Academic literature on the topic 'Deafblind people Education Victoria'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Deafblind people Education Victoria.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Deafblind people Education Victoria"
1
Hersh, M. "Deafblind People, Communication, Independence, and Isolation." Journal of Deaf Studies and Deaf Education 18, no. 4 (June 7, 2013): 446–63. http://dx.doi.org/10.1093/deafed/ent022.
Full text
2
Rodríguez-Jiménez, María del Carmen, David Pérez-Jorge, Irene Puerta-Araña, and Eva Ariño-Mateo. "Quality of Life in Deafblind People and Its Effect on the Processes of Educational Adaptation and Social Inclusion in Canary Islands, Spain." Education Sciences 12, no. 7 (July 15, 2022): 490. http://dx.doi.org/10.3390/educsci12070490.
Full textAbstract:
Deafblindness is a unique and complex disability. Research on the needs and quality of life are scarce; as well as the lack of adequate knowledge, training and lack of qualified professionals to serve this group. All this justifies the sense and interest of this study. This study is derived from the project with reference 2020EDU04. Design: The study is descriptive, cross-sectional and quantitative-qualitative research design was conducted. Objectives: Know and analyze the needs of adult deafblind people in order to contribute to improving their quality of life. Method: Sample of 16 adults with double sensory loss (hearing and vision) residing in the Autonomous Community of the Canary Islands (Spain) was used. Instruments: The FUMAT Scale was used to measure personal development; self-determination; interpersonal relationships; social inclusion; rights of deafblind people; emotional well-being; physical well-being and material well-being. In addition, a semi-structured interview is conducted. Results by dimensions: Personal development: The professionals did not have specialized training to provide an educational response. Physical well-being: 68% of the sample had other health problems associated with deafblindness. Interpersonal relationships: 100% of the sample reported communication problems in the family environment. Social inclusion: They reported difficulties in accessing educational and leisure activities. Material well-being: In general, they stated that they have the material resources necessary for their daily lives. Self-determination: they consider that they have decision-making capacity in basic aspects of daily life. Rights: Deafblind people state that they have limitations in exercising their rights. Based on the interviews, it was observed that the people with the greatest difficulties in daily life are those who presented the greatest visual commitment. Conclusion: The etiology does not determine the quality of life of deafblind people, but communication conditions interpersonal relationships and personal development, and therefore their quality of life.
3
Galloway, Ann-Christe. "People in the News." College & Research Libraries News 80, no. 3 (March 4, 2019): 182. http://dx.doi.org/10.5860/crln.80.3.182.
Full text
4
Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
Full textAbstract:
Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
5
Joseph, Dawn, and Jane Southcott. "Music participation for older people: Five choirs in Victoria, Australia." Research Studies in Music Education 40, no. 2 (September 10, 2018): 176–90. http://dx.doi.org/10.1177/1321103x18773096.
Full textAbstract:
In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
6
Kamenopoulou, Leda. "A study on the inclusion of deafblind young people in mainstream schools: key findings and implications for research and practice." British Journal of Special Education 39, no. 3 (September 2012): 137–45. http://dx.doi.org/10.1111/j.1467-8578.2012.00546.x.
Full text
7
Smith, Robyn, Susan Quine, Julie Anderson, and Kirsten Black. "Assistive devices: self-reported use by older people in Victoria." Australian Health Review 25, no. 4 (2002): 169. http://dx.doi.org/10.1071/ah020169.
Full textAbstract:
A qualitative study was conducted in Victoria to explore factors affecting the acceptability and use of assistive devices by older people. Four focus groups and fifteen home-based interviews were conducted with older people (mean age 77 years) who had been issued with 2 or more assistive devices. Analysis of the data indicated that almost all participants were content to be advised by professionals on suitable equipment. Most considered the equipment and home modifications safe and easy to use, and appreciated the benefits for mobility, confidence and independence. Reasons for non-use were commonly related to changes in functional ability. Cost was a major deterrent for a small number who opted to 'make do'. Recommendations are made for improvements to the existing system of equipment provision and use, including: review and development of consistency of provision and payment policy among service providers; flexibility of payment options; adequate education and follow-up support for clients.
8
Browne, Jennifer, Emily D'Amico, Sharon Thorpe, and Colin Mitchell. "Feltman: evaluating the acceptability of a diabetes education tool for Aboriginal health workers." Australian Journal of Primary Health 20, no. 4 (2014): 319. http://dx.doi.org/10.1071/py14040.
Full textAbstract:
There is an urgent need to address the lack of Aboriginal-specific diabetes prevention and management resources. Following consultation with Victorian Aboriginal health workers, the Victorian Aboriginal Community Controlled Health Organisation and Diabetes Australia – Victoria developed ‘Feltman’, a life-sized felt body showing the main organs involved in the digestion and metabolism of food, and the main parts of the body affected by diabetes. Feltman was distributed to all Victorian Aboriginal Community Controlled Health Organisations and an additional 32 Victorian organisations. In total, 276 people from 57 organisations were trained to use Feltman. An online evaluation survey was developed and sent to all people who were trained to use Feltman in Victoria. Sixty-six people completed the survey. All respondents agreed Feltman was an appropriate tool for the Aboriginal community, 89% of health workers felt more confident in their ability to discuss diabetes with their community but would like further training to maintain skills and confidence and 70% of workers had used Feltman with the community. Qualitative feedback noted its strength as a highly visual resource that was popular with the Aboriginal community. Workers reported that Feltman was a highly acceptable diabetes education resource, which they believed had increased knowledge and improved the management of diabetes among clients.
9
Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
Full textAbstract:
AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
10
DAVEY, JUDITH A. "Active Ageing and education in mid and later life." Ageing and Society 22, no. 1 (January 2002): 95–113. http://dx.doi.org/10.1017/s0144686x02008528.
Full textAbstract:
Demographic change means not only that there will be a larger number of very old people in the future, but also that the median age of the population is moving upwards. At the same time, technological, economic and political change has destabilised labour markets. In the face of growing unemployment, and influenced by early retirement policies in some countries, labour market attachment for people in mid and later life, especially men, has been falling. Increasing costs of supporting ‘non-productive’ mid-lifers and looming skill and labour shortages have now led to the promotion of Active Ageing policies. Education for people in mid and later life is central to this approach. A study of almost 1,000 students aged 40 years and over at the Victoria University of Wellington, New Zealand, reveals patterns of educational involvement, motives and outcomes, and shows the extent of up-skilling which is taking place. This example illustrates prospects for and challenges to the role of education as part of an Active Ageing approach.
Dissertations / Theses on the topic "Deafblind people Education Victoria"
1
MacFarland, Stephanie Zora Catherine. "Teachers' understanding and implementation of Van Dijk's learning theory for students who are deaf-blind." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186572.
Full textAbstract:
This research study investigated the relationship between teachers' understanding of the theoretical principles underlying the Van Dijk Curriculum for students labelled deaf-blind and teachers' implementation of related instructional strategies. This study was conducted at the Rafael School located on the campus of the Instituut voor Doven, a school for deaf children, in The Netherlands. Six teachers who were specifically trained for at least three years in the Van Dijk Curriculum at the Rafael School were observed and interviewed during an academic school year. A comprehensive system was developed to examine the dynamic relationship between teachers' understanding and implementation. Using qualitative research methodology, teacher implementation was documented through observations and teacher understanding was documented through interviews. A systematic coding procedure was used to analyze the data. In general, the findings indicated that a relatively consistent relationship was found between teacher understanding and implementation for five of the six teachers. The one exception was a teacher who demonstrated that she understood the theory underlying the curriculum but was not a high implementor of the related instructional strategies. Possible explanations regarding this particular teacher's incongruent relationship of understanding and implementation are presented. This study demonstrates that a systematic procedure can be developed to investigate the relationship of a curricular theory applied to practice. Furthermore, this study provides insight into how teachers' understanding of theory translates into practice. The particular conditions and circumstances under which the relationship of teachers' understanding and implementation was investigated in this study suggest that a shared philosophy, a theory-based curricular model with integrated strategies, and ongoing staff collaboration and administrative support seem to impact this dynamic relationship.
2
Brown, Ronald Hunter. "Validation of the modified Basic Life Skills Screening Inventory." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184345.
Full textAbstract:
Rehabilitation and education are faced with the growing need for adequate and appropriate assessment tools for over 9,000 congenitally deaf-blind persons in this country. These tools are needed to help form the basis for evaluation of these clients/students so that programs appropriate to their specific needs can be determined. In the past, assessment of the functional development of this population has been based on tests standardized on populations of non-handicapped individuals. These measuring primarily language abilities, and experiential factors. Observational procedures can examine the spontaneous behavior of subjects over a long period of time. This is an alternative to standardized instruments. One of these in current use is the Basic Life Skills Screening Inventory. This instrument was developed in 1982 for the purpose of assisting educators and counselors in establishing the readiness of deaf-blind, developmentally disabled clients/students for vocational and life skills training. Though useful in its original form, this instrument has two major limitations. One is the fact that the rater is given only limited choices, resulting in a ceiling effect and a pronounced skew of many of its scales. Another limitation is its lengthy 283 item format, requiring too much administration time to be practical on a daily basis. The present study focused on making needed modifications in this instrument that would help alleviate these limitations, and continue to maintain high psychometric properties within the instrument. In doing this, rater choices were expanded from three (3) to five (5) column headings, and the instrument was reduced from 283 items to 145 items. This study was designed to answer the following questions: (1) Can the Basic Life Skills Screening Inventory be modified in such a way as to give the rater a greater response choice, thus allowing for a more refined assessment? (2) Can the 283 item, Basic Life Skills Screening Inventory be shortened by approximately 50%, to allow for an easier and more practical administration, and continue to maintain high psychometric properties? Results indicate that, despite the modifications, a very high overall consistency among the items was maintained with a total average alpha of 9935.5.
3
Green, Susan Margaret, and res cand@acu edu au. "Research and Evaluation of Psycho-Educational Approaches to Prevention and Intervention for Marginalised Young People in the Barwon Region of Victoria." Australian Catholic University. School of Psychology, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp205.15072009.
Full textAbstract:
This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention. There were 158 students aged between 6 and 15 years enrolled in programs over a two year period. The results of the needs analysis found that programs were appropriately targeting a marginalised and disadvantaged group of students that typically came from a low socioeconomic background, were significantly behind in their academic achievement, had poor adaptive functioning skills, exhibited a low level of social-emotional development (social-emotional competencies and negative attitudes towards learning) and a high level of psychopathology (mental health symptoms). Using the Survey of Student Assets (Bernard, 2002), the impact evaluation found that programs were successful in increasing the students' social-emotional capabilities and positive attitudes towards learning but did not impact significantly on the students' presenting mental health symptoms and adaptive functioning as measured by the Teachers Report Form (Achenbach and Rescoria, 2001). However, these results are to be interpreted with caution given the small sample sizes used in the analysis. Across the six programs it was found that a total of 89 students (56.3%) experienced a positive outcome destination immediately post-program and these students were maintained in, or transitioned back to mainstream school (n=71) or entered vocational training, education or employment (n= 18). Negative outcome destinations were experienced by 35 students (22.1 %) either because they were excluded (n=3), not engaged (n= 15) or withdrew from program (n= 17). At the end of the study, the remaining 25 students (15.8%) were either referred internally onto another program (n=16) or remained in program (n=9). In predicting outcome destinations, students with positive outcomes, were those that presented with less serious mental health symptoms, in particular they had lower rule-breaking and externalising scores on the Teachers Report Form at referral and a higher level of adaptive functioning in the area of 'working hard'. Students experiencing positive outcome destinations were also those that attended program regularly and for a fewer number of months and were involved in fewer critical incidents whilst attending. The qualitative process evaluation found that the model delivered was grounded in the principles of exemplary practice found in the psycho-educational literature and focused on building positive relationships and a sense of belonging, the provision of hands-on learning activities and rewarding individual achievement. Parents and students generally provided positive feedback however the theme analysis of staff, student and parent interviews and the case study scenarios did identify a number of critical areas to be addressed. These included clarifying the target group and the length and intensity of intervention, improving assessment, planning and transition processes, better collaboration with other services and mainstream schools, the on-site delivery of auxiliary services to meet specific student needs, work to better support and involve parents and to develop a sense of community across the school. A strategic planning process involving key stakeholders to systematically address these areas was recommended.
4
Mitchell, Moana Erika. ""All we got to see were factories." : scoping Maori transitions from secondary school : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1244.
Full text
5
Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
Full text
6
Brady, Loretta Elizabeth. "Augmented Input and the Classroom Communication Environment for Learners with Deafblindness." Thesis, 2019. https://doi.org/10.7916/d8-rrt9-zf33.
Full textAbstract:
Group-level differences in classroom language environments were analyzed to better understand implementation of best practices with learners with deafblindness (DB), and whether state certification practices, student characteristics or specialized training related to differences in adult language modeling. Participants came from four states with three distinct teacher certification policies. Data was collected from 15 teacher-student dyads through behavioral coding of videotaped language samples from classrooms, teacher surveys and Communication Matrix assessments. In our sample, teachers used verbal communication significantly more than additional classroom staff. Teachers in a state that required a severe/ profound certification used significantly higher rates of visual communication. These teachers were also the most likely to match their students’ expected receptive modalities. Classroom staff in a state with interveners used significantly more tactile communication with learners. Overall, teachers were more likely to match their students’ expected receptive modalities when the students had higher levels of communication. The students with DB were highly heterogeneous and there was no association between level of dual sensory loss and students’ expressive communication levels. Discussion focused on whether our current use of communication modalities are sufficient, or whether more diverse language modeling (i.e., augmented input) would be beneficial in classrooms with learners with DB. These quantitative results can empower teachers to advocate for the use of specific communication modalities, such as American Sign Language, and trained personnel, such as interveners, in their districts.
7
Ruzenski, Susan M. "Empowerment-Based Practice Toward Vocational Rehabilitation Among Adult Leaners Who are Deaf-Blind." Thesis, 2019. https://doi.org/10.7916/d8-q9z8-5e27.
Full textAbstract:
Traditionally vocational rehabilitation has as its goal providing services to support individuals with disabilities to achieve outcomes that relate to employment and independent functioning so that they may live self-sufficient and empowered lives. The current research discusses models of empowerment among varied marginalized groups identifying its components and dimensions, but little is known about how learners perceive and experience empowerment. This qualitative case study brought the voices of 18 adult learners who are deaf-blind into the conversation and examined the instructional practices and experiences that were reportedly empowering among learners while participating in vocational rehabilitation. The study revealed learners’ interpretations of their experiences, motivations, insights, and challenges during their vocational rehabilitation journey. The study illuminated how learners perceived empowerment and identified six elements of the experience. In addition, learners shed light on six elements of the learning context that were worthy of consideration among learners and practitioners for optimizing the learning experience. Emergent themes surfaced regarding the relationship between empowerment-based practice and transformative learning. The change reportedly undergone by learners encompassed the whole person: affective, cultural, social, practical, political, and spiritual domains. Preliminary investigation into the distinctive pathways to empowerment among deaf-blind adult learners provided a unique perspective by learners on how they made meaning and navigated their new reality of combined vision and hearing loss. Recommendations to practitioners and learners are derived from the 18 voices of learners who participated in the study. The study also revealed a need to further investigate the link between transformative learning and empowerment-based practice and how these two theoretical frameworks might inform one another with implications for practice.
8
Greig, Zachary. "Empowerment and engagement: case studies in Victoria, Australia of people who are homeless and volunteers who are working in services for the home-less." Thesis, 2020. https://vuir.vu.edu.au/40453/.
Full textAbstract:
By drawing on community development values and principles as well as a social constructivist theoretical perspective, this study aims to understand how people who are homeless and the volunteers who serve them perceive their roles in terms of empowerment and disempowerment. Twenty-nine individuals have participated in this study: 18 had personal experiences of homelessness and 11 volunteered in the homelessness sector.
This study collects data through informal in-depth interviews, and it thematically examines a research diary. Research outcomes suggest that volunteers feel elements of perceived and actual power in their volunteerism. The study argues that such power stems from a belief that volunteering benefits the volunteer, people experiencing homelessness and broader society. These findings are consistent with existing literature and popular discourse; however, my research discovers that volunteers also express guilt and a reluctance to self-identify as a volunteer. This reticence, which accompanies volunteers’ scrutiny of the role’s characterisation as superior, runs contrary to how scholarship and popular discourse often understand volunteers.
Participants with first-hand experiences of homelessness characterise the role of the Australian ‘homeless person’ through notions of disempowerment and empowerment. They perceive disempowerment in the various ways they experience social disconnection: family rejection, a lack of companionship through friends and low-quality or precarious relationships within the home-less community. They also connect socially expected behaviours, rights, obligations, beliefs and norms to the disempowerment of welfare users. Nevertheless, through topics of public space, safety and protection, these participants express a sense of belonging and perceived empowerment.
Crucially, this study finds that 13 of the 18 ‘homeless’ participants had volunteered in the homelessness sector. This unanticipated observation expands the study’s analytical focus beyond an oppression-privilege binary in order to explore the nuances of participants’ complex social positions. As a result, the study tracks the ways by which volunteering challenges what it means to be ‘homeless’ in Australia and how it helps some ‘homeless people’ overcome aspects of the power inequalities encountered in mainstream society and welfare contexts. Overall, the study submits that volunteering signals the personal resources, abilities, skills, knowledge and potential that home-less people possess to improve their own lives and determine their own future.
Finally, the process of research challenges the student researcher’s expectations of what it means to perform as an effective scholar. The willingness and ability to listen - to offer kindness, sympathy and compassion – reconfigures how the student understands himself, others and good social work.
9
Escobido, Cesar. "Negotiating the Rapids: Transitional Moments of the Filipino and Karen Diasporas in Regional Victoria, Australia." Thesis, 2015. https://vuir.vu.edu.au/29795/.
Full textAbstract:
The established Filipino and the newly emerging Karen/Karenni communities, although satisfied with their immigration journey, perceive forms and processes of closure in the socio-economic and cultural spheres of the Australian society. The resettlement of hundreds of Karen/Karennis into the regional City of Geelong, Victoria, coincides with rapid socio-economic changes and wide-ranging ramifications due to globalisation. Forms and processes of social closure coupled with the local resistance to the processes of globalisation are deployed by those who control, maintain, and dispense forms of power by ensuring that these ‘Third World-looking’ immigrants do not pose a threat to the competition of scarce desirable opportunities in the labour market.
In what could be considered times of turbulence and uncertainties, this study examines the lived experiences of the established Filipino and the newly emerging Karen/Karenni communities in the Geelong region. It addresses issues of difference hounding members of these diasporic communities, their engagement with access and equity, and relative positioning within the social inclusion/exclusion arena. By employing the Weberian theory of social closure in exploring the lived settlement and resettlement experiences of two immigrant communities, I aim to investigate the contemporary situation of members of these communities in regards to their positioning in the labour market relative to their qualifications and social capital, and the way they are included and excluded in many spheres of the mainstream of the host society.
10
Walstab, Anne. "The VET sector and schooling: interactions and outcomes." Thesis, 2018. https://vuir.vu.edu.au/42120/.
Full textBooks on the topic "Deafblind people Education Victoria"
1
Rachal, Patricia. How state and local interagency partnerships work. [Sands Point, NY]: Helen Keller National Center, Technical Assistance Center, 1996.
Find full text
2
Kenopic, Christopher. Deaf and deafblind literacy and adult basic education in Ontario. Brampton, Ont: G.O.L.D., 1998.
Find full text
3
Miles, Barbara. Overview on deaf-blindness. [Monmouth, OR]: National Information Clearinghouse on Children Who Are Deaf-Blind, Helen Keller National Center Perkins School for the Blind Teaching Research, 1998.
Find full text
4
A, Aitken Stuart, ed. Teaching children who are deafblind: Contact, communication and learning. London: D. Fulton Publishers, 2000.
Find full text
5
Group, Rutland Consulting. Evaluation of the cape and core programs for sensory-impaired multi-handicapped children in the province of Alberta: Final report. [Edmonton, Alta.]: Alberta Education, 1985.
Find full text
6
The education of Laura Bridgman: First deaf and blind person to learn language. Cambridge, Mass: Harvard University Press, 2001.
Find full text
7
The story of my life: With her letters (1887-1901). New York, NY: Fall River Press, 2006.
Find full text
8
Riggio, Marianne. Competencies for paraprofessionals working with learners who are deafblind in early intervention and educational settings. Watertown: Perkins School for the Blind, 2001.
Find full text
9
Riggio, Marianne. Competencies for paraprofessionals working with learners who are deafblind in early intervention and educational settings. Watertown, Mass: Perkins School for the Blind, 2001.
Find full text
10
Sokołowska, Ewelina. Alternatywne formy inwestowania na rynku papierów wartościowych. Toruń: Wydawn. Nauk. Uniwersytetu Mikołaja Kopernika, 2010.
Find full textBook chapters on the topic "Deafblind people Education Victoria"
1
Błaszczuk, Katarzyna. "Zapobieganie wykluczeniu społecznemu : przykład Stowarzyszenia na rzecz Kobiet "Victoria"." In Eliminacja wykluczenia społecznego, 37–53. Uniwersytet Papieski Jana Pawła II w Krakowie. Wydawnictwo Naukowe, 2016. http://dx.doi.org/10.15633/9788374385824.04.
Full textAbstract:
“Victoria” Association for Women was established in 2002. Its operations focus on problems faced by women from various backgrounds, and with varied professional, legal and social status. Assistance for women struggling with difficulties involves: support in efforts to become independent, improvement of self-esteem, and finding way in the job market. The Association organizes courses, trainings as well as conferences and promotes new forms of employ-ment. The organization is an advocate for individuals (groups) marginalized in the community; its services include legal, psychological, family and career counselling. It cooperates and initiates partnerships with institutions administered by local governments, with trade unions, nongovernmental organizations and economic entities. The areas of activity include: aid and support for families facing difficulties, health care, protection of rights, counteracting unemployment, promotion of education, culture and ecology, operations fostering integra-tion and cooperation at the local and in-ternational level, promotion of tourism and recreation, public order and safety. Yet, due to its location in an old building with no elevator, the organization’s office is inaccessible for people with motor disabilities. The paper will discuss selected areas of the organization’s operation tak-ing into account findings acquired from official documents and freeform interviews with representatives of the board.
2
McNamara, Patricia. "The “New Era” in Victorian Therapeutic Residential Care." In Revitalizing Residential Care for Children and Youth, 405—C27.P97. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197644300.003.0027.
Full textAbstract:
Abstract This chapter offers an overview of developments in policy, practice and research since the advent of what was described as Victoria’s “new era” of therapeutic residential care a decade ago. Not all developments have been positive. However, advances have clearly been made in policy development. Raising the leaving care age in Victoria is one of the most important because it has the capacity to much improve post-care education and training outcomes. Reducing the size of residential homes to better meet individual need and facilitate best possible matching of young people is another welcome development. Practice improvements such as higher staff training benchmarks and more intensive therapeutic responses to young people and families are also noteworthy. Perhaps most important is the gradual reframing of Victorian therapeutic residential care as an opportunity for hope, healing, and moving forward; too often it has been deemed a “last resort,” signaling the young person’s arrival at the “end of the line” after a dispiriting out-of-home-care journey.
3
Anderson, Deb. "Grim Humor and Hope." In Oral History and the Environment, 13—C1.N*. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190684969.003.0002.
Full textAbstract:
Abstract The Mallee Climate Oral History Collection is the product of a four-year research partnership with Museum Victoria. From 2004 to 2007, a series of annual recordings were conducted on the experience of drought with people in wheat-belt communities dotted across the semiarid Mallee. The timing of the project during the millennium drought coincided with a momentous shift in Australian public awareness of climate change, prompting reflexive discussion of the meaning of drought. Interviewees wore several “hats” in life—farming to health work, public service to parenting, local business to education, government science to community advocacy for rural social and environmental sustainability. These stories bear the mark of rural endurance: as the drought wore on, just one interviewee left the Mallee; the rest were determined to continue making a living here, at the inland edge of the Australian cropping zone.