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Dissertations / Theses on the topic 'Children with mental disabilities – Education'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Lee, Mo-ling. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

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2

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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3

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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4

Chung, See-lung. "The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculum area /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304087.

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5

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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6

Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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7

Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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8

Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.
Doctor of Philosophy (PhD)

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9

Mui, Chak-pong Michael. "Effectiveness of small group instruction for children with severe mental handicap." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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10

鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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11

Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.

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12

Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.

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13

Lui, Kwong Man. "Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778658.

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14

Lau, Luen-fong Sandra, and 劉鑾芳. "Severely mentally handicapped school leavers in Hong Kong: preparation & placement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862607X.

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15

Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.

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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.
Department of Special Education

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16

Godinet, Nancy Kathryn. "Special education labeling relationships with learning disabled student self-concept." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/792.

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The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled students and nonlabeled regular students with equivalent math and reading achievement. Collection of data for use in this research occurred on two levels. Parents and subjects completed consent and demographic information sheets. The demographic information sheets provided information to assist in controlling for external variables, which research has shown to impact self-concept, as well as for probing parental perceptions of subject association with and internalization of handicapping condition labels. Once parents and subjects consented to participate in the study, subjects from both groups were administered the Piers-Harris Self-Concept Scale. Subjects also completed a researcher-developed Student Information Sheet (SIS). From a total of 127 subjects who were randomly selected, 44 subjects and their families elected to participate in this research. The final study sample included 18 LD subjects and 26 regular classroom students. Data were gathered and analyzed to determine how much explained variance could be attributed to LD labeled students as compared to regular nonlabeled students. Through examination of seven from the eight major variables (the achievement variable had already been controlled for via stratified random sampling), this study found significant (p < .05) variations between groups for age (p = .0034) and placement (p = .000). Group variations approached significance on sex (p = .074). Findings indicated that LD labeled students had lower global self-concept scores on the Piers-Harris Self-Concept Scale than the regular education students (t-test p = .079, ANOVA p = .051). These approaching significant variations on global self-concept scores might be attributed to four independent or interacting external variables: age, placement, sex, or labeling influences.

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17

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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18

DeMeurers, Patricia King. "Transitions from early childhood special education to kindergarten : a study of three transition plans and their effectiveness as reported by families and kindergarten teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987229.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-183). Also available for download via the World Wide Web; free to University of Oregon users.

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19

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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20

Ho, Siu-yu Ben. "A comparison of effect of lesson practice for mild graded mentally handicapped children using computer and the worksheets." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501224.

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21

Kwan, Choi-fong. "The effects of computer-assisted versus teacher-centered instruction in enhancing time telling skill of children with mild mental handicap." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24840117.

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22

Saunby, Korena Lyn. "Teaching a child with autism to use an independent activity schedule to increase play behavior and reduce stereotypy." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2256.

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The purpose of this study was to teach play skills to a six year-old deaf male child with autism and to determine if these play skills would reduce self-stimulatory behaviors. The child was introduced to an independent play schedule duing two teaching phases using prompting and reinforcement procedures that have in the past been successful in teaching new skills to children with autism.

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23

Chung, See-lung, and 鍾思龍. "The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong: curriculumarea." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960844.

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24

Manay, Quian Natalia. "Child functioning, parent coping strategies and parent mental health outcomes in families with children with developmental disabilities." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114572.

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Parenting a child with a developmental disability has its own set of additional challenges or difficulties associated with the child's impairments, which can have a great impact on parents' well-being. The present study sought to assess a range of child functioning domains and parent coping skills in order to understand which child characteristics and parent coping strategies are the most predictive of parent mental health. It was hypothesized that parents of children with more behaviour problems, fewer social skills, and lower adaptive functioning would exhibit more symptoms of depression, anxiety, and hostility (a measure of anger and aggression). Similarly, parents who used more maladaptive coping strategies and fewer adaptive coping strategies were also expected to experience more symptoms of depression, anxiety, and hostility. Using data from the National Early Intervention Research Initiative (NEIRI), this study included 124 parents of children with DD. Multiple regression analyses indicated that child behaviour problems were the strongest child functioning predictor of parent depression, anxiety, and hostility. Children's social skills were a significant predictor of parent anxiety and hostility, but did not significantly predict depression in parents. Social support was a significant predictor of depression, anxiety, and hostility in parents. However, other coping strategies did not significantly predict variance in parent mental health. This study has implications for family-centered intervention services for children with DD and their families.
Élever un enfant ayant un trouble du développement comprend des défis supplémentaires par rapport aux faiblesses uniques de l'enfant. Ceux-ci peuvent profondément affecter le bien-être du parent. Cette étude chercha à évaluer une gamme de domaines du fonctionnement de l'enfant, ainsi que les stratégies d'adaptation des parents, pour déterminer quelles caractéristiques influent le plus sur la santé mentale du parent. L'hypothèse émise avança que les parents ayant un enfant avec des troubles de comportement, des faiblesses sociales, et un fonctionnement adaptatif inférieur démontreront plus de dépression, d'anxiété, et d'hostilité (une mesure de la colère et de l'agressivité). De même, il a été prévu que les parents ayant des stratégies mal adaptées par rapport à l'élevage des enfants éprouveront ces mêmes symptômes. En utilisant les donnés du National Early Intervention Research Initiative (NEIRI), la présente étude visa 124 parents d'enfants ayant un trouble du développement. Une analyse de régression multiple révéla que l'indice prédisant le mieux la dépression, l'anxiété, et l'hostilité chez les parents fut la présence de troubles de comportement chez l'enfant. Les compétences sociales des enfants prédirent de façon significative les indices de l'anxiété et l'hostilité chez les parents, mais pas la dépression. Le soutien social prédit la dépression, l'anxiété, et l'hostilité parentale. Cependant, les autres stratégies d'adaptation n'eurent pas d'effets significatifs sur la santé mentale des parents dans cet échantillon. Cette étude a de nombreuses implications pour les interventions axées sur des familles comprenant des enfants avec des troubles du développement.

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Afana, Margaret Cecilia. "The most appropriate educational placement for seriously emotionally disturbed children in residential care." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1191.

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This research project utilized a post-positivist design for the purpose of exploring and determining the most appropriate educational placement for seriously emotionally disturbed children who reside in residential care and who are considered to be "high risk," both educationally and socially. It was the goal of the study, through qualitative research, to establish a basis for the successful education and social integration of SED children.

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26

Mui, Chak-pong Michael, and 梅澤邦. "Effectiveness of small group instruction for children with severe mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958151.

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27

Samalot-Rivera, Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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28

Hatt, Allyson Lesly. "Angelman's syndrome case study and appropriate educational curriculum." Lynchburg, Va. : Liberty University, 1988. http://digitalcommons.liberty.edu.

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29

Loebenstein, Harriet. "Support for learners with intellectual disabilities in the transition to secondary schools." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1090.

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30

Kelchner, Thomas Allen. "An approach to enhance critical thinking and problem solving skills of mentally retarded children through a broad based art education approach." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1989. http://www.kutztown.edu/library/services/remote_access.asp.

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31

Hrmo, Jennifer. "Physical activity choices and self-determination in children with intellectual disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/MQ54993.pdf.

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32

Smit, Tanya. "Ouers se konstruering van hul rol by insluitende onderwys van 'n leerder met Downsindroom." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12192005-102955.

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33

Vieitez, Doreen E. "Teaching toy play to developmentally disabled adolescents : acquisition, difficulty, and generality of toy function." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/474401.

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The purpose of this study was to investigate the effects of a behavioral training program on the simple toy play responses of three adolescents with severe and profound mental retardation. Also investigated were possible differences in the difficulty in initial acquisition and generality of the five toy functions chosen: direct push, build, pull, indirect electronic push, and wind. Two toys in each functional category were used. Using a multiple baseline across subjects design, each subject was scored on appropriate toy play during each session. Baseline sessions consisted simply of presenting the toy to the, subject and requesting him/her to play with it. During treatment sessions, the training sequence consisted of a verbal stimulus, a verbal instruction, modeling, shadowing, partial graduated guidance, and full graduated guidance. All subjects received positive reinforcement (i.e., verbal and physical praise with or without edibles) following every appropriate response. Because all subjects reached the prespecified mastery level of each of the 10 toys, it was concluded that the training sequence was an efficient technology in teaching toy play responses. In addition, the relative difficulty among and generality within functions was discussed.

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34

Cohen, Gazith Karen. "Coping strategies of children with an intellectual disability in regular and special classrooms." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.

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Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses delineated several factors within both environments that influence children's coping efforts such as dependency on adults, external control, the quality of instruction, the social organization of the classroom, and the lack of direct instruction in developing children's adaptive coping efforts. Recommendations from the current study focus on the need for children with an intellectual disability to be provided with direct instruction of adaptive coping behaviors and facilitated opportunities to learn through trial and error in order to become more autonomous copers.

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35

吳紀徹 and Kei-chit Brenda Ng. "Acquisition of voice output communication aid by children with severe mental handicap: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26840583.

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36

Lee, Mo-ling, and 李慕玲. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626846.

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37

Brown, Patricia A. "Mandated transition services : an examination of the linkages between policy, secondary special education programs, and student outcomes /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7592.

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38

Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

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39

Ajir-Fameli, Farahdokht. "Special education teachers' perception of mentally handicapped pupils : a case study in the Greater Athens region of Greece." Thesis, University of Stirling, 1994. http://hdl.handle.net/1893/2084.

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In this thesis I set out to study the process through which special education teachers characterise and educate a group of pupils who are categorised as mentally handicapped. Teachers' perceptions of their pupils are reflected in their educational practice and constitute an important element in the complex and lengthy procedure during which a child is defined as mentally handicapped. The research examines these issues in practice by way of a case study of teachers in the Greater Athens Region of Greece. During the school years the label of mental handicap may be confirmed and maintained in a child's identity as he/she moves into adulthood. Schooling may also work in a positive way and provide for a child's eventual integration in the mainstream education and the community. It is this positive aspect of schooling which has become an inseparable part of the underlying principles in special education today. The Greek Education Act of 1985 concerns individuals with special educational needs and refers to the category of mentally handicapped, among other groups, as those with a right to education. As stated in the Act the scope of education is to provide for the balanced and effective development of the individuals concerned as well as for their mutual acceptance and integration in the community as a whole. The above principles laid down by the policy makers are loosely framed in the context of the Act and are open to interpretation by those who are involved in the practice of special education. Reference in the Act to "the balanced and effective development of the individuals and possibilities for their integration" may be defined in a variety of ways by the professionals involved in the system of special education. Among the latter the role of the teachers is a central one. Teachers are Expected to educate pupils who are already categorised as mentally handicapped and help them develop their potential and integrate as best as possible in the community. Depending on their personal experience, gained in the community, their training and their involvement in the system of special education, teachers may take different approaches in defining what mental handicap is and how education of the mentally handicapped pupils should and/or could be carried out. On the one hand teachers develop a professional ideology, that is, their conception of how their task should be carried out. On the other hand, faced with practical aspects of implementing such ideologies, teachers reach decisions as how to handle different cases in given situations. Thus, I am using the concept of teachers' perceptions of mental handicap to refer to the practical aspects of teaching the mentally handicapped as well as the teachers' own ideologies. The empirical research began with an exploratory study. This involved a sample of 10 teachers in 5 special schools in the study area. The results of the exploratory phase were then used for the design of the main research which concerned the study of 13 special schools with a sample of 40 teachers. In both exploratory and main research I have followed a research methodology based on the ethnographic approach in educational studies. This involved a flexible design to start the research and the use of observation and informal interview techniques in data collection. The results have been analysed mainly qualitatively. They show the range of criteria teachers in the sample are applying to identify their mentally handicapped pupils, criteria such as physical features or social and psychological characteristics of the pupils. They are not, however, applied in a universal manner by all the teachers. Variation in the criteria is analysed and conclusions are drawn that may be of use to further study in this area. As far as education of the mentally handicapped is concerned the results of my research point out the existence of a complex network of interactions within which teachers have to carry out their task. It involves elements both within and outside the schools where they teach, i. e., the attitude of the community as a whole and the general atmosphere at work. Teachers' approaches towards their mentally handicapped pupils may be formed through a process of interaction in different setups. In this research I am attempting to discover the outcomes of such interactions by studying teachers' practice of special education in the actual setting of the schools. I have sought to demonstrate that the outcome of teachers' interaction in each specific situation adds to a cluster of perceptions within which mental handicap is defined and dealt with. In some cases teachers may help maintain this already existing cluster, in other cases they may modify its form.

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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 Philosophy
The 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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Wong, Kit-ching. "Effects of Simultaneous Prompting in teaching a chained self-care task to primary school students with severe cognitive disabilities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35539653.

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Levidioti, Maria. "The effects of structured teaching on stereotypic, on-task, and off-task behaviors of children with autism spectrum disorders in physical education /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79960.

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The effects of a gymnastic unit on stereotypic, on-task, and off task behaviors of two children with Autism Spectrum Disorders (ASD), and two children with Down syndrome were examined using structured teaching, based on adaptations by the TEACCH model. Structured teaching consisted of individual pictorial activity schedules and work systems. The stereotypic, on-task, and off task behaviors were observed during three phases: baseline, treatment, and post-treatment.
Inter-rater reliability of stereotypic, on-task, and off task behaviors was 82.2%. The results indicated reductions on the levels of stereotypic behaviors of both participants with ASD, while no significant changes were observed in the levels of on-task behaviors for these participants. This was probably due to the fact that the gymnastic unit was fairly structured even before the implementation of the treatment. No effects were found on the levels of on-task behaviors of both participants with Down syndrome.

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Terwilliger, Susan H. "A study of children enrolled in a school-based physical activity program with attention to overweight and depression." Diss., Online access via UMI:, 2008.

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Braun, Emily Catherine. "Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404559/.

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A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.

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Tso, Shu-fai, and 曹樹輝. "The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960509.

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McNally, Rory. "Regular teachers' attitudes to the need for additional classroom support for integrated students with intellectual disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1355.

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The purpose of this study was to examine regular classroom teachers' attitudes to additional classroom support, both physical and personnel, for students with mild and severe intellectual disabilities who may be integrated into regular classrooms. The concerns of the regular classroom teachers with regard to the successful inclusion of students with intellectual disabilities are certainly merit addressing. As the regular classroom teachers are largely responsible for the education of these integrated students, it is worthwhile to examine their perceived support levels in relation to integrated students with intellectual disabilities. It is anticipated that the results of this study will prove useful when decisions are being made by educational administrators about the level and type of support needed for integrated students with intellectual disabilities. The results should be beneficial as a guideline for those concerned with the appropriate allocation of funding for students with intellectual disabilities who are educated in regular classrooms. As the subjects of this study were Catholic teachers employed in Catholic primary schools in Perth, Western Australia, it is anticipated that the results of this study will prove useful to the administrators in the Catholic Education Office of Western Australia. The dependent variables were physical and personnel support. The independent variables were ability, effort and school. Seventy-two classroom teachers from six East-Metropolitan Catholic Primary Schools in Perth, Western Australia, were used as participants. These teachers were presented with a vignette describing a hypothetical male student. Ability (average, mild, severe) and effort (low, moderate, high) were systematically varied to create a nine-cell design. Vignettes were randomly assigned to the 72 teachers. The teachers were asked to respond to two measurements for the dependent variables. The first comprised a seven-point Likert scale measuring their perceived need for additional physical support and additional personnel support in the regular classroom. The second was a magnitude-scaling instrument, which also required responses on additional physical and personnel support. A multivariate analysis was completed for the seven-point scale and magnitude scaling of the dependent variables. Wilk's criterion indicated no significant multivariate interaction between the factors of ability and effort. The multivariate analysis yielded a main effect for ability for both dependent variables. Univariate analyses showed that teachers perceived a significant difference between students with and without intellectual disabilities in the levels of additional personnel support needed but no significant difference between students with mild and severe intellectual disabilities in the levels of additional physical support. The ability level of the students was the critical variable that determined the levels of additional support, as perceived necessary by the regular classroom teacher. Regular classroom teachers did not perceive the factor, effort, as being significant. Consistent with attributional research findings, they did not perceive student effort as needing additional classroom support. Teachers perceive a strong need for personnel classroom support being necessary for students with mild and severe intellectual disabilities. There is a paucity of global research specific to the expected levels of additional physical and personnel classroom support needed for students with intellectual disabilities and none in Australia. This study has implications for the allocation of resources within schools in that it may offer guidelines for determining the levels and type of support given to regular classroom teachers so that integrated students with intellectual disabilities may succeed in the regular class.

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Loo, Kin-hung, and 盧建衡. "Direct instruction and storytelling in the language acquisition of children with mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626883.

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Houminer, Tirzah. "Children with Down's syndrome who learn : the effects of mainstreaming." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74047.

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Karagiannis, Anastasios. "Three children with Down's syndrome integrated into the regular classroom : attitudes of a school community." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61668.

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Dyer, Ronald E. d. 1953. "How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation : a case study /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170109/.

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