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Dissertations / Theses on the topic 'Disabilitieis'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Faux, S. A., and Wendy M. Nehring. "Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6713.

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Book Summary: Nurses play a key role in high-quality health care for people with intellectual and developmental disabilities (IDD)--and now this up-to-date textbook fully prepares them to provide patients with the best possible services across the lifespan. The most comprehensive text available for nurses who specialize in IDD, this essential book clarifies evidence-based practices and gives readers an integrated, interdisciplinary approach to care that meets each person's individual needs. Cecily Betz and Wendy Nehring--authors of the respected text Promoting Health Care Transitions for Adolescents with Special Health Care Needs and Disabilities--gather the latest research and wisdom of 18 diverse authorities in the medical field. Together, they give pre- and in-service nurses the foundation of knowledge they need to help ensure equal access to health care for people with IDD choose from today's models and philosophies of carepromote their patients' psychosocial developmentprovide effective physical careconduct health assessments and develop individualized plans of caremaintain successful interdisciplinary collaboration with other professionals address the issues associated with specific disabilities, including autism, Down syndrome, cerebral palsy, fragile X, sensory impairment, and medical and behavioral health problems support developmental transitions across the lifespan expand their knowledge of genetics and apply it to nursing practice skillfully manage ethical and legal issuesunderstand the service agencies used by individuals with IDD Enhanced with clinical practice guidelines to support effective work with individuals who have IDD, this textbook lights every nurse's path to person-centered, evidence-based care that improves their patients' lives.

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2

Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.

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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

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3

Kilgallon, Pamela A. "Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.

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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, "it's all a huge learning curve."

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4

Runholt, Michael J. "Effect of the Americans with Disabilities Act upon the employment of persons with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998runholtm.pdf.

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5

Thomson, Stacey. "Children's understanding of learning disabilities /." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09SPS/09spst4821.pdf.

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6

Murray, Meghan. "Developmental Disabilities and Family Dynamics." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495883075851037.

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7

Shaw-Gardow, Brooke. "Physical fitness and intellectual disabilities." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003shawgardowb.pdf.

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8

Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

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9

Kotow, Yuushi. "Jobs, disabilities, and you| An accessible job interview communication training tool for persons with disabilities." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527387.

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I have designed and implemented a new online communication training tool (XHTML, CSS, PHP, Javascript, MySQL) that potentially maximizes a job candidate's ability to obtain job offers. All demographic statistics show people with disabilities as the largest minority group currently unemployed in the United States. Those who seek work have a higher chance of being unemployed, find a low-level job, or find part-time employment. With communication training, job candidates gain the ability to market their skills to potential employers and increase the likelihood of obtaining a job offer. I researched into ADA law that provided guidelines when developing the system and discuss a job candidate's rights in each step of the interview process. Using a Model-View-Controller (MVC) based framework, I have built a system that adapts to a user's disability, and presents them with a tailored list of interview questions and answers. For this paper, mobility and visual disabilities were focused on. The database contains legal interview questions, illegal questions under ADA law, and gray area questions (questions that may seem illegal but really not). This allows us to challenge the communication skills and knowledge of the user and encourage them to learn how to improve. PHP modules were built to be flexible and independent from each other. Different modules can be loaded and unloaded in the Controllers thereby allowing flexibility in the system. Having independent modules also reduces the time to debug code. Participants are given multiple choice answers to each interview question in a 10-question training session and rated based on their performance. Answers are assigned points (from 1 to 4) and are calculated at the end of a training session. A group of California State University, Long Beach (CSULB) students were given a 2-part survey before and after communication training and provided promising results on the effectiveness of the system. Overall, attitudes of participants showed the entire group agreed that communication is a key aspect in a job interview and that communication training would help them obtain more job offers. Participants that completed part-2 of the survey indicated that communication training through the system has overall helped their abilities. Long-term usage of the system could potentially show an increase in job interview performance (i.e., job interviews vs. job offers) and therefore, increasing the employment rate for people with disabilities.

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10

Roth, Kylie Ann. "Identifying Knowledge and Understanding of Learning Disabilities in High School Students Classified with Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6040.

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Research indicates that students with learning disabilities know little about their condition. The purpose of this study was to investigate the depth and breadth of high school students' understanding of their learning disabilities. Using semi-structured individual interviews, the researcher collected, transcribed, and analyzed data to determine 12 participants' knowledge of learning disabilities, about how they learn, and about their potential to succeed in school and adult life. Results indicate varying levels of self-knowledge and varying perceptions of future success.

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11

Danford, Daniel. "Pastoral awareness of persons with disabilities." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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12

Hughes, G. F. "Lecture adaptation for students with disabilities." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604746.

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In this dissertation, I introduce new methods of adapting lectures for students with disabilities to facilitate their learning in a higher education setting. These new methods use off-the-shelf computer hardware and specialised algorithms to address the specific needs of students with disabilities in a lecture environment. The techniques are able to overcome the problems of traditional adaptation techniques while also providing benefits that were previously unavailable to students with disabilities. This dissertation introduces the Photonote system, which was created to validate the effectiveness of my new adaptation techniques. The system can capture video of the lecturer, and sign-language interpreter if applicable, through the use of standard-definition video camera. Photonote uses a high-resolution digital-still camera to capture presented visual information in a classroom. Captured images are processed by my algorithm to compensate for angular distortion, remove obstructions, and extract a high-contrast representation of the presented information. This approach provides a clear copy of information presented in a lecture, tailored to meet the needs of a user with a disability. Most importantly, the Photonote system is able to capture, process, and display visual information presented to an individual without requiring a lecturer to change his or her presentation technique. This system was evaluated through a large user study that determined the system’s effectiveness at improving on existing classroom-adaptation methods. The evaluation demonstrated that test scores for students with disabilities can be improved through the use of the new adaptation techniques. This dissertation also investigates methods of automatically determining the most relevant piece of presented visual information at a given point in time during a lecture. A new approach is presented that uses the head pose of audience members to infer the location of the most relevant visual information. A new head-pose detection method and algorithm are discussed.

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13

Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.

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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities. Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2. The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.

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14

Al-Hilawani, Yasser A. "Levels of processing in mild disabilities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917826.

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This study examined the effects of the second level (intermediate acoustical processing of rhyming words) and the third level (deep-semantic processing of words in sentences) of "levels of processing" framework on memory performance of four types of students (52 "normal" students, 50 students with learning disabilities, 25 students with mild mental handicap, and 25 students with emotional handicap). Statistical analysis revealed that "normal" students and students with emotional handicap performed significantly higher than students with mild mental handicap. However, the analysis did not reveal significant differences among "normal" students, students with learning disabilities, and students with emotional handicap. Nor were there significant differences between students with learning disabilities and those with mild mental handicap. Further, the statistical analysis revealed that the interaction among the four groups of students, encoding levels of processing, and types of retrieval cues was not significant. However, a significant interaction was found between types of retrieval cues and encoding levels of processing. The data on the memory test showed that the mean number correct for all students was the highest when stimulus words were presented and encoded semantically and retrieved using a congruent semantic cue. A mismatch between encoding processing conditions and retrieval cues produced poor memory performance regardless of levels of processing. The findings indicate that appropriate use of levels of processing, congruity, and encoding specificity for retrieval cues enhances recall of information. Recommendations for classroom instructions and future research are discussed.
Department of Special Education

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15

Reisetter, Tressa. "Processing speed and disabilities in reading." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1259306.

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This study primarily addressed two questions. The first question asked if individuals with learning disabilities in reading differ from individuals with other types of learning disabilities and from individuals with no clinical diagnosis on processing speed measured cognitively. The second question asked if subgroups within the two experimental groups with learning disabilities could be identified that conform to the Double Deficit Hypothesis (DDH) (Wolf & Bowers, 2000).Subjects were extracted from an existing data base that consisted of over 2000 individuals in the Mid-Western United States who had been referred for neuropsychological assessment, and were chosen for this study if they had been diagnosed with a learning disability or had received no clinical diagnosis. A total sample of 307 was available for the study, including 211 males and 96 females. The subjects were assigned to one of three groups by the researcher. One group consisted of individuals diagnosed with learning disabilities in reading, a second group consisted of individuals with learning disabilities in areas other than reading, and the third groups consisted of individuals who had received no clinical diagnosis. Scores on the WoodcockJohnson Tests of Cognitive Ability- Revised, and the Woodcock Johnson Tests of Achievement- Revised were used for analysis.The investigation into the first question found that the three groups differed significantly on a cognitive measure of processing speed. The literature search had found that an achievement measure of processing speed discriminated between the three types of individuals. The current findings imply that processing speed problems may be linked to cognitive abilities as well as academic abilities. The results for the second question were not as clear. However, a cluster analysis of both the group with learning disabilities in reading and the group with learning disabilities in areas other than reading found processing speed to be an important factor in describing these individuals' difficulties. For the first group, Wolf and Bowers (2000) Double Deficit Hypothesis was supported for processing speed, but not for phonological processing. For the other group, the DDH was supported for processing speed and phonological processing, but not for the double deficit.
Department of Educational Psychology

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16

Newman, Ian. "Countryside recreation and people with disabilities." Thesis, University of Sunderland, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278944.

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17

Boyce, Karen E. "Egress capabilities of people with disabilities." Thesis, University of Ulster, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266537.

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18

Barker, Margaret Anne. "Injuries and disabilities in young adults." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307447.

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19

Wing, David. "Men with learning disabilities : gendered subjectivities." Thesis, University of East London, 1999. http://roar.uel.ac.uk/3650/.

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Gender, as a factor of human experience in the lives of men and women with learning disabilities has largely been neglected as an important area of investigation within clinical psychology. Although there have been recent moves to address this neglect by exploring the experience of gender for women with learning disabilities there has been virtually nothing in exploring the implications of gender for men with learning disabilities. This study is a qualitative investigation into how a number of men make sense of themselves in relation to gender and learning disability. Eleven men were interviewed in depth and a discourse analytic method as described by Potter and Wetherell (1987) applied to analyse their accounts. Several interpretative repertoires were defined from the analysis of the participants' accounts and have been described under the following heuristic categories: 'Learning Disability: A construction of inability', 'Learning Disability: Positioned as non-adult', 'The meaning of work', 'Sexual relationships', 'Appeals to 'sameness" and 'Learning Disability: An essentialist construction'. What emerged from the interviews was how, having been positioned within these repertoires, the participants' appeared to experience what can be described as multiple 'fractured' identities at the point of intersection between sometimes conflicting demands of masculinity and disability.

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20

Sheridan, J. C. "Attitudes towards intellectual disabilities across cultures." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445086/.

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Culture appears to be an important influence on attitudes towards people with intellectual disabilities (e.g., Fatimilehin & Nadirshaw, 1994). The author aimed to identify and review all relevant studies. This review highlights the complexity of conclusions drawn from cross-cultural attitudinal research and emphasises that social inclusion is a western concept that is not necessarily applicable to non-western cultures. Suggestions for future research are made, including the importance of investigating attitudes in multicultural societies. This is particularly relevant in the UK, which is culturally diverse, whilst employing a western conceptualisation of intellectual disabilities.

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21

Ratsifandrihamanana, Lila H. "Employing Persons with Disabilities in Madagascar." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426031.

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In Madagascar, the barriers to persons with disabilities’ employability are multifaceted and relate to accessibility, funding, attitudes, and policies. Managers lack knowledge on disability and still perceive disabled persons as incompetent and associate them with costly accommodation needs. The purpose of this qualitative case study was to examine the management strategies and leadership styles that managers could use to enhance the employability chances of persons with disabilities. The conceptual framework featured the concepts of empowerment, employability, disability identity, and relevant transformational leadership theories. Semistructured interviews were conducted with 28 managers in private companies, institutions, cooperatives, and organizations in 3 regions of Madagascar. Data analysis was done with open hand coding and using NVivo 12 software. Key findings related to enabling management strategies that included promoting fair recruitment, tailoring jobs to disabled workers’ competences and health conditions, ensuring communication and reasonable accommodation. The study revealed the merit of an inclusive transformational leadership in fostering the employability of persons with disabilities, through coaching, in-training supports, compassion and kinship, motivation, and trust building. The study benefits managers who could better attend to disabled workers’ vocational needs. The study contributes to positive changes by influencing attitude change within the workplace and the community that could pave the way to an inclusive society in which disabled people could enjoy their rights to work.

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22

Maximova, V. "Applications for people with health disabilities." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/62562.

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There are such diseases that people had to live with all their lives. Such simple actions as talking on the phone, going downstairs or even determining the expiration date of milk can become difficult for people with disabilities. We present a selection of mobile applications that make life of people with disabilities easier

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23

Newsham, Katherine R. "Physical Disabilities in Athletic Training Education." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1153237037.

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24

Kost, Abigail S. "Acceptance of Accommodations for Mental Disabilities." Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1496143407437889.

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25

Nickson, Michael D. "Adolescent attitudes toward individuals with disabilities." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nicksonm.pdf.

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26

LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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27

Nicoll, Matthew. "Anger in offenders with intellectual disabilities." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1989/.

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28

Findlay, L. "Pain in adults with intellectual disabilities." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1323007/.

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Part 1: The literature review details studies investigating pain in adults with intellectual disabilities: prevalence of pain, understanding and descriptions of pain and methods to enhance these, and unreported pains. The review highlights that adults with intellectual disabilities experience pains associated with a variety of health complaints, but often these are not reported and only identified by investigative procedures. The review also highlights shortcomings in the abilities of caregivers and professionals in recognising and acting in order to relieve pain. Part 2: The empirical paper reports on an exploratory qualitative study of the experiences and understandings of pain in adults with intellectual disabilities and their caregivers, and the meaning given to pain. Analysis highlights the difficulties adults with intellectual disabilities experience in understanding pain and having an appropriate language to communicate about pain. Analysis also revealed that caregivers possess knowledge and to recognise and manage pain and have clear perceptions of the pain experience in the people they care for. The findings are discussed with reference to prior research, scientific and professional implications and potential future directions. Part 3: The critical appraisal discusses the research topic and how the researchers’ understanding of pain in adults with intellectual disabilities changed. It then addresses conceptual and methodological issues that arose whilst conducting the research, and evaluates the limitations of the research. Finally it highlights implications for clinical practice, whilst offering suggestions for future research directions.

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29

Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

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Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.

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30

Ratsifandrihamanana, Lila Hanitra. "Employing persons with disabilities in Madagascar." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6366.

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In Madagascar, the barriers to persons with disabilities' employability are multifaceted and relate to accessibility, funding, attitudes, and policies. Managers lack knowledge on disability and still perceive disabled persons as incompetent and associate them with costly accommodation needs. The purpose of this qualitative case study was to examine the management strategies and leadership styles that managers could use to enhance the employability chances of persons with disabilities. The conceptual framework featured the concepts of empowerment, employability, disability identity, and relevant transformational leadership theories. Semistructured interviews were conducted with 28 managers in private companies, institutions, cooperatives, and organizations in 3 regions of Madagascar. Data analysis was done with open hand coding and using NVivo 12 software. Key findings related to enabling management strategies that included promoting fair recruitment, tailoring jobs to disabled workers' competences and health conditions, ensuring communication and reasonable accommodation. The study revealed the merit of an inclusive transformational leadership in fostering the employability of persons with disabilities, through coaching, in-training supports, compassion and kinship, motivation, and trust building. The study benefits managers who could better attend to disabled workers' vocational needs. The study contributes to positive changes by influencing attitude change within the workplace and the community that could pave the way to an inclusive society in which disabled people could enjoy their rights to work.

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31

Bernacchio, Charles P. "Perceived Attributes to the Development of a Positive Selfconcept from the Experiences of Adolescents with Learning Disabilities." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/BernacchioCP2003.pdf.

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32

Nowak, Reneé André. "Self-determination skills used by individuals with developmental disabilities : perceptions of adults with developmental disabilities and advocates /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7910.

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33

Churgin, Daniel. "Doctoring and Disabilities: Analyzing the Implementation of a Disabilities-focused Clinical Skills Program for Second-year Medical Students." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/221242.

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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.
Objectives: To investigate second-year medical students’ change in comfort level after a disabilities-focused interactive session, with regards to disability etiquette and greeting, interviewing, and examining patients with disabilities. Setting: The University of Arizona College of Medicine, Phoenix Campus, doctoring suites. Students interacted in a clinical setting with volunteers with disabilities, including volunteers with blindness, deafness, mobility impairment, and language impairment. Students received 3 surveys during the study duration: the first before the event, the second after they had prepared for the event with didactic materials, and the third after the event. Participants: 46 second-year medical students participated in the event, and 29 students completed all surveys. Methods: Survey data was analyzed using paired t-tests wherever possible, with P <0.05 being interpreted as significant. 5 Results: Comfort level for disability etiquette and greeting, interviewing, and examining patients with disabilities improved significantly for patients with blindness, deafness, mobility impairment, and language impairment. Although this change was significant for most measures from pre-event to post-event, it was significant for every measure from post-materials to post-event. Conclusion: A pre-clinical disabilities event in which second-year medical students interact with people with disabilities is effective in increasing student comfort level.
Objectives: To investigate second-year medical students’ change in comfort level after a disabilities-focused interactive session, with regards to disability etiquette and greeting, interviewing, and examining patients with disabilities. Setting: The University of Arizona College of Medicine, Phoenix Campus, doctoring suites. Students interacted in a clinical setting with volunteers with disabilities, including volunteers with blindness, deafness, mobility impairment, and language impairment. Students received 3 surveys during the study duration: the first before the event, the second after they had prepared for the event with didactic materials, and the third after the event. Participants: 46 second-year medical students participated in the event, and 29 students completed all surveys. Methods: Survey data was analyzed using paired t-tests wherever possible, with P <0.05 being interpreted as significant. Results: Comfort level for disability etiquette and greeting, interviewing, and examining patients with disabilities improved significantly for patients with blindness, deafness, mobility impairment, and language impairment. Although this change was significant for most measures from pre-event to post-event, it was significant for every measure from post-materials to post-event. Conclusion: A pre-clinical disabilities event in which second-year medical students interact with people with disabilities is effective in increasing student comfort level.

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34

van, der Wardt Veronika. "Classification of athletes with intellectual disabilities : towards the re-inclusion of athletes with intellectual disabilities in the Paralympics." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/10728.

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The aim of this thesis was to investigate the relationship between intellectual functioning and sports performance for athletes with intellectual disabilities. A literature review showed that there is a significant difference between physical performance of athletes with and without intellectual disabilities, but so far, no studies have examined the association between the degree of intellectual functioning and sports performance for athletes with intellectual disabilities. Following an analysis of verbal and nonverbal intelligence tests on the basis of their psychometric properties, range of item difficulty, cultural fairness and duration of administration, the nonverbal SON-R 5% - 17 was initially chosen to investigate the relationship between intellectual functioning and physical performance for athletes with intellectual disabilities. The findings revealed that this association depended on sports discipline: for table tennis, scores on a SON-R 5% -17 subtest for inductive reasoning were associated with performance on the ABC physical aptitude test and sports competition performance (ABC physical aptitude test: W adj.= 44%, beta= -.66, p<.01; table tennis competition performance: R2 adj.= 30%, beta= -.66, p<.05), while for swimming and track and field athletics, none of the subtests (nor the overall IQ score) was significantly associated with physical or sports competition performance. However, the results also revealed considerable limitations of this intelligence test for this research: All subtests showed floor-effects (zero scores) and comments from participants indicated that several items contained pictorial representations that were culturally biased. Consequently, it was decided to develop a new computerized cognitive test battery for individuals with intellectual disabilities (CellO), which was focused on the target population (individuals with intellectual disabilities) and based on theories of intelligence, research of cultural fairness, as well as the results from previous testing using the SON-R 5Y2 -17 intelligence test. The test battery included two subtests for inductive reasoning and one subtest for visual processing abilities as these were the subtests shown to be associated with sports performance. Psychometric properties of the CCIID were assessed for individuals with intellectual disabilities using modern and classical test theories. Based on the results of an item analysis using latent trait models and proportion of correctly scored items, several items were revised. A reliability study confirmed internal consistency (r = between .73 and .84, n = 60-66 depending on subtest, p < .05), test-retest reliability (r8 = between .77-.88, n = 24-27 depending on subtest, p < .05) and inter-rater reliability (r8 = between .42-.83, n = 22-25 depending on subtest, p < .05). An exploratory principal component analysis showed one underlying component with an Eigenvalue of 2.04, explaining 67% of the variance. This supported the construct validity of the CCIID. Criterion validity was confirmed based on correlations using Wechsler Adult Intelligence Scale scores (r8= .66, p < .01, n= 18) and scores on the nonverbal SON-R 5Y2 - 17 intelligence test (r8= .82, p < .01, n= 19). Subsequently, the relationship between intellectual functioning and sports performance for athletes with intellectual disabilities was reinvestigated using the CCIID. The results confirmed the findings of the initial studies: for table tennis, scores on the inductive reasoning subtest 'Series' significantly predicted table tennis performance (R2 = .25, beta = .32, p <.05). Again, the studies revealed no significant association between scores on the CCIID and sports performance for swimmers and track athletes. Further research should investigate if sports performance of swimmers and track and field athletes is limited through adaptive behaviour or different cognitive abilities using a wider range of cognitive information processing tests.

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Nouvelle, Renee C. "The effects of oral reading fluency on reading comprehension for students with reading disabilities and specific learning disabilities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/823.

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The gap in reading achievement continues to be consistent, despite No Child Left Behind goals to narrow these gaps among minority and other subgroup populations. This gap is especially profound for students with disabilities, and any evidence to support progress monitoring of oral reading fluency (ORF) and comprehension will inform educational policy and practice. The theory of automaticity explains that a reader can focus more attention on the meaning of a reading passage when less attention is needed for word and sound recognition. The literature has suggested that reading comprehension can be improved through efforts to improve ORF. The central purpose of this quantitative, correlation study was to determine the relationship between gains in ORF and gains in reading comprehension of both informational and literary texts among 46 students in Grades 3 through 6 with reading difficulties and specific learning disabilities in a rural southern U.S. school district. A second purpose was to determine whether repeated readings or cold reads is the better predictor of reading comprehension. Gains in ORF rates over a 10-week period, determined by the difference in pre- and postmeasurements on two curriculum-based measures of ORF, were regressed on reading comprehension scores on the Measures of Academic Procedures test. There was not a statistically significant relationship between ORF and reading comprehension gains, and neither repeated readings nor cold reads was statistically a better predictor of reading gains. The findings offer several suggestions for the continuation of support for students who struggle with the reading process. Implications for social change included improved reading levels for those with reading and other specific learning disabilities.

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Ong-Dean, Colin William. "Minding their children : parental involvement in the diagnosis and accommodation of children's disabilities /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144347.

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Holler, Jan R. "Post-school transition differences between male and female special education graduates /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7566.

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38

Chen, Ching-shan Edith. "The social psychological environment of wives with physical disabilities : their experience & its impact on their quality of life /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991541.

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39

Peterson, Kristin M. H. "An examination of competing models of learning disabilities identification through the systematic variation of achievement context /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9955922.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 101-107). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9955922.

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40

Stokes, Bailey M. "Clothing needs of teen girls with disabilities." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/b_stokes_041810.pdf.

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Thesis (M.A. in apparel, merchandising, and textiles)--Washington State University, May 2010.
Title from PDF title page (viewed on June 22, 2010). "Department of Apparel, Merchandising, Design, and Textiles." Includes bibliographical references (p. 62-69).

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41

Søndenaa, Erik. "Intellectual disabilities in the criminal justice system." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for nevromedisin, 2009. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-5240.

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42

Wood, Pamela Margaret. "Emotion recognition amongst individuals with learning disabilities." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397561.

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43

Nguyen, Toan Hieu, and toan nguyen@novita org au. "ACCESSIBLE MOBILE COMMUNICATION FOR PEOPLE WITH DISABILITIES." Flinders University. Informatics and Engineering, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20060331.111126.

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People with disabilities are both functionally and socially disadvantaged and the lack of access to mobile communication technology adds to their disadvantage. Changes and benefits we have seen in our society with the advent of mobile phones and associated electronic communication for people without disabilities have not migrated to people with disabilities. The comprehensive communication capability of a mobile phone can enable users anywhere to independently access a very wide range of communication, information and control systems and services. This research has addressed the key accessibility issues faced by people with disabilities who need or want to use the mobile phone for voice and data communication. The research revealed that: ï¿½ there exist accessible features on mobile phones that can better assist people with disabilities in using the phone; ï¿½ through education and training, people with disabilities can develop or be provided with effective and efficient ways to access and use the phone; ï¿½ current, off-the-shelf telecommunications equipment such as car kits, speakerphone, voice recognition technology, wireless connectivity capability on mobile phones can enable people with disabilities, even severe physical disabilities, to access the telecommunications network and services; and ï¿½ with a suitable interfacing system in place, Augmentative and Alternative Communication (AAC) device users can operate the phone for voice and data communication, which previously had not been possible. Trials established that people with a range of physical disabilities can use and should have equal access to telecommunications equipment and services. This research has shown that, with the right policies, processes and support through equipment matching, education, training and delivery, current off-the-shelf solutions can help people with disabilities to effectively communicate with other members of our society and to access the same range of information systems and services enjoyed by able-bodied members of the community. An interfacing system has been developed to provide users of AAC technology with the ability to use a mobile phone for voice calls and text messaging (SMS). It is confidently predicted that other features and services on the phone such as speakerphone, digital camera and FM radio, email and internet-based applications, and local or remote appliances and devices, can be controlled via the AAC device. Outcomes and findings have confirmed the main hypothesis of the thesis that, despite very limited mobility, speed, accuracy and vocal communication ability, users will be able to successfully operate the mobile phone itself, and use it for various modes of bidirectional communication with systems to which they choose to connect. The overall outcomes of the research have established that the benefits and usefulness of the mobile phone are so significant that they should become a necessity for people with a disability. It has been successfully demonstrated that, with the proper mechanisms and educational programs in place, the provision of accessible mobile phones for people with disabilities can significantly improve their quality of life through increased range of accessible activities, and will improve their independence, engagement with their peers, safety, security and self-esteem.

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Agnew, Sarah Elizabeth, and mikewood@deakin edu au. "Investigative interviewing of children with intellectual disabilities." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103016.

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This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999). Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups. Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.

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Andison, Carol Ann. "Learning disabilities and peer victimization in schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37470.pdf.

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46

Donohue, Dana Karen. "Self-concept in Children with Intellectual Disabilities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_theses/46.

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Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept.

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47

Cox, Judith 1959. "Children with developmental disabilities : finding permanent homes." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99561.

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Finding permanent homes for children with developmental disabilities (DD), whose parents have voluntarily relinquished their care, is a problem for social workers. Ontario adoption social workers at a biennial business meeting in November/04 (N = 49) were asked about possible solutions, using a questionnaire designed for this study; information was also collected on relevant experience and caseloads. Workers believed that: (1) a majority of parents who voluntarily relinquish the care of their child do so because of the burden of care and/or financial reasons; (2) subsidies would be more effective than open adoption in improving chances of adoption. Also, a significant number of these adoption workers did not have an experience with DD on which to base their casework decisions.
These findings highlight the need for specialist training on DD for social workers who deal with these children, and also the importance of subsidies for families who must care for them.

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48

Wardman, Victoria. "Physical disabilities : pictorial representation and self-perception." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491143.

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Submitted by Victoria Wardman for the Doctor of Clinical Psychology (Clin.Psy.D) and entitled Physical Disabilities: Pictorial Representation and Self-Perception, June 2008. Background: Adults and children with physical disabilities are known to be vulnerable to stigma, abuse and psychological distress. 'In My Shoes', an existing computer assisted interview, was designed to help vulnerable children communicate about their feelings and experiences. In order to develop 'In My Shoes' to meet the needs of those with physical disabilities, evidence needed to be gathered for the ways in which people with physical disabilities would choose to be represented pictorially and to examine factors which would influence this. The physically disabled population is under researched, with no previous studies having examined this field. Objectives: The aim of the research was to explore how adults and children with physical disabilities would choose to be shown in pictures, specifically examining whether a persons' mobility aid becomes incorporated into their pictorial selfrepresentation. A factor hypothesised to be related to pictorial representation was selfperception. Therefore, the differences in self-perception scores of those who included their mobility aids and those who did not were analysed. Design: Two exploratory studies using non-experimental single group designs were utilised. Study One examined pictorial representation in adults with physical disabilities through the use of an Image Selection task and compared those who included their aid in their image selection and those who did not on their Adult Self-Perception Scale (ASPP) scores. Study Two examined pictorial representation in children with physical disabilities using a Self-Portrait task and Image Selection task. The scores on the SelfPerception Profile for Learning Disabled Students (SPP-LD) were compared for those who included their aid in the pictorial representation tasks and those who did not. Methods: For Study One, 78 adult participants were recruited from discussion groups on the internet. Adult participants completed an Image Selection task and the ASPP. For Study Two, 28 children and young people were recruited from a specialist database, sports academy and educational organisations. The children completed a Self-Portrait task, Image Selection task and the SPP-LD. Results: For Study One, the majority (77%) of adult participants included their mobility aid in their choice of image to represent them. There were no significant differences in ASPP scores between those who included their aid and those who did not on the Image Selection task. For Study Two, the majority (70%) of child participants did not include their mobility aid in the Self-Portrait task, but the majority (75%) did include it in the Image Selection task. There were no significant differences in SPP-LD scores between those who included their aids and those who did not on the pictorial representation tasks. For both studies, no clear trends emerged to reveal which factors predicted the inclusion of a mobility aid in the pictorial representation tasks. Conclusions: These two studies revealed that the majority of people with physical disabilities would choose to be represented pictorially by an image which contains their mobility aid. Self-perception was found not to be related to how people would choose to be represented pictorially. The findings have demonstrated that tools such as 'In My Shoes' need to ensure that people with physical disabilities are considered in their development in order to make them accessible and relevant to the users.

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Bradley, Jennifer. "Facilitating choice for people with learning disabilities." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5792.

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Background: Choice constitutes a core element of the human experience. To deny this right can be seen as a denial of basic human rights and yet for people with learning disabilities this has often been a reality. Some argue that choice is different for people with learning disabilities for a variety of intellectually based reasons. The effect of choice on people with learning disabilities therefore is an important area of concern for researchers to establish the underlying meaning and drivers for increasing choice for this group of people. Method: A systematic literature review was conducted to bring together studies examining the effects of choice for people with learning disabilities. The review utilised three databases and selected reference lists to find relevant articles and these were brought together in a summary of findings. Results: Studies focused heavily on task behaviours and challenging behaviours and whether and how this would be altered by introducing elements of choice or preference. A large majority of studies demonstrated that the main basis for the improvement of tasks and behaviours was the introduction of preferred stimuli rather than the being able to actively choose between stimuli. Other studies demonstrated that choice has a positive effect on mood, quality of life and motivation during a self care exercise.

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50

Albone, Stephen Anthony. "The binormal hypothesis of specific learning disabilities." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/431/.

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The concept of specific learning disabilities has its roots in the medical literature of the nineteenth century. According to the medical model the cause of specific learning disabilities are presumed to lie in specific cognitive dysfunctions. This hypothesis predicts two qualitatively distinct types of learner and a bimodal distribution of assessment scores. Evidence for bimodality has been sought in the distribution of residuals generated from the regression of standardised measures of attainment on IQ, however this technique has been widely criticised. Recent advances in computer adaptive assessment, coupled with Rasch interval level measurement, have opened up the possibility of seeking evidence for bimodality in the distribution of assessment scores directly. In the present study the binormal distribution was developed as a model for describing bimodality. The binormal distribution is conceived as two superimposed normal distributions and is defined by five parameters. The algebraic relationship between the five parameters was first determined, and then a methodology was developed for deriving objective estimates of those parameters. The methodology was applied to a unique dataset of over 80,000 children aged between seven and eleven years of age, and across four assessment domains; picture vocabulary, reading, mathematics and arithmetic. The methodology was found to be sensitive to factors that might influence the shape of the distribution of assessment scores such as gender, number of years of schooling, and ceiling effects, and this affected its utility. Nevertheless evidence was found for the existence two qualitatively distinct groups of reader. The pattern in these results was consistent with a developmental transition from beginning to fluent reader. Evidence was also found for a developmental lag between boys and girls, which would explain the higher prevalence of dyslexia reported for boys in many studies. The methodology produced inconsistent results when applied to the other assessments, and no evidence was found to either confirm or disprove the existence of specific dysfunctions as predicted by the medical model.

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