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1
Tobias, Eliana R. "Learning environments for special needs preschool children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29374.
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This study looked at four types of learning environments for developmentally delayed 3-5 year old preschool children, namely segregated programs, reversed mainstreamed programs, day care centres, and nursery schools in order to describe and analyze the experiences children have in these settings.
Twenty preschool classroom environments were analyzed, forty children were observed to obtain child-child interaction data, twenty teachers were observed and interviewed in order to gather information on teacher-child interaction and type and amount of support services available to the programs and sixty parents of special needs children were interviewed to obtain information on parental involvement.
The analysis of the environment indicated that statistically significant differences existed in the data between the scores obtained by the different types of centres. Higher scores were obtained by segregated and reversed mainstreamed programs than day care centres.
No significant statistical differences were found between types of settings for child-child interaction and teacher-child interaction, although there were large differences among centres within a type. Special needs children across settings were observed mostly in parallel, solitary, and associative play. Little cooperative and dramatic play was observed across types of settings.
Teachers in all types of settings spent a high portion of their time talking to children on a one-to-one basis. Teachers in day care centres spent significantly more time talking to children about matters related to misbehavior rather than academics. Little use of praise and corrective feedback was observed by teachers of special needs preschool children. Greater availability and higher expectations for parental involvement existed both in segregated and reversed mainstreamed programs than in day care centres for parents of special needs children.
Support services for preschool programs were very low in the community the research sampled.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
2
Boggs, Teresa. "Adapting Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1515.
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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.
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Harland, Linda Ann. "Supporting teachers supporting children with special educational needs." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019145/.
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The research which forms the basis of this thesis focuses on the developing practice of two local authority support services working in primary schools with the aim of changing the nature of provision for children with special educational needs. In the first case study, four support teachers work, half a week each, for one year in a junior school which appeared to have a high number of children with learning and behavioural difficulties. These support teachers were attempting to change the practice of the classroom teachers in this school. In the second case study, the work of four support teachers is observed, as they begin a change of role, moving from centre-based work with children to supporting the children in class, and trying to change the nature of provision for these children in school. Each case study was conducted over one year. The methodological approach was located within a constructivist paradigm. The methods were interview, observation, questionnaire and documentary analysis. The review of the literature, after examining the background to change within special educational needs provision, and within primary schools, goes on to consider issues particularly pertinent to this research, such as consultant and collaborative teaching skills, personal change and interpersonal skills needed for effective instigation of change. These issues support both the implementation and the analysis of the research. The final part of the thesis addresses the issues arising from the research, such as the training needs of the support teachers and class teachers regarding knowledge of the change process and an awareness of theoretical issues surrounding special educational needs, and dichotomies within the approach of the support teachers towards the process of change. The conclusion examines themes which have emerged from the research and which are applicable to current changes in special educational needs provision.
5
Boggs, Teresa, and M. Baker. "Creating Together; Art for Children with Special Needs." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/1533.
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Bouwhuis, Korinne Knowlton. "Psychoeducation Groups for Parents Adopting Special-Needs Children." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2631.
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This thesis evaluated training groups for adoptive parents of special-needs children. It was hypothesized that training would influence parenting stress, stress symptoms, and marital satisfaction, and that helpfulness of training sections would depend upon the status of the participants' children (i.e., foster, adopted, or adoption in process). Data were collected from 15 participants who were sampled through agencies that typically interact with adoptive parents.
Repeated measures ANOY As were computed to compare scores on the PSI/SF Parental Distress Subscale, OQ-45, and RDAS across three time intervals. No significant differences were found. Data from a scale of helpfulness were analyzed using descriptive statistics. There was a general trend such that foster parents reported the training groups as least helpful, adoptive parents reported them as more helpful, and participants in the process of adoption reported the highest ratings of helpfulness. Explanations for results are discussed along with implications and recommendations for future research.
7
Phillips, Eunice Dunbar. "The educational needs of gifted children." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.
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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.
8
Hendler, Darlene Marilyn. "Family therapy with families who have special needs children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23338.pdf.
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Al-Khashrami, Sahar Ahmad. "Integration of children with special needs in Saudi Arabia." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264586.
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Conde, Joann M. "Patterns of verbal communication in children with special needs." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.
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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasiveness. Results indicated that children with special needs tended to engage in a greater frequency of helping/cooperative/giving statements as opposed to any other verbal statements. Specifically, positive statements as opposed to negative statements classified their verbal interactions. These children also appeared to demonstrate more internalizing behaviors than externalizing behaviors. The influence of children's behaviors on children's verbal statements was examined. Results indicated that children who evidenced a disability in reading or language appeared to engage in a greater frequency of cooperative or helping statements than their non-disabled peers. Intrusive tendencies may be associated with the following: presence of a reading disability, absence of ADHD, and absence of a disability in written expression. Additionally, the conversations of children with a disability in mixed receptive language tended to evidence a greater frequency of neutral statements when compared to their peers without a disability. Externalizing behaviors also appeared to be associated with increased use of considerate and encouraging statements. Findings also suggested that intellectual ability may be related to children's verbalizations, but unrelated to children's behaviors. Intellectual functioning appeared to be directly related to children's use of rejecting statements. Upon comparing these findings to previous literature on the social communication between children with and without special needs, it is unclear whether children with special needs evidence a shared communicative culture or ability to interpret communication patterns, which results in more positive communicative interactions. This study has implications for appropriate educational placement, the formation of children's friendships, and the social communication of children with special needs.
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Duffey, Jane Grenfell. "Home schooling children with special needs: A descriptive study." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154056.
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Hollingsworth, Denise Jo. "Special education needs among children exposed to domestic violence." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2378.
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The purpose of the study is to discover whether exposure to domestic violence leads to higher rates of special education placement. The problem of concern is the effect of domestic violence exposure to children, which results in psychological and behavioral problems that may lead to school difficulties and placement in special education programs.
13
May, Helen Elizabeth. "The engagement of children with learning difficulties within primary classroom interactions." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/351/.
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This study aims to further an understanding of the engagement of children with learning difficulties in curricular activities, by focusing on classroom interactions within mainstream primary schools. In the current educational climate, there is a shift towards increasing the participation of children with special needs, alongside recent governmental guidance supporting the implementation of their right to participate. Consequently, there are a growing number of studies offering recognition of children's participation and their potential contribution. They focus on participation being determined by the teacher whereas this research portrays the view of the child in determining their own participation. The research was an exploratory, in-depth study of seven children within two contrasting school settings. The research process entailed the building of a knowledge base upon which to interpret classroom interactions. It drew upon multiple sources and methods of data collection, to identify emerging factors and categories pertaining to children's engagement. The emerging factors fell into three distinct categories; resource engagement, focus of engagement and engagement in the task agenda. Resource engagement is concerned with children's utilisation of social and physical resources whilst focus of engagement considered the subject of children's attention. Lastly, engagement in the task agenda covered the response of the child to the activities set by the teacher. Relevant theories were used to help further an understanding of the identified categories of children's engagement, and focused in particular on three theoretical tenets pertaining to active, subjective and interactive processes. When these three processes were used constitutively, two conclusive themes emerged. Firstly, that engagement is a demonstration of children's autonomy and self-governance and secondly, that engagement is a process by which children become more knowledgeable about their classroom environment and develop autonomous responses to external requirements.
14
Wehrmann, Lorrance Ann. "Stress Levels of Parents of Homeschooled Versus Public-Schooled Special Needs Children." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1831.
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Although all families in the United States experience stress, families of children with special needs frequently experience prolonged periods of stress. Prolonged exposure to stressful circumstances increases their vulnerability to financial, physical, and social strain. With the continuing increase in the prevalence of children who have special needs, it is vital to examine the efficacy of different educational approaches on parental stress. It is unclear whether there are differences in stress levels for families of homeschooled versus public-schooled children with special needs. Using the family adjustment and adaptation response model, the purpose of this quantitative, ex post facto study was to investigate the degree to which parental stress reported by parents of a school-aged child with special needs could be predicted by school approach and severity of learning disability. Seventy parents of children participating in either public special education or homeschooling completed self-administered questionnaires, including the Family Impact of Childhood Disability Scale, the Educational Stress Survey, the Cognitive Processing Inventory, and demographic questions. Results from the descriptive analysis and multiple regression analyses indicated that the severity of the learning disability significantly predicted both overall parental stress as well as stress contributed by schooling. However, the type of special education setting did not significantly predict parental stress. The results from this study can promote positive social change by increasing parental awareness so that parents can make informed decisions about schooling for their children with special needs. It can also provide
valuable information about additional stress related to special education programming services based on the severity of the child's learning disability.
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Boggs, Teresa. "Adapting Parks and Recreation Programs to Meet the Needs of Children with Special Needs." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1513.
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Jimenez, Jessica Joanna, and Winnie Wing Yang Lee. "SOCIAL WORKERS' PERCEPTION ON THE NEEDS AND SERVICES FOR FOSTER CHILDREN WITH SPECIAL NEEDS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/867.
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Foster children are already at a disadvantage given that they tend to live in a home without their parents. Social workers have direct interactions working with children with special needs, and through interviews with the workers, we aimed to understand whether or not the services available are able to meet foster children’s special needs. The research on special needs children in foster care is quite limited. The purpose of the study was to identify social workers’ perceptions of the needs of special needs foster children and their access to services.
This study used qualitative interviews with open-ended questions to gather qualitative data from ten social worker participants. The researchers employed thematic analysis techniques to analyze the qualitative data. The themes that emerged from analyzing the data were social workers’ challenges in providing services to special needs foster children, social workers’ access to services, and the need for institutional support to effectively manage service delivery for special needs foster children. This study found that social workers face challenges in obtaining training for parents and social workers, navigating complex funding processes, managing inconsistent desires between parents and court officials, and dealing with the limited number of capable foster homes. The social workers interviewed identified different tactics that could be implemented in order to improve services for the special needs foster children through changes and improvements within the department. Understanding large-scale policy and practice issues, such as organizational change or resource management, can lead county agency social workers to advocate for the challenges of special needs children in child welfare.
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Al, rubiyea Ahmad Ibrahim. "Children with special needs in the Kingdom of Saudi Arabia : their needs and rights." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/27864.
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Kingdom of Saudi Arabia is in the process of developing and modernising its organisations to meet and cope with the challenges posed by national and international changes. Child and family issues have become an integral part of the Kingdom strategies, vision and policies. There is a lack of comprehensive research that focuses on children with special needs rights and needs in Saudi Arabia and the role of the Kingdom of Saudi Arabia in meeting and protecting their rights. This research represents the first research in this area. The research aims to examine the rights and needs of children with special needs in the Kingdom of Saudi Arabia. Extensive quantitative and qualitative data collected from Saudi Arabia children special needs sector using semi-structured questionnaires, focus groups and in-depth interviews. The collected data analysis with outcome of the literature survey used to discuss the main outcome of the research. A number of conclusions have been drawn from this research. The Kingdom of Saudi Arabia has taken several steps towards ensuring children with special needs rights and needs such as the introduction of inclusion of children with special needs with the main stream primary school education. However, the child with special needs in the Kingdom is still in its early stage in the Kingdom. The Saudi parents with children with special needs under stress due to a lack of appropriate policies and guidelines for their children with special needs. The research has identified social barriers as one of the main obstacles for children with special needs rights and needs. The research also provides practical recommendation for prompting children with special needs in Kingdom of Saudi Arabia.
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Ellender, Philip James. "Transition to secondary school by children with special educational needs." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.
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Alsop, Kim. "Perceptions of experience, understanding siblings of children with special needs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58318.pdf.
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Nelson, Kristin Elizabeth. "Children With Special Needs Oral Health Quality of Life Survey." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1796.
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Overton, Murray. "NEMP assessment and children with special needs : research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2768.
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Since 1995 educational achievement in New Zealand primary schools at
year four and year eight has been examined and reported on by the
National Education Monitoring Project (NEMP). Prior to this New
Zealand students had participated in international educational studies that
provided information in some curriculum areas. The aim ofNEMP was to
gather information about the educational achievements ofNew Zealand
pupils within the context ofNew Zealand education.
This study looked specifically at the pupils involved in NEMP who are
classified as special care (special needs), having physical or intellectual
disabilities. The major questions explored were: 1) How do schools make
decisions about which children will participate in NEMP studies? 2)
What processes do schools go through in deciding whether to include or
exclude students (in particular those defined as special care)? 3) How
well does NEMP cater for the inclusion of students with physical and
intellectual needs?
Data was generated through phone interviews with seven Canterbury
schools, all of which had excluded or included (or both) children with
special needs in the 2001 NEMP process. The principle findings were
that; Schools have clearly established consultative processes that are used
in order to decide which children will participate in NEMP; The
importance of the random sample is recognised and respected by schools;
The support given to schools by NEMP is an important component in
ensuring the success of the process.
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Hale, Kimberly D. "What Can You Do for Young Children with Special Needs?" Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7040.
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Smith, DeVona Diana. "Childcare Providers’ Attitudes about Inclusion of Children with Special Needs." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288920491.
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Dunne, James David. "Rule compliance of preschool children with and without special needs /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu148786754173005.
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McDonald, Kate. "Transitions to Adulthood for Children with Special Health Care Needs." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202697.
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Background: Every year in the United States approximately half a million youth with special health care needs (SHCN) turn 18. Little is known about how this population fares during the transition to adulthood. Purpose: To examine transitions to adulthood for young adults with SHCN. Methods: Using data from two national longitudinal surveys: the Panel Study of Income Dynamics and the Survey of Adult Transitions and Health, I built linear and logistic regression models to evaluate the relationship between having a history of SHCN during childhood and key transitional outcomes during young adulthood (e.g., mental health status, educational attainment, employment, financial independence and subjective indicators of adulthood). A second set of logistic models examined associations between hypothesized risk and protective factors during childhood (e.g. family financial burden, care in a medical home and access to adequate insurance) and physical health outcomes during young adulthood for youth with SHCN. Multivariate models were adjusted for key confounders. Results: The majority of youth with a history of SHCN were doing well during the transition to adulthood. That said, compared to young adults without a history of SHCN, young adults with a history of SHCN were in significantly worse mental health (adjusted OR of experiencing a non-specific psychological disorder 3.90, 95% CI 1.78-8.53) and had significantly lower odds of graduating from high school (adjusted OR 0.55, 95% CI 0.32-0.96), attending college (adjusted OR 0.61, 95% CI 0.38-0.96), and receiving financial assistance from their families (adjusted OR 0.56, 95% CI 0.38-0.83). Amongst young adults with a history of SHCN, family financial burden during childhood significantly decreased the odds of being in good physical health during the transition to adulthood. There was limited evidence that receipt of care in a medical home or access to adequate insurance during childhood increased the odds of being in good physical health for young adults with a history of SHCN. Conclusions: These findings have important policy implications for programs serving youth with SHCN. Specifically, mental health and educational services may need to be expanded and more emphasis placed on addressing the non-medical determinants of health, like family financial burden.
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Mike, Natasha Yvette. "Phenomenological Study on Social Workers with children with special needs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6926.
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Parents with children with special needs experience challenges when caring for their children. These challenges may be uniquely affected by the parent's employment. Because social workers are in professional roles, understanding their lived experiences provides awareness of the needed services and resources that help social workers maintain effectiveness in their home and work life. This phenomenological study explored the lived experiences of social workers who have children with special needs. Bronfenbrenner's ecological theory guided this study. Criterion and snowball sampling were used to recruit 8 participants. Data were gathered through 3 in-depth semistructured interviews. Moustakas phenomenology method was used to analyze data. Two themes emerged from the data (a) coming to terms with having a child with special needs and (b) balance of home and work life. Sub-themes included (a) self-care, (b) supervision, and (c) having an awareness of resources. Part of the experience included social work parents recognizing, understanding, and accepting that their child has a special need. Balancing home and work life was an important aspect for the participants. Part of balancing home and work life for these participants was ensuring the use of self-care methods, adequate supervision, and being aware of resources to mitigate their stressors related to their child's special need. The findings may be used to create positive social change by informing administrators, specialists, counselors, and the profession of social work about areas of focus for strategies and interventions to address the needs of social workers parenting children with special needs.
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Tichon, Jennifer Gay. "The internet, social support and young siblings of children with special needs /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16494.pdf.
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Lafferty, Moira E. "An investigation into the effects of active therapy for children with Down's syndrome." Thesis, Liverpool John Moores University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242151.
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Partlo, Sally. "Meeting Learning Needs of Children With Autism Spectrum Disorder in Elementary Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4672.
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In a southeast school district, students with autism spectrum disorder (ASD) are taught by elementary general education teachers despite their lack of training to meet the needs of such students. To provide effective education that supports the learning needs of students with ASD, exploration of the problem was needed. The intended outcome of this qualitative case study was to provide information to district administrators that could be used to develop interventions to help general education teachers meet the learning needs of students with ASD. The Iovannone, Dunlap, Huber, and Kincaid model of effective educational practices for students with ASD grounded the study. Research questions explored how general education teachers met students' individual support and service needs, academic needs, structured learning environment needs, communication and language needs, and disciplinary needs, as well as what supports and resources teachers perceived they needed to meet student needs. Ten elementary general education teachers participated in the study. Data were collected through interviews and analyzed using provisional coding and pattern coding. Six themes emerged from the analysis: (a) individual support and service, (b) academic needs, (c) structured environment needs, (d) communication and language needs, (e) disciplinary needs, and (f) teachers' perceptions of needed supports and resources. The results were used to create a professional development 3-day program from which teachers could strengthen their knowledge and skills in providing quality instruction to students with ASD. Such training may result in social change by improving the quality of education provided to students with ASD that will enhance their opportunities to live valued lives.
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Taylor, Kim. "The integration of children with emotional and behavioural difficulties in mainstream schools : three case studies." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299664.
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Okolo, Chinelo Nwamaka. "Primary school children with learning difficulties in Lagos State : teachers' perceptions of provision and practice." Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5317.
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This thesis presents the result of a study on learning difficulties among primary school children carried out in Lagos State of Nigeria. The study determined teachers' perceptions of special education, determined whether primary school children had learning difficulties, the relative proportion of children who have learning difficulties and the types of learning difficulties that they have. It described how the children's needs were met and how appropriate the provisions made to meet these needs were. In addition it evaluated the implications of the research findings for teacher education. The results of the survey, which was carried out by means of research interviews and survey questionnaires, showed that the teachers' perceptions of special education were not well articulated. They recognised children's learning difficulties, but would not regard these as special educational needs. The teachers indicated that about 21% of primary school children had learning difficulties. They identified five major types of learning difficulties, namely cognitive; specific; language; emotional and behavioural difficulties and difficulties arising from exceptional abilities. Negligible numbers of children with physical, sensory and mental disabilities (under 1.0%) were also identified. The teachers indicated that there was no policy on identification and intervention for children with learning difficulties. Individual schools and individual teachers adopted their own methods of identification and intervention. The study concluded with recommendation for special needs education legislation. The legislation should among other things, direct on a statutory Code of Practice for the effective management and administration of special educational needs in schools; a revised teacher training curriculum to include special education components; and enlightenment programmes to raise awareness around disability and special needs issues. This work also contains the results of a mini survey carried out in 11 pre-schools on the implementation of the special educational needs Code of Practice as the institution study, a requirement of the doctorate in education programme. The mini survey determined training needs on the Code of Practice for pre-school settings. An abstract appropriate to the institution study is indicated in front of the institution study itself.
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Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.
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Jarrett, Nicholas. "Teacher attitudes to the inclusion of children with special educational needs." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550411.
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Brown, Rachel A. "Training and Assessment of Toothbrushing Skills among Children with Special Needs." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/3994.
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The success of applied behavior analysis (ABA) interventions relies heavily on adherence to measures of social importance. One area identified by caregivers, educators, and researchers as having social importance is the area of daily living skills; particularly in populations of children with special needs. A number of studies employed the use of a task analysis to objectively measure toothbrushing, with various training procedures utilized. Behavioral Skills Training (BST) is an effective procedure used to train a variety of skills. Further, research indicates the addition of an in situ assessment promotes generalization of trained skills. The current study examined the use of a task analysis and BST with in situ assessment to systematically measure and train toothbrushing skills in children with special needs. Training procedures were adapted from a similar study by Poche, McCubbrey, & Munn (1982). Five children participated in this study; four male and one female; each having a medical diagnosis indicating special needs. Objective and subjective measures were obtained with a task analysis data sheet and a pre/post intervention parent surveys. Results indicate the intervention successfully increased correct toothbrushing responses in four of the five participants. For the other participant, the intervention had no effect. Fading assessments were conducted 1-5 weeks following intervention, and maintenance effects were variable. The efficacy of BST to train skills and a task analysis to measure responses has been extended to different populations based on the findings in this study.
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Jones, Kevin. "The special oral language needs of low-attaining children in mathematics." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303519.
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Cole, Barbara. "Mothers, teachers and 'special' children : a narrative inquiry into the lives of mothers-teachers of children with special educational needs." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394658.
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Claughton, Amy. "Special needs, special play? Examining the agency of children with impairments in play-based learning in a special school." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/171942.
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Play is an inherent part of childhood, often cast as an innate behaviour of children. Over the years, play has been scrutinised by theorists, researchers and educators alike in their attempts to understand how children engage in play, the role of play in development and how to identify, define and measure play. For children with impairments, play is frequently subjected to surveillance and compared to that of children whose development is considered typical. This thesis interrogates the play-based learning experiences of five children who attended a special educational school in rural Victoria, Australia. It examines the experiences that these children had in play and how teacher actions and responses enabled and supported their engagement in play-based learning. The theoretical framework for this study draws on critical ethnography underpinned by disability studies. Disability studies recognises the social model of disability, in which disability is a social construction. Using this model, impairment is distinct and separate from disability. In this study, socially constructed barriers that confront children in their play are identified as being created by attitudes, structures and environments (Bishop et al., 1999). These barriers are overlaid by the psycho-emotional dimensions of disability (C. Thomas, 1999) in an effort to represent the experiences of children as shaped by the actions and responses of others. This thesis introduces a new analytic tool in the learning portal framework. The learning portal framework aims to provide a platform through which teacher actions and responses can be analysed to understand how children are enabled to access play-based learning. The findings of this study indicate that children with impairments play in complex and nuanced ways. They show purpose in their play, are able to self-initiate, and independently investigate play-based learning experiences. Adult actions and responses often enable children with impairments to engage in play by offering opportunities and pathways for exploration. Indirect adult facilitation in play supports children’s ability to act in play with individuality and determination.Doctor of Philosophy
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DiBenedetto, Enza Maria. "Parental Perception of Limit Setting in Preschool Age Children With Special Needs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2648.
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Researchers have identified that parenting styles affect limit setting behaviors in childrearing practice. There are gaps in the research pertaining to examining patterns of limit setting for parents of preschoolers with special needs and the behavioral outcomes for these children. This study examined quantitatively whether parental perceptions influenced limit setting in parent child interactions. Belsky's process model outlining determinants of parenting, Baumrind's theory of parenting styles and socio-developmental theories of attachment and parental response style provided the theoretical framework for this study. 25 parents of preschoolers with IEPs and 4 special education teachers participated in the survey design study in a low socio-economic area of the South Bronx, New York. Parents were asked to complete a brief demographic questionnaire, The Parent-Child Relationship Inventory and Parent Rating scale of the BASC-2. Teachers for the children identified were also asked to complete the Teacher Rating scale of the BASC-2. . Data were analyzed using correlations, regression analysis, and multivariate analysis. Analysis revealed that none of the null hypotheses could be rejected. However, a correlational analysis did reveal a positive correlation between a report of less limit setting for parents and higher incidents aggression in children at home. In identifying factors that continue to influence parenting behaviors and the social emotional functioning of preschoolers with special needs, this study supports the need for continuity of education and intervention for parents of special needs preschoolers, especially within communities of lower SES.
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Leondari, Angeliki. "Academic achievement, self concept, and locus of control in special and regular Greek primary school children." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10007420/.
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Recently and despite definitional problems, a clearly identifiable group of children has emerged characterized as 'learning disabled' for which programming and hence specialized services are being made available in the Greek state school setting. A more complete description of these children seems necessary in order to find out if and how they differ from other children in personality and whether their academic difficulties have created unique problems for them. The purpose of the present study was, then, to empirically investigate the comparative differences in measures of self-concept (academic and general), locus of control and causal attributions in Special and Regular Class primary school children, in Greece. 424 children enrolled in the third through sixth primary school grades served as subjects. The sample was drawn from state schools located within the three educational districts in the county of Attiki. There were 72 Special Class, and 352 Regular Class children. The Regular Class children were classified as Low Achievers (LA) and Normal Achievers (NA) on the basis of their school grades. Three self report questionnaires were used; the Perceived Competence Scale for children (PCS), and the Self Description Questionnaire (SDQ) were used to measure academic self-concepts and global self-esteem. The two cognitive competence scales from the PCS and the two subject-specific scales from the SDQ were used to assess children's perceptions of their academic abilities. Global self-esteem was measured by a scale from the PCS. The Intellectual Achievement Responsibility Questionnaire (IAR) was used as a measure of locus of control and causal attributions. Teacher ratings of academic performance in Reading and Maths and a Mathematics Test prepared by the researcher were used as achievement measures. The primary independent variable was group inclusion and school achievement. In addition sex and age differences were investigated. Results showed significant and consistent between group differences. Special Class children were found to differ significantly from Normal Achievers on academic self- concepts and global self-esteem. There were also significant differences between Low and Normal achievers on academic self-concepts but not on global self-esteem. Special Class children differed from the other two groups on their locus of control orientation and attributional patterns as well. They attributed both their successes and their failures to external factors, thus fitting the picture of 'learned helplessness'. Low achievers seem to hold the same attributional patterns as Normal Achievers, attributing their successes to their efforts and their failures externally. Suggestions are made that this is likely to be due to societal pressures. Developmental differences were evident in relation to locus of control, with older children showing greater internality. There were also age differences in relation to Perceived Competence Evaluation (PCE), in Special Class children, implying that this group of children develop more negative academic self-concepts as they grow older. Results seem to suggest that academic underachievement accompanied by Special Class placement had a substantial effect on children's academic self-concept, global selfesteem and pattern of attributions.
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Mills, Daniel F. "A project to develop a team to minister to the needs of families of children with special needs." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.
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This study integrates the research on the social construction of motherhood as it applies to mothers of children with special needs. More specifically, it, looks at how writings by these mothers can (a) help them cope with the emotional ramifications of having such a child, (b) contribute to the knowledge base of professionals who deal with and nurture not only children with special needs but also their mothers, and (c) constitute an effective qualitative research tool.The study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.
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Arrué, Andrea Moreira. "TRADUÇÃO E ADAPTAÇÃO CULTURAL DO CHILDREN WITH SPECIAL HEALTH CARE NEEDS SCREENER." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7366.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe study aimed to translate the Children with Special Health Care Needs-CSHCN Screener© into Portuguese, cultural adaptation and perform the test the reproducibility of the instrument. The process of translation and cultural adaptation was based on the stages of translation, back translation, committee review and pretesting. The scenario of the pretest was a teaching hospital and a ready local child care, located in southern Brazil, the subjects were relatives/caregivers of children aged zero to 12 years old, attending the services mentioned. The collection occurred from October, the statistical sample corresponded to 140 subjects and the selection was on demand service. It is concluded that the reproducibility of the instrument translated and adapted in this sample was satisfactory. The construct of translated and adapted version showed convergent validity with a measure of Cronbach Alpha and Kappa perfect agreement for all items evaluated. We conclude that the instrument CSHCN Screener© can be used in studies of the Portuguese language in Brazil. The prevalence of children with special health care needs was 36%, females (60%) were more vulnerable and the main demand was drug dependence (26%). The results of this research can subsidize the systematic survey and validated national demands of special needs health-SNH as well as provide an epidemiological profile of CSHCN. It is intended to contribute in knowledge of Nursing, recognizing this emerging clientele as health services, redirecting the guidelines and institutions working together to identify, monitor, perform reference and counter in health services. Similarly to other professionals, for this clientele requires intersectional action, since the SNH may cause or aggravate social and educational problems.
O estudo objetivou traduzir o Children with Special Health Care Needs-CSHCN Screener © para a língua portuguesa, realizar a adaptação cultural e testar a reprodutibilidade do instrumento. O processo de tradução e adaptação cultural baseou-se nas etapas de tradução, retrotradução, comissão de revisão e pré-teste. O cenário do pré-teste foi um hospital escola e um pronto atendimento infantil municipal, localizados no sul do Brasil, os sujeitos foram familiares/cuidadores de crianças de zero a 12 anos incompletos, em atendimento nos serviços citados. A coleta ocorreu no período de outubro, a amostra estatística correspondeu a 140 sujeitos e a seleção foi por demanda de atendimento. Conclui-se que a reprodutibilidade do instrumento traduzido e adaptado nesta amostra foi considerada satisfatória. O construto da versão traduzida e adaptada apresentou validade convergente com a medida de Alpha de Cronbach bem como concordância de Kappa perfeita para todos os itens avaliados. Conclui-se que o instrumento CSHCN Screener© pode ser utilizado em estudos, da língua portuguesa, do Brasil. A prevalência de crianças com necessidades especiais de saúde-CRIANES foi 36%, o sexo feminino (60%) mostrou-se mais vulnerável e a principal demanda foi dependência medicamentosa (26%). Os resultados desta pesquisa podem subsidiar o levantamento sistematizado e validado a nível nacional das demandas de necessidades especiais de saúde-NES bem como fornecer o perfil epidemiológico das CRIANES. Pretende-se contribuir na área do conhecimento de Enfermagem, reconhecendo essa clientela como emergente nos serviços de saúde, redirecionando as orientações e atuando juntamente as instituições no sentido de identificar, acompanhar, realizar referência e contrarreferência, nos serviços de saúde. Da mesma forma para os demais profissionais, pois essa clientela necessita de ações intersetoriais, pois as NES podem acarretar ou agravar problemas sociais e educacionais.
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Couture, Mélanie. "Are children with special needs successfully integrated in school-age care programs?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ54247.pdf.
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Poon, Tsz-ying. "Attitudes of pre-service kindergarten teachers towards children with special educational needs." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039808.
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Poon, Tsz-ying, and 潘芷盈. "Attitudes of pre-service kindergarten teachers towards children with special educational needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039808.
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Moody, Jenny Ryeluan. "The perceptions of children with special educational needs in mainstream primary schools." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435808.
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Limond, Jennifer Alison. "The behaviour of children with special needs : effects of animal-assisted activities." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264964.
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Nehring, Wendy, and Lisa Ousley. "School Nursing for Children with Disabilities: Case Studies: Special Needs Healthcare Plans." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7163.
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Eltilib, Elturabi Galal Khalifa. "Oral health status among children with special needs in Khartoum State, Sudan." University of Western Cape, 2012. http://hdl.handle.net/11394/3388.
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Magister Scientiae Dentium - MSc(Dent)Introduction: Children with disabilities and other special needs present unique challenges for oral health professionals in the planning and execution of dental treatment. The oral health of children with special health care needs is influenced by various socio-demographic factors, including their living conditions and severity of the impairment. According to United States (US) Maternal and Child Health Bureau, special health care needs (SHCN) children are defined as “those who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally”. Aim and Objectives: The aim was to determine the oral health status of children with special needs. The objectives were to determine the prevalence of dental caries, periodontal disease and oral mucosal lesions among children with special needs in Khartoum State aged 5 to 15 years old attending educational and rehabilitation institutions. Methodology: A descriptive cross–sectional study was carried out. Data were collected with a data capture sheet that was a modified WHO Oral Health Assessment Clinical Oral Examination Guideline. Demographic variables, dmft, periodontal disease and oral mucosal lesions were recorded. Results: The mean dmft /DMFT scores was 2.02/1.25. The DMFT score increased with age, girls showed higher score than boys and autistic children had the poorest oral health among other disabilities. More than two third of the examined sextants were healthy, less than quarter had bleeding (18.3%) and 5% calculus accumulation. Fissured tongue was the most frequent oral lesion found. Conclusion: Children with special needs in Khartoum State demonstrated a high prevalence of dental caries and periodontal disease and do not receive adequate dental care. There is an urgent need for both preventive and treatment programmes to improve the oral health of children with special needs.
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Olson, Michael M. "Latter-Day Saint Fathers of Children With Special Needs: A Phenomenological Study." Diss., CLICK HERE for online access, 1999. http://patriot.lib.byu.edu/u?/MTNZ,4320.
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