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Lewthwaite, Sarah. „Disability 2.0, student dis/connections : a study of student experiences of disability and social networks on campus in higher education“. Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12406/.
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For many young people, social networks are an essential part of their student experience. Using a Foucauldian perspective, this qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet-enabled interviews with 18 participants from three English universities. Accessible field methods recognise participant preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory. Disabled students’ networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non-disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment. Other participants experience the network as punitive and disabling. Disability is socio-technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time. As a result, students deploy diverse strategies to retain control and resist deviant status. Self-surveillance, self-discipline and self-advocacy are evoked, each involving numerous social, cognitive and technological tactics for self-determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports ‘normal’ status. For others, it must be resisted as a form of social domination. Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network.
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Godbey, Alice. „STUDENT DISABILITY SERVICES WITHIN THE 28 FLORIDA COMMUNITY COLLEGES“. Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3538.
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The purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators (89.3% response rate) completed a phone survey designed for this study. The study revealed that there were many inconsistencies among the higher education disability support programs in regard to programming, staffing and data collecting activities. The common denominator for determining the extent of data collection being performed within the responding community colleges appeared to be the Florida Department of Education, specifically the criteria requested annually by the Division of Community Colleges and Workforce Education. At all of the institutions surveyed, data collection activities were concentrated on numerical student data and did not consistently include program evaluation information. Finally, administrator training in program evaluation was positively associated with the responding disability support program's ability to participate in program evaluation activities. This study concluded with discussion of proposed recommendations for disability support administrators in the Florida community colleges.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
3
Brown, Scott Anthony. „Student perceptions of the efficacy of learning disability support services“. Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467885891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Sule, Amanda M. „Disability awareness training for student employees at college/university recreation departments“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1306860.
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This study provided a description of how college/university recreational departments addressed their responsibilities to ADA, in particular, those accommodations considered beyond physical access. The results of this study contributed to the body of knowledge for staff preparation, program scope, and administration for recreational services on college/university campuses.This study surveyed college/university recreation departments to determine if disability awareness training was being implemented and what methods of training were being implemented. Reasons for not including disability awareness training were also reported.The Disability Awareness Training of Recreation Staff (DATR) survey was emailed to 114 National Intramural Recreational Sports Association (NIRSA) Region III directors through an InQsit® program. Frequency and percentages were used to report the results. Response rate was 33% (n=38). The majority of the respondents were members of the National Intramural Recreational Sports Association (NIRSA), and over 60% served in the role of Director of Recreation for the university. Twelve of the 38 respondents reported providing disability awareness training with the majority using the method of hands on training to implement such training. Lack of perceived need was the top reason for college/universities not to provide disability awareness training.School of Physical Education
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Trammell, John K. „Development of the Postsecondary Student Survey of Disability-Related Stigma (SSDRS)“. VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/645.
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Qualitative interviews of college students with disabilities indicated that students were reporting significant discrimination and disability stigma effects. Until recently, however, no formal instruments had been developed specifically to measure disability stigma in college students. The purpose of this study was to develop the Postsecondary Student Survey of Disability-Related Stigma (SSDRS), a Likert-type scale that measured amount of perceived stigma in college students with disabilities. The SSDRS was patterned after similar instruments developed to measure race-related stigma and other forms of perceived social discrimination, and was designed to be administered through disability support service offices. The SSDRS consisted of five subscales: personal feelings, global events, academics, group identity, and personal relationships. The questionnaire was pilot tested at two schools, a small, private liberal arts college and a medium-sized, urban community college (n=85). A preliminary exploratory factor analysis and reliability analysis suggested minor changes to the instrument. The pilot results also provided justification for further sampling and more formal analysis of the instrument with a larger data set. The scale was then administered to students with disabilities at a large urban research university. The results were similar to those from the pilot.After aggregating the data (N = 121), another exploratory factor analysis was conducted to identify the underlying structures measured by the instrument. The five subscales suggested by the literature were confirmed, and subscale reliability of scores improved. Analysis of the aggregate data also suggested the removal of several items that did not appear to function well in the instrument.The results of the study suggested that disability stigma is a significant issue for college students with disabilities. Disability support personnel at the postsecondary level could use an instrument like the SSDRS for benchmarking, analyzing the disability climate on campus, or designing specific student interventions. The results also suggested that the phenomenon of disability stigma is measurable, and worthy of future study.
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Hudson, Robyn Lynn. „The effect of disability disclosure on the graduation rates of college students with disabilities“. Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/24072.
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Previous studies on postsecondary graduation rates indicated that college students with disabilities have lower graduation rates than students without disabilities. As many college students do not disclose their disability to their institution upon enrollment, the effect of the timing of disability disclosure on graduation rates warranted examination. This study was a quantitative study of 14,401 undergraduate students at one large research university in the years 2002, 2003, and 2004, of which 423 had disabilities. Quantitative methods were used to conduct an exploratory analysis of the effect of disability, disability disclosure, disability-type and gender on graduation rates. A chi-square analysis revealed that students with disabilities had significantly lower six-year graduation rates than their peers. In addition, students with disabilities who disclosed their disability after their first year of enrollment had significantly lower six-year graduation rates than students with disabilities who disclosed within the first year of enrollment. Results of a multiple regression analysis showed that disability disclosure, disability-type, and gender accounted for 38% of the variance in the length of time to graduation. Finally, for every year that a student delayed disclosing a disability, the length of time to graduation increased by almost half a year. The implications of the study were discussed and recommendations for future research were made.Ph. D.
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Ablaeva, Yelena, und Yelena Ablaeva. „Inclusion of Students with Disabilities in Study Abroad: Current Practices and Student Perspectives“. Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12426.
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While there has been an increase in the numbers of students studying abroad each year, the participation of students with disabilities remains low. As internationalization of higher education takes news steps, bringing along with it the myriad benefits of intercultural exchange, study abroad becomes an important and often required component of educational experience. This study explored the current practices and experiences of the inclusion of students with disabilities in study abroad programs. The interviews with 10 study abroad professionals, 5 students with disabilities, and 1 faculty reveal discrepancies in the perceptions of the current practices. In light of the findings of this research, I argue that the study abroad experience promotes higher levels of identity development for students with disabilities. I also propose recommendations to ensure the positive experience for both study abroad professionals and students with disabilities.
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Karabin, Beverly Lynn. „Student Engagement for College Students with the Hidden Disability of Orthostatic Intolerance“. Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262881229.
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Dissertation (Ph.D.)--University of Toledo, 2009.Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 274-302.
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Huddleston, Robin. „Teaching Physical Education Skills to a Student with a Disability Through Video Modeling“. BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7510.
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Video modeling (VM) is a video-based intervention (VBI) that has been implemented with individuals with disabilities to teach various life and educational skills. It is a tool that allows learners to watch a target skill modeled on a pre-recorded video. The learner is able to re-watch a new skill as many times as needed, and the teacher is given the flexibility needed to work with multiple students while providing individualized instruction. The participant in this study was a 13-year-old male with a traumatic brain injury (TBI) and intellectual disability (ID). The participant was enrolled in a life skills class at his junior high school and received special education services under the classification of TBI. This study used a delayed multiple-baseline, across-skills design to examine increased consistency for completing different sports skills in physical education (PE), including a basketball chest pass, football forward pass, and soccer inside foot pass. VM was used successfully to increase task completion rates for all three sports skills. The participant was able to perform the basketball chess pass with 75% to 87.5% accuracy, and the football forward pass and soccer pass with 87.5% accuracy. Prior to the study he could only complete each skill with less than 25% accuracy. Future research is needed on larger samples to empirically demonstrate the efficacy of VM to improve PE skills for special needs students.
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Williams, Heidi Maria. „SUPPORT SERVICES FOR MAINSTREAM DEAF COLLEGE STUDENT WRITERS: THREE INSTITUTIONAL CASE STUDIES“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1397.
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This dissertation acknowledges the fact that research regarding deaf student writers at the post-secondary level is practically void. To initiate an avenue of research that is meant to foreground future research regarding support services for deaf college student writers, I set out to find how college institutions are serving deaf student writers through academic support services by designing three institutional case studies. The first goal of this project was to synthesize research on the topic of deaf college student writers by organizing existing literature relevant to deaf education and language acquisition. The second goal of this project was to generate descriptive portraits of three institutions by illustrating how the schools are serving deaf student writers. The synthesis of the literature, descriptive portraits of the institutions, and discussion of emergent themes revealed from my study will speak to how the fields of Deaf Studies, Disability Studies, and Rhetoric and Composition might proceed in order to make the most of support services for deaf student writers.
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Sipuka, Olwethu. „Exploring a framework for decolonised disability-inclusive student walk support practices in an open and distance learning institution“. Doctoral thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/34003.
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This research examined underpinning aspects of decolonised support service needs and preferences of open distance learning students with disabilities. In order to fulfil this purpose, views and perceptions of students with disabilities on the importance, availability, and accessibility of student support services were investigated. The extensive literature review done confirms the extent to which decolonisation of higher education has received prominence however, that prominence is not given to the decolonisation of support services for students with disabilities. The Capabilities Approach is utilized as the theoretical framework for this study. It coupled with the Social Model of disability channels our focus on the person's abilities rather than the impairments. Positioned as a qualitative illustrative case study, it sought to examine the factors that positively and negatively affect increased decolonisation of the higher education experiences of students with disabilities in South African universities. As the foremost Open Distance Learning institution in South Africa; the University of South Africa is the primary site for the study. Interviews with students with disabilities, the student representative council and staff members responsible for student support revealed the current experiences and perceptions of both students and staff regarding the topic. The study findings revealed key aspects of a decolonised Student Walk as being internationally relevant, students playing a pivotal role as a stakeholder, controlling worldviews, replicating inequalities and curriculum and power plays and clear strategy as a cardinal aspect of the process. It also discovered that decolonisation was not well understood by both staff and students, hypothetically pointing to many barriers than opportunities. There was disjointed institutional support initiatives that needed to be decolonised, inclusive, teaching and student support aligned. The major implications are linked to institutional level strategic support, staff training and awareness, policy reflection and strategy, inclusive initiatives and student involvement. Above all, a decolonised Student Walk framework has been proposed.
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Frankie, Lauren Jodi. „Attitudes towards individuals with disability amongst students and employees in a higher education institution in the Western Cape“. University of the Western Cape, 2016. http://hdl.handle.net/11394/5642.
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Magister Commercii (Industrial Psychology) - MCom(IPS)Even though attitudes have been studied for many years, attitudes toward individuals with disabilities still remain an important issue, today (Geskie & Salasek, 1988; Popovich, Scherbaum, Scherbaum & Polinko, 2003). With the relationship between numerous demographic factors and attitudes toward those with disabilities being inconsistent across existing research and the absence of research conducted in the South African context this research study investigated whether variables such as gender, age, education level, exposure to a person with a disability or having a friend or family member with a disability had an effect on attitude towards disability. The population of this study constituted students from the Economic and Management Sciences (EMS) Faculty and Support Staff in a Higher Education Institution in the Western Cape. A non-probability convenience sample method was utilised of which 140 respondents completed two questionnaires. Namely, a Biographical questionnaire and the Affective Reactions Subscale of the Disability Questionnaire (Popovich et al. (2003). Statistical analyses included both descriptive and inferential statistics (the t-Test and ANOVA). According to the findings of this research study, significant relationships do not exist between variables such as gender, age, educational level, amount of contact and exposure to or having a friend or family member with disability and staff and student attitudes toward those with disabilities in a Higher Education Institution in the Western Cape. A few limitations related to the study were recognized and it is recommended that a combination of quantitative and qualitative research approaches be implored as well as other faculties and Institutions in the Western Cape be used to contribute to greater representativeness and generalisability for future research. Also, to establish organisations or institutions as employers and institutions of choice among those with disabilities, organisations and institutions are to better market disability facilities and accommodations. It is also proposed that students and staff with disabilities should be encouraged to fully participate in the design and event management of disability awareness campaigns.
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Bair, Michael Quinn. „Identifying Elementary School Student Understanding of Learning Disabilities“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4333.
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This school-based study examined the knowledge level of third through fifth grade students who are not being served in special education regarding learning disabilities, personal learning styles, and their perceptions of their peers with learning disabilities. This study circumvents teachers', administrators', and parents' awareness which has been thoroughly researched and instead, directly assesses through interviews what elementary students (n=45) know about learning disabilities. The goal of this study was to gain a greater understanding of what the students' perceptions are of their learning experience in general and what their understanding of learning disabilities are more specifically through interviews to give educators greater insight into how we can improve the education offered to students. Findings indicate that participants had a generally accurate understanding of learning disabilities and how learning disabilities affect success in school. Results underscore the importance of parents and educators working closely with students to gain firsthand knowledge from those that are being taught.
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Ziswiler, Korrin M. „Predicting Student Engagement by Disability Type at Four-Year Baccalaureate Higher Education Institutions Using Self-Reported Data“. University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397664923.
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Alghamdi, Ashwag. „Effects of an Electronic Visual Activity Schedule on Independence for a Student with Severe Disability“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3591.
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This study investigated the effects of an electronic visual activity schedule (eVAS; i.e., FIRST THEN Visual Schedule application) paired with the system of least prompts on the latency period and level of independence that a fifth-grade student with Intellectual Disability needed to transition throughout the day. Also investigated were the value that the teacher and student placed on the use of an eVAS to teach daily life and school routines instead of typical instruction (e.g., traditional visual schedule) and the student’s ability to generalize the use of the eVAS across instructors and materials (display). An ABAB single case design was used to investigate the effects of the eVAS app. Study research results indicated a functional relation between the use of the eVAS paired with the system of least prompts and the students correct responding and decreased latency. Limitations of the study and the suggestions for future research are discussed.
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Patterson, Alexis A. „Effectiveness of combined stress control and behaviour management sessions for parents who have a child with a learning disability“. Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5618.
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Objectives: There is body of evidence that suggests parents who have a child with a learning disability experience increased stress levels. In addition, research has found a bidirectional relationship between parental stress and child challenging behaviour. Other investigations in this area have found parental stress to be a significant predictor of intervention outcome, and it has been suggested that it should be targeted prior to any child focused intervention. The aim of the current study is to examine the effectiveness of an intervention that targets both parental stress and child challenging behaviour, in families who have a child with a learning disability Design & Method: The study employed a questionnaire based, quantitative, within and between groups methodology. The design included two groups, both parents of children with learning disabilities. Group one, attended three sessions targeting parental stress and three on child challenging behaviour and completed measures on parental stress, mood, coping and child behaviour. Group two, received ‘treatment as normal’ and completed the same measures. Results: Correlations were conducted to look at the relationship between parental stress, coping, mood and child behaviour. The results partially supported a relationship between parental stress, child challenging behaviour and coping. The ANOVA revealed a significant decrease in anxiety scores for the intervention group over time. The results provide some support the effectiveness of the sessions in reducing parental stress but not child challenging behaviour. Conclusions: The findings provide some support for the use of a brief intervention for parents who have a child with a learning disability. The results indicate high levels of stress and child challenging behaviour, which has been linked to increased risk of mental health problems in both child and parents. The current intervention may be appropriative for families with lower levels of stress and behaviour problems, and alternative approaches may be more suitable to families with chronic difficulties.
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Rushton, Teresa. „Exploring the lived experience of being an occupational therapy student with additional support requirements“. Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622927.
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This study explored the lived experience of being an occupational therapy student with additional support requirements. Individuals with disabilities have the right to access education and have unique skills and attributes which are highly desirable within Health and Social Care professions. The number of students with disabilities undertaking Health and Social Care programmes is increasing and Universities have sought to improve facilities, resources and support for these students. However, Occupational Therapy education which is truly inclusive remains elusive (Jung et al, 2008). No previous research exploring this phenomenon has been completed within the United Kingdom. Two small scale studies in USA (Velde et al, 2005) and in Canada (Jung et al, 2014) have been previous published, alongside a number of autobiographical descriptions of individual’s personal experiences of OT education from those with disabilities (Archer, 1999; Bennett, 1989; Guitard and Lirette, 2005; Sivanesan, 2003). However, the age and predominant international context limits applicability within the UK. Unlike previous studies, Interpretative Phenomenological Analysis (IPA) was used to investigate the phenomenon of being an Occupational Therapy student with a disability, from the individual’s unique perspective. Viewing each individual participant as a unique occupational being allowed me to reveal findings which have been previously unidentified and unexplored. This study illuminated a journey that all participants experienced as they engaged in the occupation of studying to become an Occupational Therapist. The journey was described by two participants using the metaphor ‘a rollercoaster’ and this became the overarching theme. Other themes generated from individual participant journeys, as described in their own words, were ‘like a bull at a gate’, ‘that was when the bubble burst’, ‘heal thy self’ and the ‘world is my oyster’. The findings indicated that there was a therapeutic benefit of studying to become an Occupational Therapist for those who had successfully completed the programme. Whilst never the original intention of the research, when interpreting the findings, I was drawn to how the concepts within Model of Human Occupation (MOHO) (Kielhofner, 1985) were evident within each participant’s journey and thus applied MOHO to each individual. It is recommended that further research is undertaken to explore if the findings of this study are only applicable to those who participated in the study or if studying Occupational Therapy is indeed therapeutic and the Model of Human Occupation is applicable to all students who study OT with or without additional support requirements.
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Ritter, Suzanne Silcott. „Cognitive, achievement, and background variables predicting diagnosis of the college student with a reading based learning disability /“. The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488194825667305.
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Fine, Zoe DuPree. „Valanced Voices: Student Experiences with Learning Disabilities & Differences“. Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4038.
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This feminist oral history project located at the intersections of disability, feminist, body politics, and educational theory presents an analysis of three individual student narratives about their experiences with learning disabilities and learning differences (LD/Ds) at the high school and university levels. This thesis introduces students' accounts of their daily lives, pasts, personal views, experiences, and memories about having learning disabilities and learning differences into the existing scholarship on LDs and reveals how students' narrated experiences might shed light on the ways in which education might be reformed to better meet the needs of students like them. In response to these oral histories, I recommend a more distinctively holistic approach to intervention for students with learning disabilities and differences and introduce regime theory as a potential approach to educational reform to improve circumstances for marginalized individuals in the U.S. educational system. Adopting a broader, more universal model would result in more comprehensive and effective training for professionals to prepare them to more quickly and accurately recognize patterns and trends (such as the growing number of LD/D diagnoses over the past decade), and disability in education being reframed, reimagined, and handled as a social issue, a repairable condition in need of attention and resources.
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Guerin, Annette Patricia. „'The Inside View' Investigating the use of Narrative Assessment to Support Student Identity, Wellbeing, and Participation in Learning in a New Zealand secondary school“. Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10486.
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New Zealand education policies and documents (Ministry of Education, 2007, 2009, 2010, 2011a, 2014a) situate students at the centre of assessment processes that are underpinned by the New Zealand Curriculum. They identify building student assessment capability as crucial to achieving improvement in learning. Documents recognize the impact of quality interactions and relationships on effective assessment. However these core beliefs about assessment are not observed to guide teaching practices for all students. Disabled students remain invisible in assessment data and practices within New Zealand secondary schools. There appears to be little or no assessment data about learning outcomes for this group of students. This thesis investigates possible ways to recognize the diversity of student capability and learning through the use of narrative assessment. It challenges the absence of disabled students in assessment landscapes as educator roles and responsibilities within assessment, teaching and learning are framed within an inclusive pedagogy.
This research project focuses on how a team of adults and two students labeled as disabled make sense of assessment and learning within the context of narrative assessment in the students’ regular high school. The project examines the consequences of narrative assessment on student identity, wellbeing and participation within learning. The study offers opportunities to observe how specialists from outside of the school respond to the use of narrative as they work with the two student research participants.
This study undertakes a critical inquiry that recognises the principles of the Treaty of Waitangi – partnership, protection and participation – as pivotal to inclusive practice where all students are valued as learners. It investigates how narrative assessment can honour these principles in everyday teaching practice.
The project aims to inform education policy and practice, with a view to enriching learning outcomes and opportunities for disabled students who are frequently marginalized by inequitable assessment processes.
It is argued that narrative assessment can support the construction of student identity and wellbeing. It can support the recognition of disabled students as partners in their learning. However the value of narrative assessment can be undermined by the responses of educators and other professionals who continue to work within deficit models of assessment, teaching and learning.
Within this thesis adult participants from family and education contexts have clear ideas about the value and validity of assessment practices and processes that do not respect a presumption of competence or a need to establish a relationship with a student being assessed. Their views challenge everyday practices that fulfill assessment contracts, but ignore Treaty of Waitangi and New Zealand Curriculum commitments. Their views can inform better ways of working between specialists and schools supporting disabled students.
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Hoffman, Teresa. „The Student Experience of Psychoeducational Assessment: A Phenomenological Study“. Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629334058213182.
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Byrd, Terre D. M. „East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities“. Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1721.
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The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities.
Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were interviewed. An online survey was sent to faculty members via the ETSU email system. Disability law and disability compliance year books served as the primary documents that were reviewed for pertinent information.
Grounded theory using a constant-comparison methodology served as the conceptual framework for the study. The grounded-theory approach allowed for the perspectives of students and faculty to be shared and analyzed. Constant-comparison methodology was used to interpret the data through the critical lens perspectives and experiences of students with disabilities. Interview, online survey, and document review were 3 methods of data collection used in this study.
The findings of the study indicated that the experiences and perspectives of ETSU students with disabilities differ regardless of visible or invisible disability. Findings also indicated that faculty attitudes towards providing accommodations to students with disabilities were generally positive. However, attitudes of faculty members at ETSU did mirror the attitudes of faculty members at other universities in the provision of certain accommodations based on type (classroom or testing.) In general, faculty members were less willing to alter a test than to provide extended time for a test. Also, faculty members were less willing to provide lecture notes as opposed to allowing a student to record a lecture. It is suggested that the willingness of a faculty member to provide accommodations may hinge on knowledge, experience, and ease of providing the accommodation.
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Ruderman, Danielle Eve. „Predictors of Educational Outcomes among Undergraduate Students with Disabilities“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364573503.
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Schumacher, Lisa Polakowski. „The lived experience of student caregivers: a phenomenological study“. Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5626.
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The purpose of this dissertation study was to describe how students who provide care for a person with a disability or chronic illness cope with the demands of both roles. The way students cope with stress has a direct impact on overall health, which has an impact on learning, development, and retention. Student caregivers are considered nontraditional students; nontraditional students are more likely to drop out of higher education because of obstacles in their non-academic life. Historically, student affairs professionals have developed programs and services to meet the challenges of underrepresented students in higher education. More than half of family caregivers are between the ages of 18-49, due to the aging population. The number of student caregivers enrolled in higher education will continue to increase and they are not adequately represented in student affairs literature. Data for this qualitative study was collected through a combination of individual interviews and a focus group to understand: who student caregivers were caring for, how they coped with their dual roles, and how the institution they attended supported them. While each student caregiving experience is unique, the fundamentals of student caregiving are consistent; student caregivers must often choose between completing academic tasks and caring for a human being. The participants represented a variety of disciplines, which highlights the need for student affairs professionals, faculty, and administrators across the academy to understand the specific challenges they face.
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Bartos, Bonnie Heather. „An Investigation of School-Based Specific Learning Disability Identification“. PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2714.
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Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of relativity, acceptability, and profitability as they reflect on the SLD process? and b) What other themes regarding SLD eligibility determination emerged from interviews with secondary resource teachers? Utilizing the modified constant comparative method (Lincoln & Guba, 1985), the author revealed that there was moderate support for the paradigms of relativity and acceptability, but less support for the paradigm of profitability. In addition, the author identified other themes, such as difficulties with evaluating English language learners and the benefit of case management, that can be used to expand Bocian’s theory. The author also argued that the paradigms overlap with one another during the special education identification process, rather than proceeding in a sequential order. Finally, the author discussed the implications of her findings in terms of improving school-based and policy practices.
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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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Hurt, James Matthew. „A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1487.
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Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia.
Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies.
The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.
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Rowlett, Emma Jane. „Disability equality and discrimination in higher education : staff and student perceptions of the 'reasonable' adjustments made for print disabled students“. Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12743/.
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The aim of this research was to explore staff and student experiences of the barriers print disabled students face and the adjustments made to overcome these. Universities are obliged by the Special Education Needs and Disability Act 2001 and the Disability Discrimination Acts 1995 and 2005 to make 'reasonable' adjustments, but receive only limited guidance as to how far they have to go to do this. No literature, research-based or otherwise, has so far dealt with the full range of issues relating to the implementation of adjustments for print disabled higher education students and until now few questions have been asked about why difficulties arise. Some studies have dealt with general issues relating to disabled higher education students (e. g. Riddell, Tinklin and Wilson, 2004; Fuller et al., 2006; Healey, Fuller, Bradley and Hall, 2006) but their conclusions are not fully applicable to print disabled students. Other literature has looked at issues relating to the accessibility of documents (e. g. RNIB, 2003, 2004, 2006; JISC TechDis, 2006a, 2006b, 2007a, 2007b) but does not consider how these issues affect higher education students. A small amount of literature focuses on general issues affecting print disabled students, but so far this has only focused on the underlying impairments that lead to it in isolation (e. g. visual impairment - Roy, 2003; or dyslexia - Riddick, 2001). Several sources have produced guidelines for making reasonable adjustments for students with dyslexia (e. g. The University of Nottingham 2006a) and visual impairments (e. g. West Virginia University, 2005b), but no comparisons appear to have been made been the similarity of the two. This study expands on previous research to explore the experiences of print disabled students, both from the perspective of print disabled students themselves but also from the perspective of the staff who support them. It explores the impact of the medical and social models of disability, as well as the mediatory model of disability displayed by the disability legislation. Its findings suggest that whilst universities have made considerable progress in reducing discrimination and promoting equality, print disabled students still experience significant problems. It concludes that whilst SENDA 2001 has contributed to the progress that has been made, legislation alone may not be capable of producing the cultural change that is needed.
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Zeng, Wen. „The roles of student self-determination and parent involvement in postsecondary enrollment for students with learning disabilities“. University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273641784401.
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Jones, Jataune Norkeisha. „An Examination of Parents' Perceptions of School Factors that Contribute to and Hinder the Academic Success of Students with Disabilities Attending an Intermediate School in Southeastern Virginia“. Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85565.
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Students with disabilities have historically underperformed on achievement tests in comparison to their non-disabled peers (Eckes and Swando, 2009; Hurt, 2012). This qualitative study explored parents' perceptions of school factors that contribute to and hinder the academic success of students with disabilities. The researcher collected data by interviewing a purposeful sample of parents of students with disabilities and gathered and reviewed their child's academic information. This qualitative research study utilized a phenomenological design approach that allowed the researcher to gain insights into parents' perceptions of students' lived experiences.
Participants included a sample of parents of fifth-grade students with disabilities attending an intermediate school in southeastern Virginia. The researcher collected data for this study in the spring of 2017. Interviews were administered in one session, allowing the researcher to ascertain from responses to the 22 interview questions which school factors parents perceive as contributing to and hindering academic progress. The results of this study indicated that the success of students with disabilities was impacted by staff members' understanding of multi-modality learning, needs of students with disabilities, and the level of support needed by students. The findings also indicated large class size and the physical and cosmetic characteristics of a classroom had an impact on achievement. Parents recommended mentoring programs, restructuring the classroom environment, improving parent-teacher communication, and meeting the unique needs of students with disabilities as areas of improvement.Ed. D.
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Ramlackhan, Karen. „The Elusiveness of Inclusiveness: A Discursive Analysis of Inclusion in a District Level Exceptional Student Education Leadership Team“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6570.
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This poststructural study utilizes Foucault’s theories of power/knowledge nexus and disciplinary power to explore the discursive formation of inclusion of a district level Exceptional Student Education leadership team in order to understand how the discourses are constructed, practices are normalized, and power relations are legitimized. This type of analysis interrogated the assumptive groundings of special education in the district, and how these have been taken-for-granted and normalized in the professional knowledge, policies, and practices of the field. Data from multiple sources: semi-structured interviews, observations, multimodal forms of communication, observation journal, and researcher reflexive journal produced findings within four dominant discourses---the philosophical understanding of inclusion discourse, the contextual discourse, the politics of leading discourse, and the logistics of inclusive schooling discourse. The normative understanding of inclusion within this district is anchored in a structure of difference, emphasized through ability. The areas of commonalities among and within these discourses, where tensions and contradictions lie, include the continuum of segregating spaces, the utility of the academic achievement frame, and the necessity of specialists and professionalized knowledge. Future research may entail exploring a radical restructuring of inclusive education, and conducting non-traditional qualitative studies that focus on the relational power dynamics and decision-making processes among district administrators. Implications for practice are also discussed.
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Metcalfe, Yovhane. „A LOGISTIC REGRESSION AND DISCRIMINANT FUNCTION ANALYSIS OF ENROLLMENT CHARACTERISTICS OF STUDENT VETERANS WITH AND WITHOUT DISABILITIES“. VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2755.
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The postsecondary enrollment of student veterans has increased with the troop draw down in Iraq and Afghanistan as well as the generous amendments made to the Post 9/11 GI Bill. Acquired disabilities remain a reality for this population as they transition into the civilian world; consequently, previous literature cites the role of disabilities amongst student veterans. Also, prior research often aggregates these two groups without a thorough understanding of the ways in which they differ. This study compared student veterans with disabilities to student veterans without disabilities in order to understand the enrollment and demographic factors on which they differed, if any. Using a secondary data analysis of the 2007-2008 National Postsecondary Student Aid Survey, univariate tests of significance, a logistic regression, and a discriminant function analysis examined the relationship between disability status and seven predictor variables: age, gender, GPA, major, risk index, degree program type, and whether or not a student was exclusively a distance learner. These seven variables as a whole were not significant predictors of disability status; however, the models provided valuable insight into the similarities and characteristics shared within this population. Univariate tests of significance revealed that students with disabilities had a significantly lower mean GPA, were more often male, tended to favor certain academic majors over others, more often enrolled in bachelor’s degree versus associate and certificate programs, and had a lower risk of attrition based on their index of risk. Major, degree program type, and risk index proved to be the most significant predictors of disability status in LR and DFA. A student veteran’s age and whether they were a distance learner had no significant bearing on disability status indicating that student veterans enroll in distance learning or campus-based programs without influence from an orthopedic or mobility impairment, the most common type of disability amongst student veterans. This study offers a full description of student veterans with disabilities including the specific types of disabilities with which this population enters higher education.
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Guajardo, Daniel. „A quantitative analysis of the student involvement and social development between first-year college students with and without a learning disability /“. Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1184167451&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Guinn, Dana M. „Proloquo2Go or SwiftKey Symbols: Which Leads to Better Acquisition of Targeted Phrases for a Student with Intellectual Disability and Articulation Concerns?“ Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3196.
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Having a meaningful system for expressing common needs and thoughts is important for overall quality of life for students with intellectual disability and limited expressive language. The current study was conducted to evaluate whether one communication system, Proloquo2Go ($249.99) or SwiftKey Symbols (FREE), is more effective in the acquisition of targeted expressive phrases in one student with intellectual disability who exhibited expressive communication difficulties. The student was provided with instruction in both systems using task analytic instruction and system of least prompting and encouraged to use each system at different times in a single case, alternating treatment design. Results indicated that Proloquo2Go led to faster acquisition of targeted phrases, although gains were shown with both devices. Although, given the cost difference, teachers and parents may want to consider free options, like SwiftKeys, given the student made gains with this device. Future research is needed to provide generalizability of these results.
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Brown, Megan R. „Judging Disability by its Cover: A Nested Case Study of Student Perceptions of Normal Childhoods in and on Middle Grade Novels“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554995588014149.
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Almy, John William. „English composition and the dyslexic/learning disabled student“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/949.
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Mims, Pamela J., und Ann Meyer. „The Least Dangerous Assumption Increases Student Achievement &Teacher Satisfaction in Special Education?“ Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/189.
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Gladstone, Colin Alexander. „The search for a good life: young people with learning disability and the transition from school“. Thesis, University of Canterbury. Education Studies and leadership, 2014. http://hdl.handle.net/10092/9640.
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This qualitative study is concerned with the transition process from school to post-school life for students labelled with learning disability in New Zealand. My interest is in understanding how a particular group of these young people can make a successful transition from school in their search for a good life, as they themselves judge this. I draw on critical social theory to position these young people within contemporary education and society, using a Disability Studies in Education (DSE) framework to understand learning disability as socially, culturally and politically constructed.
I draw on Zygmunt Bauman’s critique of neoliberal hegemony and use of metaphor to understand how young people with learning disability are excluded in a contemporary Western society. Post-school outcomes identify very little useful tertiary education or paid employment; long-term reliance on family for living and housing; and extremely limited social networks, mostly founded on family members and paid or voluntary support workers. I argue that these young people are caught in a parallel education system that largely controls and manages them along a restrictive pathway from special education services in schools to special vocational and welfare services post school. The clear voice of the young people through the research findings demonstrates this is not what they want. They want the same opportunities as their peers without disability.
Andrew and Caroline, two young people with Down syndrome, and I formed a research team. We came together to explore, understand and respond to an exclusionary landscape during the transition process that I argue leads to unrealised lives. The study utilises a participatory action research approach. It is a collaborative journey and a transformative response to exclusion through what I describe as “the relational dimension.” Further, it is a call to arms on behalf of a particular group of students who have been mostly excluded from rights, responsibilities and opportunities to contribute positively to their lives and the lives of others.
This thesis has been a journey of personal and professional, individual and collective discovery. Answers to the question of how young people with learning disability can transition towards a good life are to be found in how we fundamentally value this group of young people in education and society. Valuing can only occur if we recognise our
interdependence while acknowledging our unique differences. Only then will we truly provide the opportunities and support that we all need to move forward in our journey towards a good life.
This thesis will be of interest to young people; parents; education and social policy leaders; school leaders; career specialists; and all teachers, professionals and support workers in the field. Its findings and recommendations challenge “expert” and deficit constructions of learning disability. They have relevance for a collaborative “whole-school” approach to career and transition policy and practice for students with learning disability; importantly, however, they also have relevance for all students. Effective relationships are central to understanding how, through our relative interdependency; we can collaboratively make the journey towards a good life. Additionally, the thesis contributes to knowledge regarding how to meaningfully involve young people with learning disability in the research process through their lived and our shared experiences that provide ethical, methodological and procedural insights.
I develop two main arguments in this thesis. My first argument is that exclusion from educational opportunity must be exposed, challenged and rejected. Exclusion must be exposed in order to understand the unequal power mechanisms at play. Exclusion must be challenged, as the outcome of these unequal power mechanisms is that some students succeed and some fail. Exclusion must be rejected to make way for new relational, transformative education agendas. My second argument is that direct and meaningful involvement and collaboration by young people with learning disability in the research process will support practical solutions towards greater democracy in education and society. The ultimate outcome of democracy in education is a system where all students are valued and celebrated for their unique differences and stories, yet with recognition of their relative interdependency. All students are viewed as capable, purposeful, responsible and contributing. They are provided with the opportunities and support required to realise a good life, leading to active contribution and a sense of belonging in education and society.
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Algharbie, Turkie Ali. „Effects of a Software Program vs. Constant Time Delay in the Acquisition of Sight Words for a Student with Significant Disabilities“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2595.
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The development of sight words is essential for individuals with significant disability. There is a plethora of research highlighting the acquisition of sight words for this population but to date, most focus on teacher led interventions (Browder, Algrim-Delzell, Spooner, Mims, & Baker, 2009). This study investigated the use of computer technology vs. one-on-one instruction targeting sight words acquisition for a student with a significant disability. Results showed the participant indicated improved performance using the computer based intervention versus the constant time delay instructor led intervention.
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Férová, Jana. „Relaxační a terapeutické činnosti v rehabilitačním klubu na Základní škole speciální“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446537.
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The purpose of this diploma thesis was to find out what type of therapies exist for pupils with combined disabilities within the Rehabilitation Club at the Special Primary School, what the course of these therapies looks like and what could be potentially improved. As part of the thesis, four research questions are answered. The theoretical part contains of the description of the comprehensive rehabilitation care which is further divided into medical, social, educational (pedagogical) and work rehabilitation. Furthermore, the theoretical part describes the individual therapies falling under the medical and the educational (pedagogical) rehabilitation. Part of the thesis is an introduction and comparison of three various organizations: educational institutions, social services and non-profit organizations. In the practical part, four research questions are defined and answered by using three methods: method of observation, interview and an analysis of pupils' documentation. It is researched what kind of therapies are being used within the Rehabilitation Club, how they are being executed, their frequency and the type of children undergoing them. The research concludes with a comparison of three different facilities whose clients suffer from severe disabilities. From the results of the research are...
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Lin, Min-Shiue, und 林敏雪. „The study of math representation disability student“. Thesis, 1998. http://ndltd.ncl.edu.tw/handle/85187845205674078869.
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Sule, Amanda Marie. „Disability awareness training for student employees at college/university recreation departments“. 2004. http://www.oregonpdf.org.
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Chung, Kuo Yao, und 郭耀中. „Positive Behavior Support Plan for Interruptive Behavior of Student with Severe Disability“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/8zzx2s.
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碩士國立彰化師範大學
特殊教育學系
97
The purpose of this study was to improve the interruptive behavior of a student with severe disability by developing a positive behavior support plan (PBS). Tools such as Behavior Motivation Scale, Antecedent-Behavior-Consequence Direct Observation Form and Interview Form were used to assess the function of interruptive behavior. As the possible functional hypotheses regarding the interruptive behavior was established, positive behavior support plan was then designed to provide various strategies for setting events, predictors, functional equivalent behaviors, and consequences. The result of improving the interruptive behavior by positive behavior support plan was gradual and steady with positive effect on the subject’s participation in peer interaction and class activities. Parent and teachers feedback of the study result was also positive. The steps and procedures of PBS are well executed in this study. And functional assessment and functional equivalent behavior teaching are well performed. Especially, the PBS is coordinated with IEP, and operated through team cooperation. Besides, limitations of the study are discussed and further suggestions of the study are proposed.
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Tseng, Ching-Chih, und 曾靚之. „Effects of Structured Exercise on Physical Fitness of Student with Mental Disability“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/94464508754009513019.
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碩士臺北市立大學
休閒運動管理學系碩士在職專班
104
This research aims to study the effects of eight weeks of structured exercise on the physical fitness of student with mental disability. Using a quasi-experimental design and purposive sampling, the subjects of this study consisted of a total of nine students from a special-needs class at a certain secondary school in New Taipei City. Prior to the program, the students were interviewed and assessed in order to understand their fitness levels, and parental consent was obtained. Structured exercise was then carried out twice a week, 45 minutes per session, comprising of 10 minutes of warm up exercise, 25 minutes of main exercise with rope ladders as the main means of exercise, followed by 10 minutes of cool down and flexibility exercises. In addition, the students were given fifteen minutes off from their daily self-study sessions to engage in voluntary exercise. The students would then fill in a self-assessment form. The collected data was presented using descriptive statistics and analyzed with the paired sample t-test, the results were found as below: 1.Eight weeks of structured exercise improved the body composition of the student with mental disability. 2.Eight weeks of structured exercise improved the cardiorespiratory endurance of the student with mental disability. 3.Eight weeks of structured exercise improved the muscular fitness of the student with mental disability. 4.Eight weeks of structured exercise improved the flexibility of the student with mental disability.
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CHANG, TZU-LING, und 張紫翎. „The study of English reading combined SQ4R with Student Team Achievement Division“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/gzp94u.
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碩士國立雲林科技大學
技術及職業教育研究所
105
The main purpose of this study is to use an effective method of reading and teaching strategies to enhance students' English reading learning outcomes, and in depth analysis which step of the experimental group student team achievements divison makes learners have interesting. This study chose two classes of third-year students of southern Taiwan junior high school. There are total forty-eight students. One class used SQ4R(Survey, Question, Reading, Recite, Review) and Student Team Achievement Division (STAD) strategies with eBooks, the other used SQ4R with eBooks. According to the school syllabus, they have three tests. The first exam results as a basis for heterogeneous grouping, the second exam as a pretest, the third exam as a posttest. The scores of pretest and posttest used t-test analysis for assessment their learning performance. In addition, the experimental group of high, medium and low-achievement students analyzed learning effectiveness separately. Moreover, satisfaction questionnaire was be used to evaluate the SQ4R and STAD strategies. Meanwhile, semi-structured interviews were be used for understanding the perspective of students. The analysis results showed that the students used SQ4R and STAD strategies getting higher scores than only used SQ4R. Besides, two groups of students are very satisfied with their teaching methods, and have positive perspective about heterogeneity group, interactive activities, and praise events. Therefore, most students are willing to continue use this teaching strategies in other coures.
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Cheng, Yi-Ju, und 鄭怡如. „How I interact with disability-Research on the College Student Socialization Process of Students with Intellectual Disability in Vocational High School“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/95zbb7.
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碩士國立臺灣師範大學
教育學系
105
In modern society, more and more students with IDD from vocational high school going to college. The study explored the stories of two college students with IDD who graduated from vocational high schools. The study first asked how they experienced their disabilities at different stages? With the sociological perspectives and the use of qualitative methods, the research then explored their socialization in the label of the obstacles and analyzed the important motivations for promoting their socialization. According to the findings, although with different backgrounds, the two college students experienced similar encounters because of their obstacles. In constant interaction with family, school, and system, these encounters impacted their life choices. Based on the analysis and interpretation of the findings, the following conclusions have been drawn: 1. The socialization with obstacles: In the study, we can see that the socialization of students has been occurred in the interaction with the enduring obstacles. Even if they had the rights to participate in the system, the society presented itself with double standards. These particular students eager to become one of "ordinary people", and to escape to from discriminating eyes. Also, because they are often not trusted, they developed themselves with contradictory personality. Their families or teachers advised them according to their own experiences, but not necessarily resulted in the desired outcomes, and the future has been constantly changing. The power exists in the system. In the school system, the educational achievements of the students depend predominantly on their own efforts, rather than association with the distribution of the structure or the resource. In the system of identification, their self-identity is embedded in “abnormal” category. The social welfare based on such “abnormal” categories enhances such social tags. 2. The motivations of socialization of vocational college students with IDD Family can buffer the impact of the outside world and the pressure, the family has provided important role models to learn from. With the growth of students, significant others can also be their teachers or peers. If the system treats these disable students with a different perspective, the role of the student's image can also be changed. But the most comfortable environment for students is not a completely inclusive, but an environment is able to face his or her differences, to provide assistance but will not enlarge his or her obstacles. The study also recommends some further research direction: Teachers tend to take on a "professional" perspective to treat students with IDD, teachers are willing to listen, but often lack of patience for waiting. In addition, the school education should teach students to self-determination and responsible for this. For students with IDD, more is to enrich their basic knowledge before judging, so that their life and their own related. Taking the subject of this research as an example, teachers should learn more about the possibilities and opportunities for the students’ future after graduation. There are many factors that influence how many students can learn or use after getting into colleges in the future. A future research could further explore the comprehensive situation of students in the compulsory education to study the overall learning experiences of students.
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Tang, Chien-Chang, und 唐鑑樟. „An action research of social skills training program for student with learning disability“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/96706800346612271073.
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碩士國立臺北教育大學
特殊教育學系碩士班
94
This paper conducted an action research on an elementary social skills training program strategy for students with learning disability. The purpose was to explore the practical knowledge development through the teacher’s teaching reflection. The outcomes of the study indicated that: 1. the practical knowledge was developed through performing dynamic teaching reflection process involved in before and after teaching. 2. the teacher integrated relevant theories and practices concerning social skills training program to develop the practical knowledge on ‘course development’, ‘teaching method’, ‘participant of research’ and ‘learning environment’. 3. the teacher developed his own style of practices. Based on the findings and results, this study offers suggestions for future researches.
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Peng, Lute, und 彭路得. „Exploring paternal experience-Using case student of fathers of Youth with learning disability“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/f5bz3u.
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碩士國立暨南國際大學
輔導與諮商研究所
103
This study aimed to investigate the paternal experience of fathers with learning disabled youth student. Through in-depth interviews , to get an understanding of the experience of fathers with Youth with learning disability. The purpose of the study is to understand the father’s reaction upon discovering that their children has a learning disability;to understand how the youth with the learning disability to cope with their learning and survive; to understand how the father cope with their child’s learning disability. The study collected information through in-depth interviews which is later transcribed for use in data analysis. The study participants include four fathers, each with a child who has been diagnosed with learning disability. The children’s age range between secondary 1 to secondary 3. The findings of this study are as bellow: 1. The youth’s learning disability is often discovered only after the child enrolls in school. 2.There are common characteristics and signs in the various of learning disability. 3.Poor social adaptation of children with learning disabilities, low self-concept . 4.SLD troubled adolescent interpersonal learning and learned helplessness. 5.Father face the children with learning disabilities with the inner pressure 6.The father and the learning disabled youth experience considerable distress in their interaction during teaching and learning. 7.The parents ‘s support and understanding is the key to improve the interaction during learning and teaching. Key Words: Learning disability, Fatherhood experience
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Jen, Chang Ming, und 張銘仁. „The Effects of Jump Rope on Physical Fitness of Student With Intellectual Disability“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/03882552921098263404.
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碩士國立臺東大學
特殊教育學系碩士在職專班
101
Jump rope course study examined is important to the physical fitnss of students with mental retardation and culture students health.This study exmined the sffect of jump rope on physical fitness and learning in student with mental retardation.The participants of the study were two boys with light mental retardation and two girls with light mental retardation from a resource room class fitness tests were administered before and after jump rope teaching.Changes in student’s physical fitness knowledge were investigated through worksheets teaching diaries and interviews.The study consisted of 15 lessons and lasted for 15 weeks. Dependent t-test was used to compare the physical fitness level of the participants.The qualitative data from worksheets teaching diaries and interviews were summarized and categorized using content analysis. Results from this study indicated that：1、There were overall progress in health related physical fitness for student with mild intellectual disability.2、Students with mental retardation were willing to actively take part in activities in jump rope lessons after class.These findings could used as reference to administrative units, physical education teachers, special education teachers, tutors,and teachers of resource room to plan and teach their adapted physical education of teaching,and future studies.
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Wu, Ya-Hui, und 吳雅慧. „Missing Treatment for "Unknown" Option – A Case Study on Self-Concept of Disability Student“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20130864917219714555.
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碩士國立臺北大學
統計學系
103
In many social science research, questionnaires are often used to do the survey. There are some "Unknown" options in the questionnaires. If a respondent choose it, we cannot know his true thoughts and may cause wrong analysis result if we directly ignore the "Unknown" options. In this study, we want to discuss the "Unknown" options and handle it by the method of missing data treatments. The topic of this study is the Self-concept of disability students, the data set we used is the samples of Junior freshmen in " Special Needs Education Longitudinal Study "（SNELS）. The study process is given as follow: first, we use multiple logistic regression to find the significant variables that may affect the "Unknown" options. Second, predict the "Unknown" options by multiple logistic regression and discriminant analysis , and fill the data by multiple imputation method. Finally, we compare the results by confirmatory factor analysis. We found that multiple imputation method of Monte Carlo Markov Chain, MCMC, is the best way to handle "Unknown" options . For the follow-up studies about item nonresponse, we suggest that multiple imputation method of Monte Carlo Markov Chain is a good choice to be used. The method of missing data treatments in this study can be a reference for researchers with similar topic.