

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12

Nunes, Débora R. P. Hanline Mary Frances. „Enhancing the use of augmentative communication systems of children with autism through caregiver-implemented naturalistic teaching strategies“. Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-12062005-185208.

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Thesis (Ph. D.)--Florida State University, 2005.
Advisor: Mary Frances Hanline, Florida State University, College of Education, Dept. of Childhood Education, Reading, and Disability Services. Title and description from dissertation home page (viewed Jan. 27, 2006). Document formatted into pages; contains xii, 182 pages. Includes bibliographical references.

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13

Литвинова, Ю. С., und Y. S. Litvinova. „Исследование жизнестойкости подростков с задержкой психического развития : магистерская диссертация“. Master's thesis, 2018. http://hdl.handle.net/10995/66175.

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The object of the research was the hardiness of adolescents with mental retardation. The subject of the research was the personal characteristics, manifestations of hardiness, as well as features of the coping-strategies choice of adolescents with mental retardation. The master's thesis consists of an introduction, two chapters, conclusion, list of references (153 sources) and an Appendix, including the test results forms for the subjects, as well as the results of mathematical data processing performed in the SPSS Statistic program. The volume of the master's thesis is 158 pages, which contains 4figures and 32 tables. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, the practical significance of the study and the possible prospects for further development of this problem are described in a generalized form.
Объектом исследования явилась жизнестойкость подростков с задержкой психического развития. Предметом исследования стали личностные характеристики, проявления жизнестойкости, а также особенности выбора стратегий совладающего поведения подростков с задержкой психического развития. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (153 источника) и двух приложений, включающих в себя бланки с результатами тестирования для испытуемых, а также результаты математической обработки данных, выполненные в программе SPSS Statistic. Объем магистерской диссертации 158 страниц, на которых размещены 4 рисунка и 32 таблица. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики.

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14

Löffelmannová, Anna. „Komunikativní dovednosti u mladých lidí s mentálním postižením“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344954.

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The thesis discusses the issues of communication of young people with mental disabilities. The theoretical part of the diploma work defines mental retardation. It shows the life of a mentally-disabled young person and explains the educational and employment opportunities of such young people. The theoretical part further focuses on the speech of persons with intellectual disabilities. It provides information about the development of speech and about impaired communication abilities. The work outlines the possibilities of speech therapy, its diagnostics and intervention. A diagnostic test oriented on the communication of young people with mental disability in selected situations of daily life was created within the practical part of the thesis. The speech of pupils was analysed on the basis of a test used in a selected two- year practical primary school, and on the basis of available documents and interview with the class teacher. A proposal of communication development was created for every pupil, which can be used in the preparation of the pupil's individual education plan. The contribution of the thesis is in the created proposal of measures for the development of communication of pupils at two-year practical schools, which is consistent with the school curricular documents. KEYWORDS...

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15

Žáčková, Odeta. „Sociální užití komunikačních schopností u uživatelů pobytových sociálních služeb“. Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396987.

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The diploma thesis deals with the topic of special education. It deals with the definition of basic knowledge in interpersonal communication and speech development in general, and especially in symptomatic speech disorders in people with mental disabilities. In context of communication, it presents four language levels with focus on the pragmatic language and the social-use communication. This thesis connects knowledge of intact speech development with speech development in children with intellectual disabilities, and knowledge of the pragmatic language level with the specifics of pragmatics of people with intellectual disabilities. The research of this thesis is produced by the interpretation of the results obtained by using the evaluation material which was created for this thesis - it is based on theoretical knowledge and inspired by evaluation materials of other authors. The research surveys the level of pragmatic language as a social use of communication among people using residential social services, specifically one home for people with disabilities. The conclusion of the thesis is the evaluation of the partial parts of pragmatic language level in persons with intellectual disabilities and recommendations for practice in improving the deficiencies on this level. During the evaluation, it was...

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