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Dissertations / Theses on the topic 'Children with disabilities Education Music'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Chan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.

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In view of the lack of an appropriate instrument to measure primary school music teachers' concerns about teaching music to students with special educational needs in inclusive classrooms in Hong Kong, this research intends to fill the research gap by developing and validating the Music Teachers' Concerns of Inclusive Music Teaching Scale (CIMTS) for addressing these concerns. Specifically, this study aims at: (1) Developing and validating the CIMTS, (2) Assessing its psychometric properties, (3) Exploring primary school music teachers' levels of concern about inclusive music teaching, and (4) Predicting their CIMTS scores with a number of psychological, personality, and environmental variables which are hypothesized to correlate with the CIMTS. Different methods with two samples of primary school music teachers were involved in the development, validation, and prediction of the CIMTS. Regarding development, sequential mixed method involving qualitative analysis was employed to generate, pilot-test, and refine the initial pool of question items. Concerning validation (N = 309), quantitative analysis using item analysis was conducted to evaluate and refine the CIMTS, assessing its internal consistency and construct validity. Specifically, Exploratory Factor Analysis, Confirmatory Factor Analysis, SEM estimation, and Multi-trait and Multi-method analysis were performed to establish evidence of convergent and discriminant validity. Referring to prediction (N = 224), hierarchical multiple regression analysis was conducted to examine if the chosen psychological, personality, and environmental variables in the hypothesized model were significant predictors of the scores on the CIMTS. Results indicated that the 25-item CIMTS possessed adequate evidence of validity as well as satisfactory reliability regarding the overall scale and its five factors (Learning Support, Learning Obstacle, Resource, Training, as well as Curricular Design and Assessment). While the level of primary school music teachers' concerns for the Resource factor was found to be the highest among the five factors, Openness-to-Experience and School Climate were shown to be the strongest predictors of their scores on the CIMTS in the hypothesized model. With the development and validation of the CIMTS, this research not only filled the research gap in inclusive music education, but also aroused policy-makers' and music educators' awareness of teachers' needs for formal training in special education and for resource allocated to inclusive music teaching. For future research, with addition of new items, the CIMTS could be expanded in its domain coverage, refined, and revalidated with different samples. Further exploration of possible correlates of the CIMTS should be pursued.
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2

Rowley, Terra E. "The effect of music therapy as a behavior intervention for preschoolers in a Head Start program." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344447.

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Behavioral competencies are important elements of school readiness and make up an important component in any preschool curriculum. In this study, music therapy was implemented in a Head Start preschool program as a behavioral intervention. Forty-five subjects received music therapy sessions in groups of six to ten children for 25 minutes, twice weekly. The first treatment group received music therapy intervention along with the regular curriculum for eight weeks while the other subjects participated in the regular curriculum only. The second eight weeks, the second treatment group received music therapy intervention along with the regular curriculum while the first group participated in the regular curriculum only. Head Start teachers used the Behavioral Objective Sequence to assess all students at the beginning, in the middle and at the end of the sixteen week period. Results indicated a significant increase in positive behavioral competencies associated with the music therapy intervention. Additionally, the music therapy intervention had a stronger impact on older students (ages five to six years) versus younger students (ages three to four years).
Department of Special Education
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Savaiinaea, Chelsea Makere. "Challenges in communication : a critical analysis of a student music therapist's techniques in working with special needs children : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Masters of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1082.

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4

Davila, Giovanna Adelia. "A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4959.

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The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th, 2013, and ended on May 30th, 2013, after the final interview. Data included (a) my field notes of the two class sessions and journal entries throughout the study, (b) documents including e-mail correspondence between the participants and myself, participants' school district's state report cards, and the participants' survey data, (c) participants' gallery walk assignments, (d) participants' journals, and (e) participants' interview transcripts. In this qualitative study, data analysis began while collecting data. I read and reread each document and assigned codes to phrases or sections of the data, with the codes coming directly from the text under review. Individual themes included Dylan's confirmation of what he knew, Ashley's willingness to ask for advice, Veronica's need to build rapport and her recently developed awareness of children with disabilities, and how Ginger's perspective on teaching children with disabilities over her teaching career had evolved and her use of an individual approach to behavior management. Themes represented in more than one participants' data included Ashley's and Ginger's theme of continuing to grow; Dylan's, Veronica's, and Ginger's theme on their worries and concerns for their students with disabilities; and all four EGMEs had the theme beneficial/enlightening to their teaching based on the knowledge gained from the graduate course. All four participants indicated that they gained more knowledge about children with disabilities in this specific music education graduate course than they did during their undergraduate studies. Each participant had specific goals and objectives when enrolling in the graduate course that aligned with past research, confirming that music educators want to learn more about practical strategies in the classroom, to acquire more information on managing behaviors--especially with children with emotional/behavioral disorder, and to work more effectively with paraprofessionals in the classroom. All four participants thought they left the graduate course with more tools in their toolbox, and Ginger and Veronica reported that they felt affirmed in their current teaching strategies. This study demonstrates how four EGMEs had positive attitudes toward teaching children with disabilities and how the graduate course gave them specific strategies and skills to help improve their music instruction for children with disabilities. Recommendations included: (a) more research on professional development for music educators, (b) more professional development on inclusion for music educators, (c) more training for preservice music educators on teaching children with disabilities, and (d) follow-up research studies.
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Doran, Kirk. "A descriptive study of the assessment of music aptitude in students with mental retardation /." This electronic address not available when searched on Jan. 25, 2005, 1998. http://www.isr.bucknell.edu/catlinks/kdwebthesis.html.

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6

Ekholm, Erland, and Axel Petersson. "How interactive musical instruments influence children with intellectual disabilities? : A user study of the Rullen Band." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299336.

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In order to further investigate the efficacy of interactive musical toys developed by students in the course DM2799 at KTH Royal Institute of Technology, we conducted a user study. The intended users of the toys are primary school children with special needs. The trials were held at the Rullen Dibber special needs school in Solna, Sweden. The study was conducted in order to be able to further develop the instruments and to better understand the needs and wants of the intended users. In order to do this, we studied the emergence of positive behaviors linked to musical expression. The study concluded that although the instruments did not result in any significant change in togetherness and nonverbal communication in the children during playing with the instruments, they were observed to be an effective tool in music therapy.
För att närmare undersöka inverkan av interaktiva musikaliska leksaker utvecklade av studenter i kursen DM2799 på KTH så har vi utfört en utförlig användarstudie. Den avsedda användaren av leksakerna är primärt barn i skolålder med funktionsvariationer. Försöken utfördes på Rullen Dibber särskola i Solna. Studien utfördes för att vidareutveckla instrumenten och att bättre förstå behoven hos den avsedda användaren. För att göra detta undersökte vi framväxten av positiva beteende kopplade till musikaliskt uttryck. Studien visar att trots att instrumenten inte påvisar någon ökad gemenskap bland barnen är de effektiva verktyg för musikterapi.
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7

Nicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.

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The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.
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Negron, Victor E. "The impact of the recreative and cultural project on Puerto Rican students after graduation from high school /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1171444x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Francis A. J. Ianni. Includes bibliographical references (leaves 125-131).
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9

Nabb, David B. "Music Performance Program Enrollment and Course Availability for Educationally Disadvantaged versus Non-Educationally Disadvantaged High School Students in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277891/.

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The purpose of this study was to measure music performance program enrollments and course availability for educationally disadvantaged and non-educationally disadvantaged groups (grades 9-12) in Texas, and to further examine relationships which could help music educators understand the role which music performance programs play in the lives of educationally disadvantaged students. Data analyzed were collected by Texas' Public Education Information Management System (PEIMS). Educationally disadvantaged groups under consideration included economically disadvantaged, at risk (as defined by Texas Education Agency guidelines), limited English proficient, as well as Black and Hispanic students. Separate analyses were conducted for band, choir, and orchestra. Subjects included 907,327 students from 1,048 school districts.
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Riddoch, Jane. "Creating non-representational art by students who are severely intellectually disabled through a pictorial and musical program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1050.

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The main purpose of this research study was to investigate the worth of a recently developed Pictorial and Musical art program for severely intellectually disabled students, and to compare the non-representational art work produced by lower primary students in a special education school to similar art work being produced by lower primary students in a regular school, when taught in the same program. A subsidiary purpose of the study was to investigate teacher reactions in the art classroom of each participating school, and to observe the extent of the Pictorial and Musical program interventions on the students' attitudes and production of their art work. Twelve participants were chosen from each school to take part in the experimental art program. This involved the use of pictorial and musical interventions to test the outcomes, and by utilising a quantitative methodology to determine the relationship between variables. Each group of students in the study was subjected to three different art experiences within the Pictorial and Musical program, that is, Pictorial only, Pictorial with Rock music and Pictorial with classical music. All the participants supplied the researcher with an original non-representational painting from each segment of the program. The non-representational paintings were then marked by three independent teacher markers, and the marks of the 72 paintings produced by the students were analysed in a 2 way ANOVA, to ascertain if there was any comparable difference in the non- representional artwork of children with special needs and regular primary students. The descriptive statistics showed that the regular students scored higher marks for art quality than the special students, when the Pictorial only method was used, and there was more variation in the regular students marks than in the special students marks. There was no significant difference between the scores of the regular and the special students when the Pictorial and Rock music method was used, but the regular students scored higher than the special students for the Pictorial and Classical program, although variation was about the same for both. The observed attitude to the musical additions were similar for both the regular and the special students. There were marked changes in the students' attitudes during the Pictorial and Rock music method. Both groups became agitated and overexcited during this segment and initially refused to keep on task, preferring to sing and keep time with the music than to go on with their painting. The Pictorial and classical music program had the opposite effect on the students, helping to create a calming atmosphere in which they were willing to return to their task, and appeared more stimulated and creative, completing better quality non-representional paintings than before. It is anticipated that the outcome of this study may provide significant evidence of the importance of pictorial and musical interventions in art programs, and may lead to further study on this subject. The introduction of the Pictorial and Classical music program to students with severe intellectual difficulties may become an additional aid in the production of their artwork.
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Clark, Margaret Ann. "A program of instruction in braille music for teachers of visually impaired students : a project presented to the Faculty of Education, the University of Western Sydney, Nepean in partial fulfilment for the degree of Master of Education /." View thesis, 1992. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030625.085753/index.html.

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Hage, Cecilia. "Samma arena? : en studie om hur genus konstrueras i musikterapeutledd musikundervisning för elever i grundsärskolans träningsinriktning." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1948.

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Denna studie undersöker om/hur genusmönster produceras i det verbala språket inom musikundervisning, ledd av musikterapeut, i grundsärskolans träningsinriktning. Undersökningen utgår från forskningsfynd gällande pedagogers reproducerande av genusmönster inom området skola och förskola och ämnar undersöka de av dessa fynd som faller inom ramen för den verbala kommunikationen inom kontexten musikundervisning i grundsärskolans träningsinriktning. Fem lektioner i fem klasser/grupper fördelade på tre musikterapeuter har studerats. Sammanlagt 23 elever, 9 flickor och 14 pojkar finns med i materialet. Lektionerna filmades och utskrifter av lektionerna skrevs, utifrån vilka analysen gjordes. Resultatet indikerar att samma genusmönster som observerats i tidigare forskning gällande förskola och grundskola endast observeras i enstaka delar av materialet samt att vissa genusmönster försvinner och andra förändras vilket indikerar att elever inom ramen för musikundervisning i grundsärskolans träningsinriktning befinner sig i en annorlunda kontext vad gäller genus än barn i förskola och grundskola.
This study investigates how gender is reproduced concerning verbal communication within music lessons led by music therapists in compulsory school for children with severe learning impairments. The study is based on earlier research regarding teachers reproduction of gender patterns within pree school and compulsory school, and aims to examine whether similar productions of gender patterns can be foundconcerning verbal communication in the context of compulsory school for children with severe learning impairments. Five lessons in five classes/groups conducted by three music therapists were included in the material. 23 pupils, 9 girls and 14 boys participated. The lessons were video recorded and transcripts were made of each lesson out of which the analyses were made. The result suggests that patterns similar to those observed in earlier research could only be observed in small parts of the material and that some of the gender patterns are not visible and others are different which suggests that pupils within the music education in compulsory school for children with severe learning impairments are situated in a different context regarding gender than children in preschool and compulsory school.
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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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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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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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Doughty, Judy A. "Inclusion and adaptation resources for general music teachers /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131591844.pdf.

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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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18

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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Chiang, Jenny Yu Kuan. "Music therapy for young children who have special needs : the music therapy experience from the perspectives of carers and professionals : a thesis submitted to the New Zealand School of Music, Wellington, New Zealand, in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1046.

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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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Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.

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Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.
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McDonald, Courtney. "The effect of adapted musical instruments on the participation of children with severe and multiple disabilities : a mixed methods study." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/790.

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Ande, Meseret Kifle. "The right to education of children with disabilities in Ethiopia." Thesis, University of the Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1731_1380706544.

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Mak, Sau-man Michelle, and 麥綉雯. "Unraveling the barriers to education for children with severe disabilities (Cambodia)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390725.

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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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26

Ritzema, Anne Marie. "Stress in parents of children with developmental disabilities over time." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94922.

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Stress levels of parents whose children have developmental disabilities (DD) are significantly higher than those of parents with typically developing children. However, few studies have looked at the effects of child characteristics on parent stress over time. The aim of the present study is to assess whether changes in child behaviour problems or adaptive functioning affect parent stress. Using data from the National Early Intervention Research Initiative, predictors and correlates of stress were examined in parents of children with DD who attend early intervention (EI) programs (n = 21). Families participated in two rounds of data collection, approximately two and a half years apart. At Time 1 child behaviour problems significantly predicted parent stress (ß = .71, t (53) = 7.47, p < .0001). Between Time 1 and Time 2 child behaviour problems decreased significantly (t (19) = 2.13, p < .05), as did parent stress (t (19) = 3.58, p = .002). At Time 2, child behaviour problems were significantly related with parent stress (r (19) = .74, p < .0001), and so was child adaptive functioning (r (19) = -.53, p < .05). The results are discussed in the context of current EI practice and policy in Canada.
Le niveau de stress chez les parents d'enfants ayant une déficience intellectuelle est plus grand que chez les parents d'enfants ayant un développement typique. Néanmoins, peu de recherches ont été menées sur les effets des variables chez les enfants sur le stress qu'éprouvent les parents à la longue. Le but de cette étude est d'évaluer l'impact des changements dans les comportements adaptatifs et problématiques de l'enfant sur le niveau de stress parental. A partir des donnés du National Early Intervention Research Initiative, cette étude examine les indices du stress chez les parents d'enfants ayant un trouble envahissant du développement qui faisaient partie d'un programme de soins précoces (n = 21). Les familles en question ont participé à deux enquêtes à deux années et demi de différence. Lors de l'enquête 1, les comportements problématiques de l'enfant prédisaient considérablement le niveau de stress parental (ß = .71, t (53) = 7.47, p < .0001). Entre l'enquête 1 et l'enquête 2, les comportements problématiques de l'enfant ont diminué considérablement (t (19) = 2.13, p < .05), ainsi que le stress parental (t (19) = 3.58, p = .002). Lors de l'enquête 2, les comportements problématiques de l'enfant s'avéraient intimement liés au stress parental (r (19) = .74, p < .0001) ainsi que les comportements adaptat ifs de l'enfant (r (19) = -.53, p < .05). Les résultats sont présentés dans le contexte de la pratique des soins précoces et des politiques actuellement en vigueur au Canada.
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Penny, Anne Marie. "School access, children with motor disabilities in rural Uganda." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62560.pdf.

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Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.

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Sussman, Jamie Erin Robb Sheri L. "The effect of music on peer awareness in preschool age children with developmental disabilities." Diss., UMK access, 2006.

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Thesis (M.A.)--Conservatory of Music. University of Missouri--Kansas City, 2006.
"A thesis in music therapy." Typescript. Advisor: Sheri L. Robb. Vita. Title from "catalog record" of the print edition Description based on contents viewed Marcch 12, 2007. Includes bibliographical references (leaves 64-67). Online version of the print edition.
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Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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Wong, Fung-ying. "Self concept of physically handicapped students : effects of personal and social education /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671571.

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White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.

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Llewellyn, Ann. "Perceptions of inclusive education for children and families with physical disabilities." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393658.

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It was the focus of this thesis to examine the influence of the school community and education system upon the children and families of young people with physical disabilities in one 'designated' mainstream school within the United Kingdom. The first phase of the study examined the self-perceptions of ninety three non-disabled peers between the ages of twelve and thirteen from year 8 of the school. The Twenty Statements Test (Rees and Nicholson. 1994) was used to establish sources of influence and values underlying identity in this group. This served as a basis to establish what the young people saw as the major issues affecting themselves and their friendships at this particular stage of their development. The results suggest that there are cultural nonns associated with identity in mainstream education that may serve to exclude young people with physical disabilities who may not meet peer expectations regarding physical appearance, personality and participation in group activities. The results suggest that children with physical disabilities are in a position of disadvantage in relation to friendship fonnation in mainstream education and also in relation to participation in activities considered crucial at this level of development. The second phase of the study examined the perceptions of mainstreaming of 6 pupils with physical disabilities, their parents and seven teaching staff. In-depth interviews were carried out and fonned the basis of a themed case study that highlighted multi-perspective approaches to issues that arose in mainstream schooling. A major theme emerging from this study was the vulnerability of young people with physical disabilities within a rigid system designed for an ablebodied majority. Evidence presented here suggests that clinical issues affecting the development of a child with a physical disability are not readily identified by teaching staff in mainstream education. It appears from interviews conducted that teachers are not provided with the training to recognise difficulties that can arise when teaching children with physical disabilities. An analysis of the case study material in the light of the transactional model (Sameroff, 1991) provides an example of how the personal attitudes and expectations of teachers can affect the way they interact with children with physical disabilities and also highlights the social and psychological barriers to inclusion that support discriminatory practices in mainstream education. Evidence from the case studies suggests that the processes that can serve to exclude the child with a physical disability from themainstream of "chool life appear to be '1ubtle and can abo impact upon the psychological functioning of individual children and their familie:--. The results of both phases of the study suggest that children with phy:--il'al disabilities are only partially included in main:--trcam school life
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Peterson, Deborah. "Parental participation in special education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.

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Sagahutu, Jean Baptiste. "Barriers to school attendance among children with disabilities in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4002_1273603356.

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The number of children with disabilities under the age of 18 years around the world varies from 120 to 150 million. In many countries, throughout the world, the majority of children with disabilities either do not receive any form of education or, if they receive any, it is often inappropriate. UNESCO estimates that more than 90% of children with disabilities in developing countries do not attend schools. Rwanda has recently started inclusive education in a number of schools around the country for ensuring that children with disabilities have access to education. Despite this, in Rwanda, many children with disabilities do not attend school and this number is not known. This study aimed to identify the barriers to school attendance by children with disabilities in Rwanda.

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Groskreutz, Nicole Christine. "Generalization of Negatively Reinforced Mands in Children with Developmental Disabilities." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1268.

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Everyone, including children with developmental disabilities, encounters stimuli they find aversive every day (e.g., the sound of a classmate tapping their pencil). These aversive stimuli may not be problematic for typically developing individuals, because they learn to behave in ways that allow them to escape or avoid this aversive stimulation. They could, for example, mand (i.e., request) for something to be changed in the environment (e.g., ask their classmates to stop tapping their pencils). A child with developmental disabilities, however, may not have the communication skills necessary to request the termination of aversive stimuli, which may result in frequent exposure to aversive situations. For these children, it may be useful to acquire a general mand (e.g., saying, "No, thank you") which could be used to avoid or terminate a variety of aversive stimuli. Previous researchers teaching mands for negative reinforcement have focused on replacing problem behavior maintained by escape from task demands. The current study extended the literature on teaching mands for negative reinforcement by teaching children with developmental disabilities to mand for escape from a variety of nonpreferred stimuli, while assessing generalization to untrained stimuli and settings. Participants were two school-aged boys with autism who engaged in problem behavior when they encountered nonpreferred stimuli, and did not use an appropriate mand for negative reinforcement. First, we employed a non-preferred stimulus assessment to identify stimuli for subsequent use in mand training. Next, we conducted mand training sequentially across nonpreferred stimuli until sufficient exemplars were trained for generalization to untrained stimuli to occur. Finally, we conducted probes to assess generalization of the mand response to nontraining contexts outside of the experimental setting. For both participants, training was required across two stimuli before cross-stimulus generalization was observed. Because generalization did not bring the mand to criterion levels with the third stimulus, for either participant, training was introduced to facilitate acquisition. The mand response was acquired with a fourth stimulus in the absence of training. Through the inclusion of appropriate control conditions, we showed that the stimulus control of the mand response was appropriate, occurring almost exclusively in the presence of nonpreferred stimuli. In addition, we showed decreases in problem behavior, for both participants, which corresponded to acquisition of the mand response. We also provided evidence of generalization to nontraining contexts. We discuss limitations of the current study and present suggestions for future research.
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Riddoch, Jane. "The effect of classical music on painting quality, attitude and behaviour for students with severe intellectual disabilities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0050.html.

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Melling-Williams, Natalie Ruth. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study /." Link to the online version, 2005. http://hdl.handle.net/10019/1109.

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Corr, Catherine, Carol M. Trivette, Rosa Milagros Santo, and Susan Connor. "The DEC Recommended Practices and Young Abused Children with Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4437.

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Miller, Michael A. "A behavioral curriculum for preschool, handicapped children." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467699.

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Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.
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Rytter, Kristin Michelle. "Improving pre-literacy experiences of toddlers with disabilities /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9045.

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Matatyaho, Hanna. "Silence Improves Anxiety Levels and Test Scores Among Children With Disabilities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1201.

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Students with disabilities may experience more anxiety when taking a test than do students without a disability. The purpose of this study was to assess whether a technique called 1-minute of silence reduces anxiety and improves test scores among students with disabilities. The theoretical framework for this study was the theory of planned behavior/reasoned action and the health belief model. Two research questions were used, one to determine the difference in anxiety levels in students with special needs and the other to determine the difference in New York State (NYS) Math posttest scores in children with special needs (no silence, 1minute of silence). This study was a secondary quantitative data analysis. Convenience sampling rendered data to address 6 variables: dependent variables were (post) anxiety and NYS Math posttest scores; independent variables were intervention type (experimental and control); 2 covariates specified were pre-anxiety levels and NYS Math pretest. ANCOVA was used to assess each research question. Key results revealed that students with special needs who were given the 1-minute of silence technique (N = 27) over 4 weeks had lower levels of anxiety (p 0.001) and higher test scores (p < 0.001), while students with special needs who were not given the 1-minute of silence technique (N = 28) had higher or stable levels of anxiety and lower or similar test scores. This study recommended that all educators use specialized teaching techniques for students with special needs, which can help to ensure their emotional and academic success. This study contributes to positive social change by demonstrating to educators that specialized teaching techniques are useful for students with disabilities and can help them to be as successful as their counterparts who are not disabled.
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Scheffler, Marga. "Die invloed van musiekstimulering op die ontwikkeling van die kind met Downsindroom : 'n holistiese benadering." Thesis, Stellenbosch : University of Stellenbosch, 2003. http://hdl.handle.net/10019.1/53381.

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Thesis (MMus) -- University of Stellenbosch, 2003.
ENGLISH ABSTRACT: There is a growing interest in the investigation of the value of music to the development of cognitive, social, personal and motor skills pertaining to infants. Research has shown that the inclusion of music in intervention programs for physically and cognitively disabled children could have a positive influence on the development of several of their skills. Against this background the reactions and development of four children with Down syndrome from a school for the disabled in Bellville were investigated from a holistic point of view during their participation in a music stimulation program. The music stimulation program presented in this study was compiled after consulting existing well-proven music appreciation programs for non-disabled children. Some of the activities extracted from these programs were adjusted where necessary. At times nonmusical activities were also combined with music in order to address a diversity of skills by means of music. Results after the completion of the program indicated that music has the potential to enhance the development of several skills and intelligences, as identified and described by Gardner (1983), of children with Down syndrome. Although it was difficult to determine whether music was responsible for some of the improvements that were observed, the results from this study indicated that children with Down syndrome can benefit from a structured music stimulation program.
AFRIKAANSE OPSOMMING: Die waarde van musiek ten opsigte van die ontwikkeling van kognitiewe, sosiale, persoonlike en motoriese vaardighede by kleuters word toenemend ondersoek. Navorsing het getoon dat die insluiting van musiek by intervensieprogramme vir fisies en kognitief gestremde kinders die ontwikkeling van verskeie vaardighede positief kan beïnvloed. Teen hierdie agtergrond IS die reaksies en ontwikkeling van vier kinders met Downsindroom vanuit 'n holistiese oogpunt tydens deelname aan 'n musiekstimuleringsprogram ondersoek. Hierdie kinders het 'n skool vir gestremdes in Bellville bygewoon. Die musiekstimuleringsprogram wat tydens die studie gebruik is, is saamgestel deur bestaande musiekwaarderingsprograrnme vir nie-gestremde kleuters wat oor 'n aantal jare beproef is te raadpleeg en, waar nodig, die aktiwiteite aan te pas. Nie-musikale aktiwiteite is soms met musiek gekombineer ten einde 'n verskeidenheid van vaardighede deur middel van musiek aan te spreek Die resultate van die voltooiing van die program het daarop gedui dat musiek die potensiaal het om 'n positiewe invloed op die ontwikkeling van verskeie vaardighede en intelligensies, soos geïdentifiseer en beskryf deur Gardner (1983), op kinders met Downsindroom uit te oefen. Hoewel dit soms moeilik was om te bepaal of musiek verantwoordelik was vir sommige van die verbeterings wat opgemerk is, het dit uit die resultate van hierdie studie geblyk dat kinders met Downsindroom kan baat vind by 'n gestruktureerde musiekstimuleringsprogram.
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DeCesare, Betsy Harrison. "A college handbook for learning disabled adolescents, adults and their parents, educators and special education professionals /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10296372.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe-Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (leaves 172-185).
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46

Bleazard, Adele. "The experiences of two children with intellectual disability : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood.
AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.
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Anderson, Kecia C. "Parent/guardian attitudes toward mainstreaming children with severe mental disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998andersonk.pdf.

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48

DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.
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Pang, Cheung-yin Rebecca, and 彭張燕. "Early education and training centres in Hong Kong: a historical and evaluative analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627073.

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50

Mayton, Michael R., John J. Wheeler, Ann Huang, and Erik Dobosz. "Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/275.

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