Dissertations / Theses on the topic 'Children with disabilities Australia'
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1
Kilgallon, Pamela A. "Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.
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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, "it's all a huge learning curve."
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Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.
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While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
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Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.
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Twee, Pam, of Western Sydney Macarthur University, and Faculty of Education and Languages. "Literacy learning of adolescent students with intellectual disabilities : a case study." THESIS_FEL_XXX_Twee_P.xml, 2001. http://handle.uws.edu.au:8081/1959.7/310.
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This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factors and the impact of school on the literacy learning of these students from their early learning and through their years of formal education. This research adds to the current research on the learning of adolescent students with intellectual disabilities by looking specifically at literacy development and using qualitative approaches to search within and beyond the classroom for issues which affect their learning.Practitioners in education and in the care of disabled children can use the study's findings to build a framework of knowledge to develop appropriate educational placements, programs and support for learning by drawing on significant aspects of the child's personal, social and educational development.Doctor of Philosophy (PhD)
5
Werner, Jenni. "An evaluative study of a project to integrate children with disabilities into child care services in Western Australia." Thesis, Werner, Jenni (1988) An evaluative study of a project to integrate children with disabilities into child care services in Western Australia. Honours thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/51306/.
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This dissertation is about the implementation of the impact of the Disability Services Act on child care services and families seeking respite care for their children aged from infancy to six years. The legislation attempts to reform existing social patterns and their associated attitudes. Specifically this dissertation documents and analyses changing care methods for children with disability. It is a story of the change from the two earlier practices of isolating them within the confines of institutions or caring for them in the confines of the family home. Whereas the original institutionalising practice isolated the child, the modified practice of caring for them in the home with early intervention programmes in effect isolated the whole family and in particular the mother, thus preventing the parents as well as their children from leading a reasonably integrated normal life.
Under these circumstances, many parents lost basic rights, such as the right to work and enjoy leisure. The increasing frequency of family breakdown and necessary institutions, the cost of associated services, particularly respite care, and the loss of opportunities and human dignity, initiated the search for alternative practices. The solution espoused was further integration, particularly through existing schools and child care facilities. Implementation of that change required legislation for the modification of existing attitudes, institutions and practices. It is these processes that are the subject of this dissertation.
The dissertation examines the effectiveness of incentive programmes designed to enable the enrolment of more children with disabilities into child care services. Interviews, team teaching and an action research approach helped identify the expectations, changes and support required for the altered role for staff working with all children. A survey of 125 staff working in child care services was conducted to substantiate the case study findings. Overall, child care services are willing to integrate children with disabilities provided that there is additional qualified staff, regular in-service training and access to specialised agency support.
The dissertation concludes by identifying some trends which may influence future planning for policy development and integration procedures.
6
Brady, Susan M. "The concept of the best interest of the child in special medical procedure applications heard by Australian courts and tribunals /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18893.pdf.
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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
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Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
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Gray, Janette R. "Use of Section 20 of the Education Act 1928: The study of a contemporary issue using the narrative form." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/964.
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There is a growing acceptance in the social sciences that in the telling and reading of a story a form of truth can be developed. This 'truth' will be dependent on the reader actively constructing knowledge from constant reflection and modification using cultural (bounded) knowledge as a basis for comparison. Typically the narrative form employs the use of evocative, contextualised language to create implicit meaning, a plot based on some form of conflict within a temporal framework, and the use of multiple voices and genres. Generalisation from the sequence of events subsumed in the plot is assisted by the effective depiction of a 'real' culture. The aim of this study was twofold: to explore the use of narrative form as a methodology, and to apply this methodology by writing a research 'story' to study the impact of policy implementation. The proposed story is about the conflict generated by the use of Section 20 of the Education Act (1928) of Western Australia. Section 20 enables the Minister, on the recommendation of an independent panel, to direct that a school aged child with an intellectual disability be educated at a specified Education Support setting, thus effectively negating any parental choice in schooling. The narrative form was considered the most appropriate methodology for a study of the impact of this policy for several reasons. The story addressed an important contemporary issue reflecting the changing attitudes within the community and offered the opportunity to study from various perspectives the impact of the implementation of a policy perceived by parents as negotiable. The open nature of the methodology was expected to generate the freedom for participants to express their perspectives of the situation in a collaborative way. More specifically, the nature of the situation offered the opportunity to explore the use of a polyvocal and multi-genre approach to developing new knowledge, with the story written from within an unfolding situation. The participants became characters within the framework of an over-all story. Five individual stories were collected during extensive interviews and were blended by the narrator (the researcher) into a story of the Section 20 process. These narratives aided the development of cultural knowledge in the dual landscape of the plot, raising consciousness which allowed for generalisation of specific events. The open-ended and public nature of the study required a series of ethical decisions not informed by current codes of ethics. Problems of confidentiality and use of Freedom of Information were inherent in a study of the very public legal battles invoked by the inclusion conflict. Quite significant policy implications emerged from the story, with issues such as twisted policy intent and an increasing awareness of the vulnerability of the Education Department's perceived power highlighted in the personal narratives. The story format also allowed development of a perception of parenting a child with an intellectual disability, as well as a comprehensive knowledge of the frustration engendered by the confrontation implicit in the implementation of Section 20. It quite clearly showed that inclusion was seen as a child's right, and that parents are prepared and have the necessary expert support to push the system for this right.
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Uridge, Lynsey. "The use of the internet as a bibliotherapeutic tool for parents with children with disabilities or special needs : an exploratory study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/283.
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There is little Australian-based research looking at the use of the Internet as a bibliotherapeutic tool for parents with children with disabilities and special needs. This research used a small population of parents with children with diverse disabilities and investigated their Internet usage for information, their use of support groups and the triggers that made them seek information.
10
van, Limbeek Catherine A. H., and n/a. "WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES?" University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.
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Integration has been the policy of the New South Wales Department of Education and
Training since 1981. Regular classroom teachers are responsible for implementing this policy
at the classroom level. In order to achieve this, teachers need to make informed decisions
about aspects of the class program and practice that may need to be adapted or modified to
provide opportunities for integrated students to participate meaningfully in regular classroom
environments.
The purpose of this study is twofold: to extend research into adaptations made by New South
Wales teachers under a policy of integration by surveying teachers' perceptions on various
adaptations/modifications and to explore factors related to teachers? implementation of these
adaptations/modifications to programs and practices for students with mild disabilities and/or
learning difficulties. Researchers have studied integration (variously named and interpreted)
since the eighties and the current research is based on a body of research conducted over the
last twenty-five years. The current research identified the frequency of different types of
adaptations/modifications used by regular classroom teachers. An attempt is made to identify
various barriers and isolate particular factors that may influence the use of these
adaptations/modifications in regular classrooms.
Results indicated that teachers reported using different adaptations and modifications to
varying degrees. Teachers indicated that they held a preference for adaptations and
modifications that could easily be implemented for all students in the class. Teachers reported
that barriers such as: 'Lack of preparation and planning time'; 'Demands on instruction time';
and 'Inadequate staff ratios' have the greatest affect on their implementation of adaptations
and modifications. The level of qualifications held by the teachers was the only factor that
had a significant correspondence to the frequency of adaptations and modifications
implemented for students with mild disabilities and learning difficulties. Further research is
recommended to investigate across a larger area of population, the type and level of
disabilities experienced by the students and the influence of teachers? choice on frequency of
adaptations and modifications.
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Porter, Ann. "Parents of deaf children seeking information and support on the internet : the Australian experience /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19270.pdf.
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Timms, Heather A. "The journey of making meaning in drama : a case study in a metropolitan priority school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1176.
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Children with a low socio-economic background frequently fail within our schools. The school milieu is a potential contributor to this scenario, as schools are generally designed for the attributes, needs, and skill levels that are characteristic of middle• class children. It is therefore important to explore alternative learning frameworks that will enable these children to function within the school system. Drama offers unique and exciting possibilities in this field. Previous research endorses the use of drama in education for this specific purpose; and the theories propounded by learning and language theorists and drama educationalists provide a strong theoretical framework.
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Tregeagle, Susan. "Harnessing information and communication technology for vulnerable children the redevelopment of the Australian case management systems 'Looking After Children' and 'Supporting Children and Responding to Families' /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/44013.
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Thesis (Ph.D.)--University of Western Sydney, 2009.A thesis submitted to the University of Western Sydney, College of Arts, Social Justice and Social Change Research Centre, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Bradshaw, Keith Allan, of Western Sydney Macarthur University, and Faculty of Education. "Integration of children with behaviour disorders: a comparative case study analysis in two Australian states." THESIS_FE_XXX_Bradshaw_K.xml, 1994. http://heston.uws.edu.au:8081/1959.7/41.
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This study was conducted in response to the policies for the integration of children with behaviour disorders in Victorian and New South Wales Primary Schools. These two states were selected for this study for three reasons. Firstly, the two states have adopted and are implementing integration policies which are, in many areas, contrasting. Secondly, compared to other Australian states, Victoria and New South Wales have the most children enrolled in their respective school systems and, hence the largest number of children whose schooling is influenced by these policy decisions. Thirdly, the integration policies of both states group children with behaviour disorders under the generic term 'children with disabilities.' The findings of the present study suggest a number of areas that future implementors of integration policies need to consider. Firstly, mandatory special education courses need to be implemented by all teacher training institutions. Secondly, to effectively integrate children with behaviour disorders into the regular classroom an individual, collaboratively designed program needs to be utilized. Collaboration between special setting teachers and regular class teachers would appear to be crucial in program design. Thirdly, teachers stress emerged as an issue which policy designers need to address urgently. Fourthly, resources and support, including the availability of in-service courses on children with behaviour disorders, need to be increased and made available to regular classroom teachers. Finally a range of alternate educational programs/opportunities, not just a choice between regular and special settings, needs to be developed for children with behavoiur disorders. The study is important to the field of special education and in particular to children with behaviour disorders in three ways. Firstly, data were gathered using both qualitative and quantitative research methods. This approach would appear to be the most appropriate method for gathering data on integration as it allows for many of the child's ecosystems to be investigated and for the child's numerous and important interactions to be examined. Secondly, the study highlighted the importance of investigating the individual needs of children with behaviour disorder when considering integration, Finally, the study allowed for a number of variables, important for practitioners when integrating children with behaviour disorders, to be identified and examined.Doctor of Philosophy (PhD)
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Knowles, Christine L. A., and n/a. "Observations of a horseriding programme for primary-aged students with an intellectual disability requiring high support." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060814.095655.
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This study examined the observed effects of horse-riding which took
place as an extra-curricula activity within the school day. The three
children in the case study were primary aged students from a Canberra
primary school who have an intellectual disability requiring high
support. The criteria for selection was on the basis of how long they
had taken part in the horse-riding programme. The three children
were either just about to start or had just started the programme and
had no previous experience with horses or horse-riding.
The aim of the study was to explore the effects that the horse-riding
programme had on the children's behaviour, attitudes and the way
they communicated when riding. The children's behaviour was
observed in the different settings of the school and the stables
environment. Certain individual behaviours were observed and
recorded on a weekly basis for an eight week period. Audio-recordings
of behaviour took place as well as interviews both before and after the
eight week period, from teachers, riding instructors, helpers, and
parents.
Whilst the case study could not be said to be large enough to be
representative of all children with intellectual disabilities attending
this horse-riding programme, in general some common themes
relating to counselling emerged which corresponded with other
studies referred to in the literature. These include positive effects such
as a general sense of well-being and a feeling of success whilst being in
control of the horse. An emerging empathy and closeness of each
child with their particular horse was observed over time, which
appeared to lead to increased communication. This took place whilst
the children were talking or communicating to the horse or in the
presence of the horse.
16
Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.
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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities.
Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2.
The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.
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Hall, Jeanna Kay. "All God's children an inclusive Sunday school program for children with mental disabilities /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0252.
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Ong-Dean, Colin William. "Minding their children : parental involvement in the diagnosis and accommodation of children's disabilities /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144347.
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Agnew, Sarah Elizabeth, and mikewood@deakin edu au. "Investigative interviewing of children with intellectual disabilities." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.
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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999).
Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall
was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups.
Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.
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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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Cox, Judith 1959. "Children with developmental disabilities : finding permanent homes." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.
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Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.
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Hornby, Garry. "Effects on fathers of children with disabilities." Thesis, University of Hull, 1991. http://hydra.hull.ac.uk/resources/hull:5346.
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This thesis investigates the effects on fathers of parenting children with disabilities. In the first chapter, models of family functioning and parental adaptation to disability are discussed. This is followed by an overview of the effects of disability on family members and a review of the literature on fathers in general. The second chapter consists of a review of the literature on fathers of disabled children. Included is a review of personal accounts by such fathers, followed by discussion of previous studies and previous reviews of the literature. The review concludes with consideration of the research evidence in support of seven assertions, about effects on fathers, on which there is a consensus in the literature. Chapter three describes the methodology employed in the current study. From a representative sample of 111 fathers of children with Down's syndrome, 97 were interviewed and 87 completed a booklet of questionnaires. The interviews were semi-structured in order to gain fathers' perspectives of the effects on themselves and their families. The booklet of questionnaires included instruments designed to measure: demographic variables; adaptation; stress; personality; social support; and, marital functioning. In chapter four, the results of questionnaire and interview data were considered in relation to the seven assertions about fathers which emerged from the literature review. Overall findings provided little support for the majority of these assertions. The interview data were analysed into 28 categories of fathers' comments which provided a description of fathers' perspectives of their experiences. The final chapter includes a discussion of the findings from questionnaire and interview data in relation to the existing literature on the effects on fathers. It is concluded that the existing literature may provide a somewhat erroneous picture of the experiences of such fathers. The chapter ends with a discussion of the major weaknesses of the current study, areas for future research, and implications for practitioners.
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Webb-Damron, Eugenia. "Successful implementation of 504 plans what are the common elements? /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=567.
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I, Made Satrya Rudana. "Kinect-based Music Application for Children with Severe Physical Disabilities : Kinect-based Music Application for Children with Severe Physical Disabilities." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322535.
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Based on initial interviews with music teachers at Årstra SpecialSchool, Uppsala, it was found that each child in a music playing session has different preferences of type and sound of a musical instrument. However, most of them have combined cognitive and physical impairments, preventing them from playing the instrument that theymight like.Starting from this idea, we developed a music application using virtual instruments, so that various types of instruments and sound can be used during a single music playing session. As an input device, we used aKinect sensor developed by Microsoft, i.e., a camera based sensor thatdetects human gestures. Our application used this Kinect sensor capability to allow users to control and play the sound by just movingtheir arms in the air. Our study has shown promising results of this applicatio, such as the positive response from the participant towards the application and the ability to change the sound of an instrument to match the participant's preference easily. However there are still some things to consider before releasing it as a consumer product, for instance bettercalibration and accuracy.
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Chirwa, Masauso Simon. "Experiences of parenting children with disabilities : a qualitative study on the perspectives of mothers of children with disabilities in Zambia." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/101764/.
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This thesis sought to provide new insight into the lives and experiences of mothers of children with disabilities in the rural (Kaoma) and urban (Lusaka) settings of Zambia. A detailed literature review revealed that there is a dearth of research that has focused on the views of mothers parenting children with disabilities within the Zambian social and cultural context. Qualitative, biographical interviews were undertaken with thirty mothers whose child had a disability significant enough to qualify for intervention services at the time of the interviews. This study drew on a framework using insights from the social model of disability, feminist intersectionality and the social empowerment model. The methodology was informed by interpretivism, social constructionist grounded theory, feminist intersectionality theories, and data analysis was carried out concurrently with data collection. Findings revealed that disability is still surrounded by stigma and prejudice. It was associated with punishment and bad omen. The diagnosis of a child’s disability had an impact on mothers as it resulted in a liminal (suspended) state and a biographical disruption as they had to reorient their lives. Mother-blame was common and they were often ostracised by their significant others and the communities. Divorce was common especially among first-time mothers whose child had cerebral palsy. Divorce was an unexpected disruptive event that had socioeconomic impact on mothers. They had to bear the burden of caregiving in the absence of support from their partners. Some gave up their employment because of the demands associated with caregiving resulting in financial deprivation. Mothers also experienced loss of agency over their future and that of their child. More power was allotted to husbands than mothers with regard to decision making at home. The study makes a deeper, and more nuanced, contribution to the scarce literature on mothering children with disabilities in Zambia and globally.
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Forman, Yulika E. "The state is fighting against our children : parental advocacy on behalf of children with disabilities in Moscow, Russia /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2005.
Find full textAbstract:
Thesis (Ph.D.)--Tufts University, 2005.Advisers: Donald Wertlieb; Jayanthi Mistry. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 138-156). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
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Viola, Teresa. "Remediating behaviour problems in children with cognitive disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64205.pdf.
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Morrier, Michael Joseph. "Disproportionate Representation of Preschool-Aged Children with Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/48.
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Historically, students from ethnically diverse backgrounds in grades K-12 have been over-represented in special education, yet little research on disproportionate representation has been conducted with preschool-aged children. This study examined if 72,525 preschool-aged children with disabilities from ethnically diverse backgrounds were disproportionately represented in special education within and across five southern states. Data were gathered from the 2006 December 1st Child Count reported by each State Department of Education to the U.S. Department of Education. Chosen states offered state-funded pre-kindergarten programs, which should have provided equal opportunities for inclusion across states. Analyses compared children with disabilities for disproportionate representation across state of residence, across special education eligibilities, across educational placements, and amount of inclusion provided. Data were analyzed for child and placement characteristics. Due to data suppression by individual states, analyses were conducted using children from Black and White backgrounds, and children from Hispanic backgrounds were used when reported by individual states. Child characteristics considered included the child’s: (a) type of disability eligibility category, (b) age, and (c) ethnicity. Placement characteristics included: (a) type of educational placement, (b) state in which child resided, and (c) amount of inclusion received. Indices of disproportionate representation were calculated using: (a) composition index, (b) risk index, (c) odds ratio, and (d) relative risk ratio. A 3 x 5 ANOVA was used to calculate placement differences between states. Factorial analysis was used to calculate determinants of placement status for preschool-aged children with disabilities. Results revealed disproportionate representation does occur at the preschool level, although between state variability was great, and patterns differed from the K-12 literature. Children from American Indian backgrounds were over-represented due to high proportions in states of Alabama and North Carolina, while children from Asian and Hispanic backgrounds were under-represented. Children from Black and White backgrounds were represented in special education at expected rates. The most common eligibility categories were speech/language impairments and developmental delay. Placement results revealed over-representation for White preschoolers and males, although type of state-funded pre-k program was a non-significant factor. Inclusion analyses favored Whites and males. Child demographic factors explained the majority of variability in inclusion status.
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Viola, Teresa. "Remediating behaviour problems in children with cognitive disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30229.
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This study examined the efficacy of conjoint behavioural consultation (CBC) in the remediation of behavioural problems in children with cognitive disabilities. Further, this study sought to determine whether parents' knowledge of behavioural principles and behavioural management skills improved as a result of participating in CBC. An A/B design was utilized with 6 children (ages 7--10), their parents and teachers. Children evidenced improvements in their target behaviours from baseline to treatment at home or at school (effect sizes = -2.11 to +1.35). Overall, children evidenced improvements in social skills, problem behaviours, or externalizing behaviours (Reliable Change Indices [RCI] = -0.27 to 3.29). Moreover, knowledge of behavioural principles increased significantly for two parents at posttest when compared to pretest (RCI = 1.25 to 3.47). Also, parents used more praise statements, fewer critical statements, and fewer no-opportunity commands at posttest than at pretest. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.
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Viola, Teresa. "Remediating behaviour problems in children with developmental disabilities." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.
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The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.
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ALMEIDA, NELI MARIA CASTRO DE. "LABYRINTHS AND MOSAICS: INSTITUTIONALIZATION OF CHILDREN WITH DISABILITIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21322@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta tese tem por objetivo principal analisar os processos de produção da longa permanência de crianças e adolescentes com deficiência na rede assistencial de abrigamento. Partindo da descrição da própria experiência profissional, impulsionada pelas contribuições de Erving Goffman e Franco Basaglia, a autora introduz o conceito de hibridismo assistencial para analisar o problema da deficiência institucionalizada nas interfaces entre os campos da Psiquiatria e da Assistência Social. Tendo como campo de estudo a rede de abrigos específicos para a deficiência no estado do Rio de Janeiro, a autora utiliza metodologias quantitativas e qualitativas para analisar o quadro atual da assistência asilar para crianças e adolescentes com deficiência, definindo-se o seguinte corpus de análise: (1) elementos da historiografia da psiquiatria infantil brasileira, tendo por referência as contribuições de Michel Foucault. Nesta perspectiva, discute-se a figura histórica do Pavilhão-Escola Bourneville - dispositivo vinculado ao Hospício Nacional de Alienados e marco inaugural da psiquiatria infantil brasileira para a internação de crianças anormais; (2) dados do Datasus referentes às internações de crianças e adolescentes com deficiência, no período de 1998 a 2010, em território nacional, ressaltando-se a dimensão quantitativa do problema, e (3) entrevistas realizadas junto a agentes sociais do Sistema de Garantia dos Direitos da Criança e do Adolescente do estado do Rio de Janeiro, tendo por referência de análise o conceito de campo de Pierre Bourdieu, e de Complexo Tutelar, de Jacques Donzelot. O estudo conclui que (1) existe uma correlação entre os abrigos específicos e a história da institucionalização da deficiência mental, mantendo-se a figura híbrida do abrigo-hospital, (2) as atuais políticas de desinstitucionalização não vêm incluindo crianças e adolescentes com deficiência, sendo necessário rever o conceito de crônicos para crianças e adolescentes no regime de internação hospitalar e, (3) a presença da deficiência é um fator de maximização das práticas tutelares, o que é verificado a partir dos discursos dos agentes sociais. A autora articula o tema em uma agenda de interesse público e acadêmico, buscando contribuir para a superação do modelo assistencial centrado na longa permanência, na rede asilar, de crianças e adolescentes com deficiência.
This thesis aims at examining the processes that produces long-term placement of children and adolescents with mental disabilities in the shelter care facility network. The author begins hers analysis with the description of her own professional experience, driven by the contributions of Erving Goffman and Franco Basaglia. She introduces the concept of hibridismo assistencial (the idea of social assistance as an entangled reality) to analyze the problem of institutional disability looking at the interconnection between the areas of psychiatry and social work. Taking as her field of study the network of special purpose shelters (intended exclusively for children and youth with disabilities) in the State of Rio de Janeiro, the author combines quantitative and qualitative methodologies to analyze the current situation of the shelter care system for children and adolescents with disabilities, with the following corpus of analysis: (1) elements of the Brazilian historiography of child psychiatry, with reference to an analysis of the concept of power based on Michel Foucault. Under this perspective, the author discusses the historical figure of the Bourneville School - an institution linked to the National Asylum for the Insane and the founding landmark of the Brazilian child psychiatric for the hospitalization of the so called abnormal children, (2) Datasus data on hospitalization of children and adolescents with mental disabilities, highlighting the numerical dimensions of the problem, and (3) interviews with social agents connected to the System of Guarantee of the Rights of Children and Adolescents in the State of Rio de Janeiro, using as reference analysis the concepts of field by Pierre Bourdieu, and guardianship complex by Jacques Donzelot. Based on her study, the author concludes that: (1) there is a correlation between the existing shelters and the history of the institutionalization of children with mental disabilities as well as the presence of the ‘hybrid’ institution – the ‘shelter-hospital’, (2) the current policies aiming at closing down residential institutions have not included children and adolescents with disabilities, therefore it is necessary to critically review the concept of crônicos (chronically impaired) as referred to the young population that is hospitalized, and (3) based on testimonies of the social agents interviewed, it is possible to conclude that the presence of a disability becomes a factor of maximizing paternalistic practices. The author concludes her analysis linking some of the main issues to an agenda of academic and public interest, in an attempt to contribute to overcome old models centered on the long-term placement of children and adolescents with disabilities in institutions.
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Nolting, Claudia. "Resilience in families of children with developmental disabilities." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4371.
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Thesis (MA (Psychology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Family resilience refers to the family’s ability to overcome adversity using inherent and/or acquired strengths and resources. The aim of this study was to identify factors contributing to the successful adaptation, or resilience, of families following the birth or diagnosis of a child with a developmental disability. The study is based on the theoretical frameworks of family resilience proposed by McCubbin and McCubbin (1996) and Walsh (2003), namely the Family Resiliency Model of Family Stress, Adjustment and Adaptation and the Family Resilience Framework. The study population in this study comprised 40 families with a child with a developmental disability living in the Boland region of the Western Cape. One parent from each family was asked to complete a number of quantitative measuring instruments and answer an open-ended question aimed at identifying the strengths and resources contributing to the family’s adaptation. Quantitative data was analysed through analyses of variance, Pearson product-moment correlations and a multiple regression analysis. The qualitative data was analysed using thematic content analysis. These analyses revealed that an acceptance of the situation, positive patterns of family communication, commitment and support within the family unit, and a positive attitude with regard to new experiences and challenges facilitate family adaptation and resilience, while negative patterns of communication within the family were found to be inversely related to family adaptation. An inverse association was also found between age of the child with a disability and family adaptation. These findings suggest some possible avenues of intervention by which the adaptation of families with a child with a developmental disability in South Africa can be facilitated or supported.
AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid verwys na die gesin se vermoë om terugslae en teenspoed te oorkom deur die gebruik van bestaande en aangeleerde sterktes en hulpbronne. Die doel van die huidige studie was om kwaliteite te identifiseer wat tot die aanpassing, en dus veerkragtigheid, van gesinne met ‘n kind met ‘n ontwikkelingsgestremdheid bydra. Die studie is gebaseer op die teoretiese raamwerke wat deur McCubbin en McCubbin (1996) en Walsh (2003) voorgestel is, naamlik die Family Resiliency Model of Family Stress, Adjustment and Adaptation en die Family Resilience Framework. Veertig gesinne van ‘n kind met ‘n ontwikkelingsgestremdheid wat in die Bolandgebied in die Wes-Kaap bly, het aan die studie deelgeneem. ‘n Reeks kwantitatiewe vraelyste en ‘n oopeinde-vraag is deur een ouer van elke gesin voltooi. Hierdie vraelyste en oopeinde-vraag was gerig op die identifisering van sterktes en hulpbronne wat tot die suksesvolle aanpassing van die gesin bydra. Die kwantitatiewe data is ontleed deur gebruik te maak van variansieontleding, die berekening van Pearson-produkmomentkorrelasies en meerregressie-ontledings. Die kwalitatiewe data is ontleed deur gebruik te maak van tematiese inhoudsontleding. Die kwantitatiewe en kwalitatiewe ontledings het getoon dat aanvaarding van die situasie, positiewe kommunikasie tussen gesinslede, toegewydheid tot die gesin, gesinseenheid en ‘n positiewe houding om krisisse as `n uitdaging te beskou, belangrike veerkragtigheidskwaliteite is, terwyl negatiewe en opruiende kommunikasie in die gesin omgekeerd met aanpassing verband hou. ‘n Omgekeerde verband is ook gevind tussen gesinsaanpassing en die ouderdom van die kind met ‘n gestremdheid. Hierdie bevindings kan bydra tot die ontwikkeling van ingrypingsprogramme waardeur die aanpassing van Suid-Afrikaanse gesinne met ‘n kind met ‘n gestremdheid gefasiliteer en ondersteun kan word.
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Orme, John G., Donna J. Cherry, and Taylor E. Krcek. "Who Is Willing to Foster Children With Disabilities?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7639.
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Children with disabilities represent a significant and increasing proportion of children in foster care. In a national sample of 304 foster mothers we identified two groups of mothers, one willing to foster children with any type of disability except HIV/AIDS (51%) (Unconditional mothers), and a second group who were more selective (49%) (Selective mothers). Unconditional mothers fostered longer, fostered more children, and had more foster children in their homes.
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Wilder, Jenny. "Proximal processes of children with profound multiple disabilities." Doctoral thesis, Stockholm : Department of Psychology, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8140.
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Chambers, Cynthia R. "Teaching Children with Moderate/Severe or Multiple Disabilities." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3897.
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Hoofman, Jessica. "Effects of Alternative Seating on Children with Disabilities." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7522.
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Children with disabilities in school settings often display problem behavior. These challenging behaviors can be inattention, disruptions in class, difficulties with transitions between tasks, and low task motivation. These types of behaviors can lead to problems for the students with their peers, teachers, and school staff. One way to decrease problem behavior is to implement antecedent manipulations to prevent problem behavior from ever occurring. One type of antecedent manipulation is using alternative seating in the classroom, such as stability balls or stabili-t stools. However, little research has been conducted to evaluate different types of alternative seating, therefore this study used an alternating treatments design to evaluate the effects of stability balls versus stabili-t stools on in-seat and on-task behavior in an academic setting. Results indicated increases in both in-seat and on-task behavior with the use of both alternative types of seating. In-seat behavior increased more substantially then on-task behavior with alternative seating. Social validity results indicated that stability balls were not well liked by teachers and therapists, however the stabili-t stools were found to be acceptable. Both types of alternative seating were chosen by participants in the choice phase, however the stabili-t stool was chosen more often.
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Mpontshane, Nozipho Bethusile. "The experiences of parents of children with disabilities." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1561.
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A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Masters in Community Work in the Department of Social Work at the University Of Zululand, South Africa, 2017Parents of a child with a disability cope with greater demands than those living with a healthy child. The purpose of this qualitative study was to provide insights into the experiences of parents of children with disabilities. The research was located in the phenomenological framework. Seven parents who are residing within uThungulu District municipality and whose children were diagnosed with disability participated in the study. They were selected though purposive sampling. In-depth interviews were conducted with them to gain in-depth insights into their experiences. Content analysis was used to analyse data gathered through in-depth interviews and five themes emerged i.e. parents’ realisation of the child disability, reaction towards the realisation of the child’s disability, the essence of parenting a child with a disability, parents’ social support and the needs identified by parents. Findings of the study indicated that parents do not alter their parenting. On the contrary, they modify it to accommodate the children with disability. Secondly, it transpired in the study that several challenges are faced by parents in raising their children with disability. These challenges include, among others, lack of financial resources, finding a suitable school for their children with disability, care giving challenges, lack of suitable housing and transport allocated for children with disability. It also transpired that there are support structures within their communities despite there being no programs to support them.
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Thompson, Kirsty M. "THE CULTURAL WORLD OF PROFESSIONAL PRACTICE WITH FAMILIES OF CHILDREN WITH A DISABILITY: A NEW UNDERSTANDING OF FAMILY-CENTRED PRACTICE." University of Sydney, 2006. http://hdl.handle.net/2123/2097.
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Doctor of PhilosophyHuman service professionals provide a range of services to support the health and development of children with a disability and to assist their families. Over the past two decades, family-centred approaches have become widely acclaimed as a means of providing quality services. To date, research has focused predominately on identifying or measuring discrete elements of professionals’ practice with families, such as parent–professional partnerships, family-centred practice and family empowerment, often neglecting to consider the broader practice context. What is missing is an empirical and contextually grounded understanding of how professionals interpret and enact the multiple concepts informing practice. This study addresses this gap by exploring how professionals think, feel and act when working with families and by examining more broadly, the multi-dimensional and contextual concept of ‘professional practice’. In this study, professional practice with families is conceptualised as a cultural activity. The study sought to identify and describe the culture of professional practice with families and how this culture is instantiated in daily work practice. The theoretical framework underpinning this study comes from Jerome Bruner’s cultural psychology, and specifically his writings on situated action, culture and narrative. Accordingly, narrative was considered a means to identify, describe and understand the daily work practices of professionals ‘situated’ in their cultural setting and their own intentions when working with families. One hundred and sixty three stories about professional practice were collected in focus groups and individual interviews with human service professionals in New South Wales, Australia. These narratives were analysed deductively to identify the culture of professional practice. This culture comprised of ten components reflecting professionals’ understanding of the culturally acceptable ways of working with families. The cultural components reflected principles underlying family-centred practices as well as traditional medically framed and emerging business-like principles associated with managerialism and economic rationalism. Narrative analysis was employed to inductively develop four cultural core narratives grounded V in participants’ stories: Making it work, having to fight, hopeless struggle and making the best of it. Professionals potentially have all of these narratives available to them to explain their actions in each practice situation. The results of this study provide a description and analysis of the cultural world of professional practice with families. For family-centred approaches to become a reality, these findings emphasise the critical importance of education, policy and staff development for professionals working with families that addresses the broader practice context. Suggestions are made regarding further exploration of the crosscultural validity and the application and implications of these narratives for professionals and families. By exposing the culture of professional practice and the four cultural narratives, this study challenges professionals, managers, academics and policymakers alike to critically examine the practice culture and their contribution to creating and sustaining it.
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Bains, Randhir S. "The efficacy of the Das Naglieri Cognitive Assessment System to discriminate between children with reading disabilities and children without reading disabilities." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2457.
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The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.
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Lau, Luen-fong Sandra. "Severely mentally handicapped school leavers in Hong Kong preparation & placement /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862607X.
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Pang, Cheung-yin Rebecca. "Early education and training centres in Hong Kong a historical and evaluative analysis /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627073.
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Al-Hilawani, Yasser A. "Levels of processing in mild disabilities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917826.
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This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not reveal significant differences among "normal" students, students with learning disabilities, and students with emotional handicap. Nor were there significant differences between students with learning disabilities and those with mild mental handicap. Further, the statistical analysis revealed that the interaction among the four groups of students, encoding levels of processing, and types of retrieval cues was not significant. However, a significant interaction was found between types of retrieval cues and encoding levels of processing. The data on the memory test showed that the mean number correct for all students was the highest when stimulus words were presented and encoded semantically and retrieved using a congruent semantic cue. A mismatch between encoding processing conditions and retrieval cues produced poor memory performance regardless of levels of processing. The findings indicate that appropriate use of levels of processing, congruity, and encoding specificity for retrieval cues enhances recall of information. Recommendations for classroom instructions and future research are discussed.Department of Special Education
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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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Crowe, Shaun. "Whitlam's children? Labor and the Greens in Australia." Phd thesis, Canberra, ACT : The Australian National University, 2017. http://hdl.handle.net/1885/118289.
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Over the past three decades, the gradual rise of the Australian
Greens has transformed Australian politics. Where the Australian
Labor Party once enjoyed parliamentary dominance over the
progressive left, it now shares space with the minor party. At
both the state and federal level, Labor has depended on Greens
support to form government, and even more frequently to pass
contentious legislation. After the 2010 federal election and its
resulting minority parliament, the first in almost seventy years,
the two parties signed a formal ‘Agreement’, with the Greens
guaranteeing Labor confidence in return for policy demands
and a great role in government. In the following three years, the
Labor and Greens relationship received unprecedented public
scrutiny. The Agreement and surrounding theatre became a major
theme of the government – one amplified by Labor’s
opponents.
Focusing on this first federal minority experience, the thesis
examines the Labor and Greens relationship in Australia. Across
forty-one interviews with federal representatives, it sought each
party’s institutional perspective on a range of issues. Was the
formal Agreement an effective model for minority government, and
did it serve either party’s interests? What were the defining
institutional and
ideological differences between Labor and the Greens? In the
longer term, was a closer arrangement possible, and did either
party desire it? On top of these questions, the thesis examined a
number of difficult policy areas facing the minority arrangement
– carbon pricing, refugee processing and mining taxation. While
the research revealed a number of different perspectives, even
within parties, it uncovered a productive, though often hostile
parliamentary relationship; united by a series of shared values,
but divided by different approaches to parliament, politics and
pragmatism.
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Ryan, Trina Catherine. "Children with disabilities need protection too! : a module to improve investigative practices of the Royal Newfoundland Constabulary when interviewing children with disabilities /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62421.pdf.
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Litvack, Marla S. "High-and average-achieving childrens' attitudes toward classmates with disabilities." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85020.
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This study investigated the attitudes toward disability on the part of children with special needs, average-achieving children, and high-achieving children as well as the latter two groups' experiences in inclusive elementary school classes. According to the Attitudes Toward Disabled Persons Questionnaire (ATDP), attitudes toward disability did not differ according to achievement level (p = .099). However, females were significantly more accepting than males (p = .008). In classes where the most severe disability was a mental handicap, children held significantly more positive attitudes toward disability than those who had classmates with learning, behavioral, or severe developmental disorders (p = .026). Based on interview data, average- and high-achieving children shared similar perceptions about their experiences in inclusive classes. Both groups frequently noted that classmates with disabilities enjoyed similar activities as nondisabled classmates yet exhibited more frequent inappropriate behavior. Interviewees most often acknowledged as their first response that making new friends was a benefit for children with special needs and that dealing with their disability was difficult. Learning about disabilities was viewed as a benefit for nondisabled children while feeling comfortable with their classmate with disabilities was seen as challenging. When questioned about the ramifications of inclusion on their academics, high-achievers were significantly more likely to report that they learned less (p = .01). Results are discussed in light of sensitivity theories that would predict high-achievers to be more accepting of disability because they are attuned to their classmates with disabilities' needs, and theories suggesting that high-achieving children whose academic needs are unmet may develop negative attitudes toward children with disabilities.
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Reynolds-Brewer, Gaynell D. McCarty Toni Morreau Lanny E. "Perceptions held by parents, teachers and elementary-age students with mild disabilities of the importance and responsibility for development of career goals." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803736.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 7, 2006. Dissertation Committee: Toni McCarty, Lanny Morreau (co-chairs), Kenneth Strand, Ming-Gon John Lian. Includes bibliographical references (leaves 76-88) and abstract. Also available in print.
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Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.
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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.
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Rubensson, Andreas. "Visualization of Music Designed for Children with Severe Disabilities." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-334016.
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The children participating in the MUMIn-project at the special school Årstagrundsärskola are already developing their learning skills and creativity through music.Although they have a problem. They have not used a program that visualizes the music played in a way that is understandable and rewarding. In order to furtherdevelop their skills in cause-effect relationships, such a program is highly sought after. By creating an application designed to be run on a computer at the same time as thechildren are playing music on MIDI-instruments connected to the same computer, theproblem could be solved. The visualizations would be shown on a projected screen and display animations that were designed to be as easy to understand as possible butstill have room for further exploration if they would be too simple for some of the children. Even though the children were on different skill levels, how they played music along with the visualizations showed that the created application both helps thechildren to connect cause-effect relationships and also help develop other skills like for example motor skills. The created application could because of these results be avery useful learning tool in further work in the MUMIn-project.
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Brown, Andrea Elizabeth. "Social competence in peer-accepted children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/NQ55306.pdf.
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