Dissertations / Theses on the topic 'Disability studies'
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Verlager, Alicia. "Decloaking disability : images of disability and technology in science fiction media." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/39143.
Full textIncludes bibliographical references.
This work examines how images of disability are used to frame cultural narratives regarding technology. As advances in biotechnology ensure that more people will be living with technological prosthetics against and beneath their skin, there is an increasing importance in examining how such bodies challenge traditional cultural attitudes regarding identity and non-normative bodies. This work uses a cultural studies approach to explore the intersections between disability and technology. Additionally, memoir is often included to illustrate some of the complexities regarding how experiences with disability and technological prosthetics can influence aspects of identity. Like disability, technology is often framed in gothic terms of lack or excess, and thus a discussion of the "techno-gothic" also features in this work. Furthermore, such a discussion is also relevant to seemingly unrelated modes of characterizing the other, such as the archetype of the cyborg, the queer body, or the formation of non-traditional social groups, even to images of the city as urban ruin.
(cont.) This work demonstrates that, while images of disability rarely inform us about the everyday experience of disability, they can inform us about how technology frames non-normative bodies as either "less than" or "more than" human, and how the tropes and language associated with disability is often used to characterize technology itself.
by Alicia "Kestrell" Verlager.
S.M.
Strauss, Alan. "The Construction of Disability among Undergraduate Students in Disability Related Majors." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194864.
Full textKhalsa, Sat Bir Kaur. "Incorporating Disability Studies: Revising the introductory women's studies course curriculum." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/291543.
Full textPeters, Margaret. "Teaching at the Intersection of Disability, Race, and Gender: Theorizing the Disability Studies Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42455.
Full textMuller, Sara Nicole. "The measurement of locomotor disability in epidemiological studies." Thesis, Keele University, 2010. http://eprints.keele.ac.uk/3812/.
Full textRuvolo, Maddy. "Sick Of Being Excluded: Chronically Ill Young Adults, Social Isolation, and the Need for a More Inclusive Disability Community." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/464.
Full textMcDonald-Morken, Colleen Ann. "Mainstreaming Critical Disability Studies Towards Undoing the Last Prejudice." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27446.
Full textNDSU FORWARD Initiative (Funded by the National Science Foundation ADVANCE Institutional Transformation Award HRD-0811239)
Svyantek, Martina V. "Institutional Counter-surveillance using a Critical Disability Studies Lens." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103643.
Full textDoctor of Philosophy
This study examines policy and procedure documents related to Disability at 3 U.S. institutions of higher education over a 25-year time frame. Policy and procedure documents are the foundation that govern how institutions "handle" Disability, outlining expectations and guidelines for providing services and establishing bureaucratic channels used to determine who has access to those services. This research employs a comparative case study mixed methods approach. The found documents and their online contexts are analyzed according to four qualities: findability, cohesion, consistency, and transparency. A document's findability refers to the ability of a user to locate the original document, and a document's cohesion, consistency, and transparency, refer to respectively where, what, and how these documents persist from their original creation date. As I collected these documents, I constructed comparative matrices to track these qualities within and across three different universities. The initial findability of documents demonstrates two key results: 1) during the overall 1990– 2015 time frame, there was a marked change in the availability of materials in a digital format, and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These materials definitively did not exist prior to a given time frame, but later versions of such documents included an earlier start date. Cohesion results indicate that the documents most likely to be presented in a single source were broadly usable to a large portion of the university population: the general student body. Consistency results address a major issue with the document search: while these materials were likely to exist, at each of these institutions and time frames (barring the DNE documents), they are very difficult to track down. Transparency across found, single-source documents was ubiquitous; if it could be found, it had searchable text. Beyond the findings of the document collection, there are two major products as a result of this dissertation work. First, key recommendations for different stakeholder groups (SEEKERS, WRITERS, and KEEPERS) are outlined; these recommendations are intended for the entire audience as practices that they can incorporate within their own documents. Second, the work undertaken to create a repository using materials from my document collection, utilizing the Qualitative Data Repository (based in Syracuse University) as the host for a curated exhibit of VT-specific materials, is described.
Stuckey, Amanda. "Reading Bodies: Disability and American Literary History, 1789-1889." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499450073.
Full textQuackenbush, Nicole Marie. "Bodies in Culture, Culture in Bodies: Disability Narratives and a Rhetoric of Resistance." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194390.
Full textKlotz, Jani Frances. "Denying intimacy: the role of reason and institutional order in the lives of people with an intellectual disability." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/513.
Full textKlotz, Jani Frances. "Denying intimacy: the role of reason and institutional order in the lives of people with an intellectual disability." University of Sydney. Anthropology, 2001. http://hdl.handle.net/2123/513.
Full textSwarts, Elsonia. "Disability representation and portrayal in selected South African soap operas: a content analysis." Master's thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/34006.
Full textNseibo, Job Kofi. "Exploring the experiences of children and youth with mobility impairments in four basic educational settings in Ghana." Doctoral thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/34022.
Full textBucknor, Elizabeth Lee. "Implementing Inclusive Education in West Africa| Achieving Sustainable Development." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931628.
Full textThis study examined key factors germane to achieving long-term sustainability of inclusive education for children with disabilities in West Africa. International initiatives such as Education for All (EFA) have been driving forces in increasing access to primary education for children worldwide; however, reports show that children with disabilities in developing countries are still not being provided with equal educational opportunities. With the launch of the Sustainable Development Goals (SDGs), there is renewed momentum to ensure that children in marginalized groups, specifically those with disabilities, are receiving quality access to primary school. International development organizations in collaboration with the Global Partnership for Education (GPE) have committed to providing funding and program implementation assistance to developing countries who have become country partners with the GPE. Of the 36 country partners of the GPE, 15 are uniquely situated in one region of West Africa, making it a desirable geographic region to research the implementation of education development projects. In analyzing the project implementation process and its ability to provide long-term sustainability of inclusive education, an awareness of the global policy context and the grassroots implementation were factored in. Through a qualitative interviewing process, the informed perspectives of experienced education development workers were synthesized. This study asserted that key administrators of education development projects with a written component that focuses on the inclusion of children with disabilities were able to add insights from their field experience and bridge the global-local binary of policy implementation. The findings of this research have potential implications to further inform new policy creation and future project implementation.
Ndosi, Aston. "Locally manufactured wheelchairs in Tanzania : Do they meet the needs of Tanzanian wheelchair users?" Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13979.
Full textNthitu, Justus Mackenzie. "Teachers' perspectives on inclusion of disabled learners in Botswana." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/13443.
Full textThis study investigated teachers' perspectives on inclusion of disabled learners in Botswana. The study sought specifically to understand teachers' perspectives through: (1) their conceptualisation of disability and inclusion; (2) their views on educational placement for disabled learners; and (3) their views on the types of support necessary to facilitate inclusion of disabled learners. Participants were drawn from two mainstream primary schools with special education units. Both schools were from the southern region of Botswana. Using stratified sampling technique, eight teachers, four from each school were selected to participate in the study. The aim of using this strategy was to arrive at a final sample of four special education teachers and four ordinary teachers in order to ensure diversity of opinions. In-depth semi-structured interviews are used to collect information from the teachers. The data collected is analysed according to the themes and sub-themes that emerged. The findings indicate that teachers conceptualised disability as embedded in the learner and disabled learners as a homogeneous group. Teachers were also found to lack clear understanding of inclusive education/inclusion. Neither inclusive education nor special education units were thought of as the most suitable educational placement for disabled learners. The teachers viewed the most useful support as government contribution, donations and cooperation from parents. The study recommends teacher training and development on disability and inclusive education. An evaluation of the current special education units is also recommended.
Peta, Christine. "Voices from the periphery : a narrative study of the experiences of sexuality of disabled women in Zimbabwe." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20354.
Full textLe, Roux Marlene. "There's a place for people with disabilities within the arts: Exploring how interaction with the performing arts may facilitate the social and economic inclusion of youth with disabilities." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29276.
Full textJessen, Ronel. "Transfer-related experiences of people with spinal cord injury living in low socioeconomic, independent living communities in Johannesburg as seen in the context of relationships of personal assistance - a phenomenological study." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31483.
Full textKahonde, Callista Kanganwiro. "A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24508.
Full textMalinga, Joshua Teke. "The level of awareness on the African Decade of Disabled Persons (ADDP) by people with disabilities in Zimbabwe." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11197.
Full textThe aim of this qualitative, descriptive study was to determine the levels of awareness for communication and flow of information dissemination among the leadership and grassroots members of Disabled People's Organisation (DPOs) in the African Decade of Disabled People (ADDP).
Meyiwa, Nonceba. "We cannot fight for what we do not know : information that mothers of disabled children have about the Children's Act (No. 38 of 2005) and the Children's Amendment Act (No. 41 of 2007) in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/12693.
Full textThe purpose of this study is to explore the information that the mothers of disabled children have on the provisions of the Children's Act (CA) (Act no.38 of 2005) and the Children's Amendment Act (CAA) (Act No.41 of 2007). The two Acts were consolidated after the regulations had been adopted. The Children's Act gives effect to the three specific constitutional rights of children contained in section 28. These are: a. The right to social services. b. The right to parental or family care or to appropriate alternative care when removed from their family. c. Protection from maltreatment, neglect, abuse or degradation. This Act stipulates the services that are required to give effect to the three State obligations. The aim of the research was 1) to investigate the nature of information which mothers of disabled children have acquired about the Children's Act, and 2) factors influencing the access to this information by these mothers. The study population was mothers whose children have a physical or mental disability. The study sample was purposively selected from mothers of disabled children living in a township in Ekurhuleni Metropolitan, in Gauteng Province. A qualitative research approach was used in this study, and a case study design was adopted. Individual in-depth interviews were held with four participants. The data collected through the in-depth interviews was analysed using a thematic content analysis. The findings of this study will raise awareness among mothers of disabled children and their organizations of the rights and services to which disabled children are entitled according to the Children's Act. It will therefore enable them individually and through DPOs to more effectivity monitor the implementation of the Act by the State and to enforce compliance by the State of its obligations to disabled children in terms of the Children's Act.
Bam, Armand. "The perceptions of recreation officers towards the inclusion of visually impaired children within the City of Cape Town Come and Play Programme." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10141.
Full textIncludes bibliographical references.
The City of Cape Town Sport, Recreation and Amenities Department (COCT SRA) has drafted its own policy document on sport and recreation in order to align with national policy to guide efficient recreational service delivery. The COCT SRA should play a role in the development of all children within the communities it serves. The implementers of the recreational services thus play a vital role in ensuring efficient service delivery to all. The aim of the study was to explore the perceptions of recreation officers regarding their contribution to enabling the inclusion of visually impaired children in the Come and Play Programme. Furthermore to illuminate potential barriers and facilitators to the inclusion of visually impaired children in order to facilitate policy implementation.
Mgwili, Victoria Nokwanele. "Experiences of the disabled women attending the state-provided reproductive health care services regarding the quality of care rendered by health care professionals in the Eastern Cape." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/11374.
Full textNwanze, Ikechukwu. "How can we include disability issues in undergraduate curricula at the University of Cape Town?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23423.
Full textMcKinney, Victor John. "The challenges facing parents and teachers of learners with intellectual disabilities in the transition from primary to high school in South Africa." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8120.
Full textIncludes bibliographical references (leaves 87-93).
The purpose of this study was to explore the experiences of teachers and parents of learners with intellectual disabilties as the learners' progress to high school. In so doing, an understanding of how they coped with characteristics unique to inclusive education and adolescence in South Africa was gained.
Tarusarira, Willson. "The family-support needs of Zimbabwean asylum-seeking families living with their disabled children in the Western Cape Province of South Africa." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/21196.
Full textMajiet, Shanaaz. "'Disabled women must stand up': exploring the leadership experiences of disabled women in disabled people's organisations in Zimbabwe." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/12352.
Full textThe aim of this study was to analyse the experiences of disabled women in leadership positions in DPOs in Zimbabwe. The literature review focused on the crosscutting issues of (1) leadership, gender and disability. (2) women and disability in Zimbabwe. and (3) the current structure of DPOs in African countries in relation to gender.
Booi, Mpilo Henry. "Disability and service delivery perspectives of service users in a rural community in the Eastern Cape." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10143.
Full textSince the advent of democracy in South Africa rural and disabled people have lagged behind in terms of access to services, and that has implications on their enjoyment of socio-economic rights. Although exclusion from access to services is documented in literature, little research has been done to explore rural and disabled people's perspectives on inclusive service delivery. The purpose of this study was to contribute to the literature regarding inclusive service delivery in health, education and social development and citizen participation in rural areas. Insights into perspectives of rural citizens are pertinent for improved and inclusive service delivery. The aim of this study was to describe the perspectives of rural people regarding disability inclusive public sector service delivery in social development, health and education in a remote village in the Eastern Cape, South Africa.
Ned-Matiwane, Lieketseng. "A study to explore the capacity of family and service providers to facilitate participation of disabled youth in accessing opportunities in skills development and employment in Cofimvaba, Eastern Cape." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/11007.
Full textIncludes bibliographical references.
The study aimed to explore the capacity of family and service providers to facilitate the participation of disabled youth in accessing skills development and employment opportunities in rural areas. The objectives were to describe the family and service providers' understanding of disability; identify visions and strategies for promoting inclusion of disabled youth in skills development and employment opportunities; analyse the provision of services related to the economic development of disabled youth; identify the gaps in skills in facilitating disabled youth's transition in the economic development; and identify the available material resources for economic development of disabled youth.
Wanjagua, Rachael Wachera. "Identifying support needs for people with intellectual disability and their families through a family quality of life survey in Kenya." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29849.
Full textMayat, Nafisa. "The attitudes of academics to accomodating physically disabled students into the undergraduate civil engineering programme in the Faculty of Engineering and Science, University of KwaZulu-Natal." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7478.
Full textDisabled students face a number of challenges in accessing equitable education within higher education institutions. The University of Kwa-Zulu Natal, as stated in the Policy on Students and Staff with Disabilities, is committed to making tertiary education accessible and inclusive for all students. However, it has been observed that physically disabled students are under-represented in the science and engineering fields, as there is a misconception that disabled students cannot fulfil all the criteria required to complete these programs. Therefore, the aim of this study was to explore the attitudes of academics to the possibility of admitting physically disabled students with the Undergraduate Civil Engineering Programme at the University of Kwa-Zulu Natal. A qualitative approach was adopted where data was collected by carrying out in-depth interviews with five permanent full - time academics within the Civil Engineering Programme. The participants included 2 professors, 2 senior lecturers and one lecturer who have been teaching courses in Civil Engineering at the University of KwaZulu-Natal for periods between 3 and 20 years. The results of the study revealed that the academics interviewed all displayed a positive attitude in accommodating physically disabled students within their program. However, some challenges were identified, which included site / field work in the curriculum. All the participants indicated that these challenges can be met and are willing to provide the support that may be required by physically disabled students. Recommendations were made, that it implemented, will result in changes being made not only to the physical environment, but also as to how curricula can be planned and delivered.
Ohanunwa, Chioma. "A study to determine the extent and nature of disability inclusion within the curriculum of the Faculty of Humanities, University of Cape Town." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11289.
Full textIncludes bibliographical references.
This study explored disability inclusion in the curriculum of the Faculty of Humanities, in the University of Cape Town. There is a need for Universities to actively engage in issues of diversity like disability, as reflected in the University of Cape Town Vice Chancellor Strategic Goals. This engagement should not only encourage participation of disabled students, but it should also promote the integration of disability issues into the curriculum to help alleviate barriers to participation, attitudinal barriers especially. While many studies speak to the accommodation of disabled students in higher institutions, this study rather speaks to disability inclusion within the curriculum. This study looked at the extent and nature of the integration of disability in the curriculum of the Faculty of Humanities, University of Cape Town. It is relevant because there are very few studies done on disability inclusion within the curriculum. The study will assist in creating awareness to mainstream disability issues across disciplines. Disability inclusion across disciplines will aid in reduction of stigmatization of disabled people as the barriers to participation experienced by disabled people are erected by a non-disabled majority .This can further inform policy making. The Faculty of Humanities in UCT was of particular interest to me because it is the largest Faculty at UCT with extensive student turnover, houses the School of Education which I believe is key to disability inclusion. This case for me, relates disability marginalization in the curriculum to how disability is also marginalized in the wider society and how disability can be easily perceived to be a medical issue rather than a socio-political issue.
Morris, Francia. "Reviewing evaluation reports of community-based rehabilitation programmes in South Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/10631.
Full textCBR (community-based rehabilitation), a relatively new discipline, was initiated in South Africa in the 1980s. The methodology used in this study is that of a quantitative document analysis to gain a deeper understanding of CBR practice in South Africa. Two evaluation documents and one annual report, from three CBR organisations operating in South Africa were analysed.
Jordan, Cleone. "An explorative study on the role of Disability Advice Desks in providing information on livelihood opportunities for disabled youth in the Cape Metropole." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24902.
Full textKarisa, Amani. "Understanding father involvement in the education of learners with intellectual disabilities in a special school in Kenya: a case study." Doctoral thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32273.
Full textSait, Washeila. "The complexities of mothering when nurturing the sexuality of disabled girls." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/11008.
Full textThe purpose the study was to explore the experiences of mothers when nurturing the sexuality of their young disabled girls, and to gain some insight into the level of awareness and information that young disabled girls have about sexuality.
Van, der Veen Judith. "Self-perceived impact of a community-based rehabilitation programme in Tanzania on quality of life of children with cerebral palsy and their carers." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11009.
Full textThere is no real agreement on how to evaluate community-based rehabilitation (CBR) programmes. Many diverse methods have been used. This qualitative study aimed to describe the change in quality of life of children with cerebral palsy and their carers as perceived by the carers themselves and some of the children. The study was conducted at the ART CBR programme that operates in the city of Dar es Salaam in Tanzania.
Ka, Toni Mzolisi. "The production of an appropriate and culturally sound isiXhosa translation of the International Classification of Functioning, Disability and Health (ICF) Checklist." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11635.
Full textIncludes bibliographical references (leaves 64-71).
This study arose out of the necessity to have an isiXhosa version of the ICF Checklist to use in a study on the living conditions of people with disabilities in the Eastern and Western provinces of South Africa carried out by a partnership between the University of Cape Town, the University of Oslo, The Foundation for Scientific and Industrial Research at the Norwegian Institute of Technology (Sintef) and Disabled People South Africa (DPSA). The purpose of translating the ICF Checklist was to make sure that the tool was appropriate and culturally sound for use by isiXhosa speaking disabled people in the Eastern and Western Cape.
Sipuka, Olwethu. "A study using black physically disabled women leaders' experiences to examine how a developmental state can deal with economic disparities faced by black young physically disabled women." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12648.
Full textThe post-apartheid South Africa signalled change in various segments of our society including the socio-economic status of young black disabled women. This study was conducted to examine the impact that equality and equity strategies and interventions had on the economic status of young black disabled women of South Africa. This study contains a literature review on the cornerstone concepts of the study to provide a rich theoretical base to ground the research. In this regard a literature review was done on study key concepts such as, a developmental state, gender, and disability and the economy. Using narrative descriptive qualitative methods, the researcher used convenience sampling of four physically disabled women who are leaders in the disability rights movement. The sample took into cognisance provincial boundaries, different disabilities, races and ages in an endeavour to have as diverse a population as possible.
Dos, Santos Vanessa. "A study to explore the factors that influence the aspirations of youth with Down syndrome in terms of employment." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12649.
Full textIt is a common belief that people with Down syndrome are to be considered not capable of being employed in the open labour market. Upon leaving school they are usually placed in segregated setting such as sheltered or protected workshops or are simply left at home. This study aims to establish which factors influence the aspirations of youth with Down syndrome with regards to gainful employment. This study gave the participants an opportunity to speak up for themselves and provided insight into the factors that influence their employment. The literature review encompasses a theoretical base on key concepts such as Down syndrome, aspirations, employment, education and community based rehabilitation. A naturalistic approach focusing on qualitative design was used to establish these factors using collective case studies. The studied population was the Down Syndrome South Africa (DSSA) branch in Johannesburg, Gauteng. Six young people with Down syndrome formed the sample group of which three participants were employed in the open labour market, and three were working in protective environments. Informal interviews were done and all interviews were transcribed verbatim. A preliminary analysis was done to extract the important themes and data which were then compared. A thematic framework was developed for classification and summary of the data. Cross referencing of members was also done to ensure trustworthiness. The study focuses on the community based rehabilitation (CBR) aims as a framework. By using the actual opinions of youth with Down syndrome the following themes emerged as a result of the findings: 1. Challenges to employment. 2. Making work work. 3. Prepare and teach them well. 4. Lift their potential.The study found that the resilience shown by parents and family members as well as the self-determination shown by youth with Down syndrome was a most enabling factor. It further revealed that parents can be seen as the major stakeholders in the success of youth with Down syndrome and support for parents and family members.
Kabaso, Bryson Nsama. "A study to explore the role of community disability workers in facilitating livelihood opportunities for disabled youth in rural areas of Southern Botswana." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15549.
Full textSadiki, Christina. "The experiences of parenting a physically disabled child in the Thohoyandou Vhembe district of the Limpopo Province." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11198.
Full textThis study explored the experience of parenting a physically disabled child in the Thohoyandou Vhembe District of Limpopo Province, from the perspective of mothers. The objectives of the study were to investigate feelings linked to parenting a physically disabled child in the community within which the parents find themselves, to explore the impact of raising a physically disabled child, as well as strategies that parents employ in coping with raising a physically disabled child.
Geiger, Martha. "Building communication interventions for children with severe disabilities on cultural resources: an action research enquiry." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16536.
Full textIn South Africa, children with severe disabilities are often the most neglected in terms of planning and providing appropriate interventions. For those with severe communication disabilities, an additional lack is in the area of the basic human right to meaningful interactions and communication. Sustainable strategies to provide opportunities for basic communicative participation of these children are urgently sought. The focus of this study, grounded in the transformative paradigm, was on culturally determined processes that can increase and enrich the communicative participation of children with severe communication disabilities in an isiXhosa language and cultural context. The aims of the study were: * to identify culturally determined non-verbal and pragmatic elements of social interaction in an isiXhosa language context. * to identify culturally appreciative strategies to support the communicative participation of children with severe communication impairments in this context. The participants were 44 mothers and/or primary carers of children with severe cerebral palsy from an under-resourced peri-urban isiXhosa speaking context in the Western Cape. The method comprised an action research journey with iterative cycles of collaborative action, reflection and subsequent further planning with participants. Data collection included action reflection group sessions, reflective dialogues with the group facilitators, and participant observations. All data was qualitative. Data analysis included a process of in-group collaborative analysis and verification followed by reflective dialogues with the group facilitators and interpretive thematic content analysis. The findings included 12 action learning outcomes, from which two main themes were identified, directly responding to the two main aims of the study. Findings that were considered new were framed as three theses: Thesis 1: Relationships are the context and motivation for communicative participation: the social inclusion and non-ostracism of mothers need to be prioritised in order for them and their children to enjoy communicative participation. Thesis 2: The 'Middle Ground' is a valuable positionality in implementing transformative action learning as an intervention approach. Thesis 3: There is a need to reframe culture as a resource in supporting the communication development of children with severe communication disabilities. In conclusion, implications for clinical practice, for training, for policy planning and implementation and for further research are discussed. Practical suggestions for application by mothers and others caring for children with severe communication disabilities in similar contexts are included.
Pickard, Matthew. "Diagnostic Overshadowing, Essentialism, and Intellectual Disability| Lay Persons' Perceptions." Thesis, University of Central Arkansas, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10615749.
Full textThis study examined if diagnostic overshadowing occurred with lay people in regard to individuals with an intellectual disability, as well as investigating how lay people essentialize different categories. It was hypothesized that essentialistic thinking could be offered as a partial explanation for diagnostic overshadowing because certain mental health disorders would be categorized as having a strong, unchangeable biological component to them. Three hundred and thirty undergraduate general psychology students from the University of Central Arkansas completed the Essentialism Belief Scale on nine different concepts, read different case descriptions of an individual with or without an intellectual disorder, and gave their impressions of the individual as experiencing anxiety, depression, and if the person had an intellectual disability. Contrary to expectation, lay people did not demonstrate diagnostic overshadowing. Therefore, the relationship between essentialistic thinking and diagnostic overshadowing could not be confirmed and suggests that diagnostic overshadowing may occur for reasons other than essentialistic thinking. Interestingly, when essentialistic thinking was analyzed using a principal components analysis, a three-factor solution for essentialistic thinking was found, accounting for 72.22% of the variance, with the three factors appearing to demonstrate a biological, non-biological, and mental health grouping.
Derby, John K. "Art Education and Disability Studies Perspectives on Mental Illness Discourses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250311625.
Full textJohnson, Allegra. "The Limits of Inclusion: Teacher beliefs and Experience with Inclusion of Students with Learning Disabilities." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/932.
Full textMurillo, Lafuente Iblin Edelweiss. "Experiences of Bolivian Disabled Activist Women." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588613995048859.
Full textPathmathasan, Cynthia. "DISABILITY IN MEDICAL EDUCATION & TRAINING: A DISABILITY-FOCUSED MEDICAL CURRICULUM." NEOMED College of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ne2gs1622810204171811.
Full text