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Dissertations / Theses on the topic 'Disabled children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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1

Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

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Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.
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2

Bunt, Sarah. "The adoption of disabled children." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2854.

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The research has set out to examine the motives that contribute towards the decision to adopt a disabled child. Increased knowledge about placing disabled children for adoption is particularly important as they are regarded as the category hardest to place (Adoption Register 2009). Despite the wide gaps in knowledge, the negativity associated with the social construction of disability has been seen as a cause of disabled children’s disadvantage (Cousins 2009). Synthesising a Critical Realist framework with Grounded Theory methods; to examine both the efforts of local authorities to place a disabled child for adoption, as well as the narratives of those adopters who take on disabled child. The findings reveal that social workers often take a tentative approach to placing a disabled child, which impacts upon adoption outcomes, both in the way they represent disabled children and in the way they recruit and assess adopters. The Rationalistic Habitus is a concept used to reflect the way social workers reason their way through particular issues before arriving at a practice judgement. The study, also examines the narratives of adopters and their journey through the process of adopting a child with a significant impairment. Instances where adopters embark on adopting a disabled child are significant because they are making a decision in opposition to a prevailing discourse where disabled children are conceptualised as a burden to their families (Jordan and Sales 2007). An examination of these adopter’s motives requires one to think more deeply about how motives are processed. By focusing on the Habitus and reflexivity this research has attempted to bring new insights into how people process the prospect of becoming a parent to a disabled child. However, while the decision to adopt a disabled child might appear unconventional it is not so abnormal that we cannot make sense of their motives. The lifelong nature of the adoption role demonstrates that commitment is at the heart of these adoptions. The notion of a Commitment Habitus is reflected when adopters express an innate drive to nurture. In effect, this research contends that the motive to adopt a disabled child is wrapped in an orientation to invest in social relationships.
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3

Byron, Katie. "Disabled parents living without their children." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7374.

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This portfolio has three parts: a systematic literature review, an empirical paper and appendices. Part one is a systematic literature review in which the empirical literature relating to factors influencing decision making within the child protection context is reviewed. A systematic search of eight databases identified fourteen relevant studies. The findings suggest decisions within child protection are influenced by a range of factors. These factors cluster around the case, the decision-maker, the organisation and society. The implications of the findings emphasise the importance of reflective decision making practices. Future research is urgently needed in this area to increase understanding and facilitate better decisions that help children and their families. Part two is an empirical paper, which explores the experiences of parents with intellectual disabilities following their children entering the looked-after system. Semi-structured interviews were conducted with six parents and their experiences analysed using interpretative phenomenological analysis. Five super-ordinate themes emerged. The results highlight the need for the development of a different protocol for removing children and supporting parents with intellectual disabilities. Areas for future research are also discussed. Part three comprises the appendices which support the first two parts of this portfolio. This section also includes a reflective statement of the research process.
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4

Carter, Elizabeth A. "Phonetic Ambiguity Perception in Reading Disabled and Non-disabled Children and Adolescents." VCU Scholars Compass, 1986. http://scholarscompass.vcu.edu/etd/4400.

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There are speculations that disabled readers may fail to correctly decode written words because they are insensitive to language's phonetic form. This insensitivity is presumed by some to be due to a speech perceptual deficit. The purpose of the current study was to assess differences between disabled and non-disabled adolescents and elementary school students in their perceptual accuracy in decoding phonetically ambiguous speech. The effects of two processing factors derived from previous research, priming and word form (e.g., Spencer & Carter, 1982), were also examined to assess how perceptual processes may differ between groups. Clinical evidence of some verbal problems persisting in adolescent disabled populations and evidence of compensatory differences between elementary and adolescent readers on earlier phonetic coding tasks prompted the inclusion of alI four age group by reading group combinations. Results reveal no reading group differences of either age grouping. The results are discussed in terms of design considerations, previous pertinent speech perception research, and similarity of responses to those of normal subjects in Spencer and Carter (1982) and Carter and Zoller (1983). With an examination of two dependent measures and a qualitative analysis of errors, no reading group differences were found. Therefore, it Is suggested that explanations involving speech perception may not appropriately address the problems of disabled readers with problems in word decoding.
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5

Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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6

Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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7

Roe, Diana, and n/a. "Siblings of disabled children : and investigative study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061107.154253.

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Research on the families of the disabled suggest that the advent of a child with a disability will cause a far-reaching effect on the mother, father, siblings and the family's relationship with the outside world. Researchers have differed on the extent and causes of difficulties faced by the siblings, with many inconsistencies and contradictions shown. Some studies have found behavioural problems and lowered self-esteem, and others suggest an increase in altruism and compassion. An investigative study was implemented, with siblings from 29 families with a disabled child, matched with siblings from 29 families with no identified disabled sibling. Patterns of family outings, the use of support services and perceptions of difficulties faced by the family were examined. The matched siblings were compared on the Coopersmith Self-Esteem Inventory, measures of altruism, and behaviour as seen by both teachers and parents. The children also were questioned on their perception of family cohesion and their involvement with other family members. Major findings of the study were a pattern of social isolation for the families, and perception of isolation within and outside the family for both the parents and the siblings. The siblings scored significantly lower on the Coopersmith Inventory, and parents perceived them as having more behavioural difficulties than the controls' parents. No significant difference in altruism was found between the two groups of siblings. The finding that some siblings are coping well, whilst others are showing severe difficulties is ilustrated by four case studies. A number of limitation s of the study are discussed. particularly the wide range of variables investigated, and difficulties with some instruments. Further areas of research are suggested, including exploring the relationships and interactions within the family. It is concluded that for both the siblings and the whole family, the development of strong support networks and help in reframing perceptions and expectations may help to overcome the feelings of intra-family and extra-family isolation.
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8

Lee, Carolyn Patricia. "Taxonomic and frequency associations in memory in learning-disabled and non-disabled children." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186061.

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This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items were associated by frequency and one in which items were related taxonomically; within each word list, half of the items were primary category members or frequency associates and half were secondary category members or frequency associates. It was hypothesized that younger, non-disabled children would rely more on frequency associations and that older, unimpaired subjects would tend to organize the material categorically. Learning disabled subjects were predicted to show impairments in the ability to form both frequency associations and categories during recall, particularly for the secondary items. These results were not found. Younger, non-disabled subjects organized words categorically as proficiently as their older peers, and LD children's categorization abilities were comparable to non-disabled subjects'. The only item type for which LD subjects showed significantly less clustering than non-disabled subjects was secondary frequency associates, which were viewed as representing the periphery of the knowledge base. The principal difference between this study and previous, similar research was the use of individual, child-generated word lists. Because all words were highly familiar and meaningful to the children, relationships between most of the items were probably quite salient, more so than in other studies using adult-generated words as stimuli. Thus, this study indicates that LD children are not impaired in their ability to recognize and utilize semantic structure to facilitate learning if material is highly meaningful and familiar to them.
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9

Walker, Alexis Philbin. "Parenting Stress: A Comparison of Mothers and Fathers of Disabled and Non-Disabled Children." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2686/.

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This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role restrictions. Additionally, significant negative relationships were found between parents' perceived helpfulness of informal social support and parenting stress scores in both mothers and fathers, affirming positive effects of social support on stress. Helpfulness of informal social support was also significantly predictive of parenting stress in both mothers and fathers across both the child and parent domains of the PSI, although, it had more predictive power with regard to parent related contributors to parenting stress. Family demographic factors, including age of the child and SES demonstrated some predictive power of parenting stress in mothers. Mothers with younger children and lower SES were more likely to report greater parenting stress. Implications of these results and future directions for research are also discussed.
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10

Bigley, Ambrea. "Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.

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11

Albright, Alison L. "Immigrant families of disabled children, an exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24642.pdf.

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12

Chenaille, Tiffany. "Abuse of developmentally disabled children| a preventative program." Thesis, State University of New York Empire State College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1543687.

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This project proposes a program designed to reduce the likelihood of abuse to children with developmental disabilities by teaching and training their parents. It begins with the evidence of abuse of children with developmental disabilities. The causes behind higher than average abuse rates are enumerated. The correlation between parental stress and abuse is covered. Violence prevention programs for schools, inmates and children are reviewed for viability. Components of these programs may be useful for a program focused on children with developmental disabilities. Violence prevention programs that serve children with developmental disabilities are reviewed. Possible solutions for reducing stress in general and in relation to raising a child with developmental disabilities are addressed.

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13

Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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14

Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

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15

Easton-Gholston, Joyce Camille Morreau Lanny E. Bowen Mack L. "Differences in self-esteem and school perceptions among educational placements of elementary-age students with learning diasabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633393.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.
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16

Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.
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17

Shangyan, Li, and Yuan Tingjun. "mainstreaming teaching methods for disabled children in china : a quantitative study." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18387.

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18

Edwards, Jerri. "The Useful Field of View of Reading Disabled Children." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/908.

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Recent research suggests that some reading disabled children process visual information differently due to a transient system or magnocellular pathway deficit. In light of this hypothesis, the present study represents an investigation of the visual processing abilities of both good and poor readers using a new technique which taps several aspects of transient visual input by presenting brief masked targets with varying attentional demand. Sixteen subjects' reading capabilities were assessed by the Woodcock Reading Mastery Test-Revised. The subjects were classified as reading disabled if they had a two or more year lag in reading skill (n=7) or as non-reading disabled if they showed reading capabilities at or above their expected age level (n=9). Subjects performed on the Visual Attention Analyzer in order to assess their UFOV™ the area of the visual field in which information can be acquired in a brief glance without head or eye movements. The UFOV™ protocol involves subtest measures of processing speed, divided attention, and selective attention. The first subtest requires subjects to identify a target at varying durations. The second subtest requires identification of a central target simultaneously with localization of a peripheral target at eccentricities of 10, 20, or 30 degrees. The third subtest requires the same responses but adds visual distractors with the peripheral target. The reading disabled subjects required longer durations to achieve equivalent performance in both the divided and selective attention tasks. This group demonstrated a more drastic reduction in UFOV^M than did normal readers when distractors were added in task 3. Furthermore, reading disabled individuals processed information in the right vs left half of the visual field differently than did non-reading disabled children. The reading disabled subjects made more localization errors overall and missed a significantly higher proportion of targets presented in the right half of the visual field. Reading disabled individuals processed visual information more slowly, were more easily distracted, and made more localization errors than did normal readers resulting in a reduction of the UFOV™. This pattern of results fits within the framework of the transient system deficit hypothesis for reading disabled children. Therefore, such differences in processing between normal and disabled readers may be the result of a transient system deficit in visual processing in reading disabled children.
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19

Butler, Stephen M. "Dream development and cognitive processing in reading disabled children." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5094.

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20

Boggis, Alison. "Deafening silences : researching with disabled children and young people." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573734.

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This thesis is first and foremost about voices - voices that are young and voices that are disabled. Specifically it is about the ways in which voices are simultaneously facilitated and inhibited. It is not about impairment or medical issues. Based on in-depth, qualitative research with children and young people who have little or no voice and who use voice prosthetics in the form of high tech Augmentative and Alternative Communication Systems (AACS), this thesis is built upon the moral perspective of respect for the role and status of children. It promotes their entitlement to being considered as persons of value and with rights. The study offered disabled children and young people an opportunity to participate in research and gave them a platform from which to project their voices. The data highlighted the ways in which disabled children and young people negotiated external structures of control to change their social positions. Specific issues that arose during the research process with regards to gaining access to disabled children, seeking their informed consent and the challenges that relate to interviewing inarticulate participants are outlined within the thesis 5 and considered particularly relevant to researchers who seek to include disabled children in qualitative research. Whilst perceived notions of dependency and incompetence emerged as major issues that inhibited disabled children and young people's voices, this thesis challenges the concept of the 'disabled' child by highlighting the ways in which meanings and values were contested by the young participants themselves. The findings demonstrate that it is increasingly important to recognize the diversity of voices within childhood.
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21

Stanton, Danae Emma Beckford. "Enhancing spatial cognition in disabled children using virtual environments." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31327.

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In nine experiments, computer generated three-dimensional environments were used to investigate the spatial learning processes of physically disabled children. Chapter 1 reviews the literature on spatial mapping. Chapter 2 introduces the background to virtual environments, and reviews the relevant experimental work in this field. Chapter 3 developed a novel paradigm for investigating configural learning in humans, based on a shortcut study previously used with hamsters. In experiments 1-3 optimal cue arrangement was investigated. Results indicated that four large cues, rather than small or continuous cues, were required in order to complete the shortcut task successfully. Experiment 4 demonstrated the paradigm to be a successful replication of the original task and a good measure of spatial ability. Experiment 5 compared the shortcut behaviour of physically disabled children with varying degrees of mobility. Children who had had limited mobility from birth were poorer at the task than those whose mobility had deteriorated with age, supporting the hypothesis that early independent exploration is important in the development of cognitive spatial mapping ability. In Chapter 4 (experiment 6) physically disabled children explored a simulation of a school and then completed tests of spatial ability within the equivalent real school. A successful transfer of spatial skills was demonstrated and thus the potential of this technology for training. In Chapter 5, experiments 7-9 examined the effect of repeated exposure to virtual environments. Experiment 7 confirmed that the skills disabled children acquired using virtual environments improved with exposure to successive environments. To eliminate the possibility that learning was influenced by non-specific factors, experiment 8 compared 3-D exploration and 2-D (control) exploration, finding spatial learning in the former to be superior. Experiment 9 confirmed the extent of improvement in spatial skills following intensive 3-D exploration. Chapter 6 draws conclusions from the experiments and suggests ideas for further research.
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22

Alcantara, Helene Deborah-Lynne. "Characteristic Memory Functions in Subtypes of Arithmetic Disabled Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277591/.

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23

Moyer, Melynda Karol. "Criteria and Assessment Measures for Diagnosing Learning Disabled Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500975/.

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A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and assessment measures are discussed.
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24

Russell, Frances. "Starting school : the expectations of parents of disabled children." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/5229/.

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The focus of this study is twofold. Firstly, it aims to find out more about parents’ expectations as their disabled child starts school and secondly, to explore ways in which parents of disabled children can become involved in the research process. Legislation sets out what parents have the right to expect in terms of their child’s education and current government initiatives and policies are encouraging parents to play a more significant role in the development of services. Yet services for disabled children and their parents continue to adopt a needs based approach. Such an approach is contrary to the social model of disability that focuses on removing the barriers that prevent disabled people being included in society. By adopting a social model of disability the study aims to conduct the research from the parents’ perspective. To this end it attempts to develop a parent participatory research approach which is derived from an emancipatory research approach advocated by disabled researchers and their allies. It investigates methods whereby parents of disabled children can participate in developing the research methods used and be offered a voice to express what is of importance to them. This research study is a longitudinal study that investigates the expectations of 19 parents of disabled children as their child moves into school. It helps to identify the sources, nature and outcome of their expectations and so the barriers that can help and/or hinder positive outcomes. The implications of the findings are discussed in terms of parent’s knowledge and understanding of their child’s disability, relationships developed between parents, professionals and practitioners, the effect of government policy and the disabled people’s movement for social change.
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25

Stylianou, Antigoni. "Mothers with disabled children in Cyprus : experiences and support." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10023393/.

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In a discernibly developed world, where the subject of disability and equal rights for disabled children is strongly discussed, it is expected that inclusive practices and service provision should be developed in smaller societies as well. There is evidence that mothers, and mothers of disabled children in particular, are the main care providers to their children. Lack of evidence for this however, in the context of Cyprus, was the main point of departure for this research. By focusing on mothers with disabled children in Cyprus, this study aimed to gain an understanding of mothers’ experiences and their perspectives on raising disabled children. An examination of the Cyprus context, its history and relation to disability, have been analysed in an attempt to contextualise the analysis of mothers’ accounts. Twenty-five mothers shared their personal experiences of their journeys with their disabled children. Data were collected via semi-structured interviews with mothers whose children ranged from the ages of six to twenty-two years. Mothers described their experiences and early feelings, from the time that their children were born, to the time that the mothers became aware of the disability. Mothers were asked to describe the support that they received ‘formally’, with regards to state support and other public services, as well as the ‘informal support’ received from family members and friends. In addition the study aimed to establish an understanding of the experiences of stigma that the mothers encountered, and the ways used to manage and cope with stigma. Data were analysed through thematic analysis. The study shows that mothers went through different stages of grief associated with their journeys with their children. Shock, disappointment and lack of trust in doctors and other professionals were the main feelings that characterised the different stages of their journeys. In terms of support, the results highlighted differences between the formal and informal support that they received. Mothers were much less satisfied with formal than informal support. All the mothers experienced stigma by ‘courtesy’ of having a child with a disability. The study concludes that in Cyprus there is still a huge gap between policy and practice.
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26

Bahrami, Nahid Anna, and Pamela Lynne Shiner. "A study on the children of the developmentally disabled." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/798.

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27

Walker, Stephen C. "The effects of the depth of processing and retrieval cues on the memory performance of learning disabled and non-learning disabled children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514202.

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The purpose of the study was to determine whether significant differences exist between learning disabled and non-learning disabled children on memory performance for words learned in an incidental learning paradigm. Depth of processing and retrieval cue type were the treatment variables which controlled performance on a cued recall test of memory.Methodology. Thirty learning disabled and 30 non-learning disabled children in the fourth and fifth grades participated in the study. Seventy percent of the subjects were male and 30 percent were female. All subjects in the learning disabled group were tested for a severe discrepancy between potential and achievement in the area of reading prior to inclusion in the study. All subjects had IQ's not less than 1 standard deviation below the mean.Each subject was presented 32 stimulus words. All words were common concrete nouns with a reading level no greater than second grade. The stimulus words were encoded with congruent and non-congruent rhyming words and semantically congruent and non-congruent sentence frames. A cued recall test of memory was presented to each subject following the incidental learning activity. Rhyming and sentence frame cues were presented, and the subject was provided a 10 second opportunity to recall one of the stimulus words. The entire activity was presented on a microcomputer which also kept a record of the student's responses. The computer also generated a random presentation order, random ordered treatment condition for.Results. Non-learning disabled children recalled significantly more stimulus words than learning disabled children. Both groups performed significantly better on words encoded using deep level congruent semantic processing and cued with congruent semantic retrieval cues. At all levels, however, optimal performance occurred when retrieval cue type matched encoding level.Conclusions. Differential memory performance in learning disabled and non-learning disabled children can be controlled in incidental learning activities. Depth of processing affects differential memory performance. In all cases words cued with retrieval cues of the same level of processing are recalled more efficiently than those cued with recall cues of another level of processing each stimulus word, and a random ordered memory test.
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28

Barnes, Kelly Anne. "Implicit learning in typical development and children with developmental disorders." Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.

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29

Kataoka, Mika. "Perceptions of, and support for, students who experience difficulties in learning in Nara prefecture, Japan /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19191.pdf.

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30

Bowman, Rachel Anne. "Quality of life assessment for young children with developmental disabilities and their families development of a quality of life questionnaire /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2100.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 180 p. Vita. Includes abstract. Includes bibliographical references (p. 71-81).
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31

Parnell, Clarissa Jane. "The landscapes of teaching work : how teachers make educational decisions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7685.

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32

Sousa, Sherry Ann 1961. "PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.

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33

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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34

Anum, Priscilla. "Living with a disabled child : Experiences of families with disabled children in the Dangme West District (Ghana)." Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13590.

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The general observation of the plight of disabled children and their families in Ghana necessitated this study, which aimed to delve into the experiences of families with disabled children in Ghana as a means of bringing to light what it means to have and live with a disabled child in the Ghanaian context. Using semi-structured interviews as guide, participant observations, informal conversations and narrative analysis, this study explored the experiences of four families with disabled children in the Dangme West District. It explored their experiences of living with the child, drawing on the practical, social, and economic challenges encountered, how they are coping in the face of these challenges, and their perceptions as regard the future of the child. Background data was gathered from institutions and the various communities of the participating families. The focus was mainly on the main caregivers, who in this case happen to be the mothers, but other members of the family were also engaged in informal conversations. Findings show that these families experience stigma, financial strain, strain on family relationships, and lack of institutional support. These findings were discussed mainly through the lenses of the two sub-models of the social model of disability; the cultural model which shed light on the stigma and stigmatization that these families experienced and the structural model, within which the lack of institutional support was discussed. It was recommended that much more need to be done by disability organizations and government institutions to educate the Ghanaian society on the causes of disability through the mass media and also remove negative images of disabled people from the media. Other suggestions include the need for early intervention structures, resourcing of schools and preschools that can accommodate disabled children, and the establishment of parent support groups.
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35

Logan, Nicola I. "Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.

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Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that of non-learning disabled children. In this study, it was hypothesised that parents would have different attributional, emotional and behavioural responses to aggressive challenging behaviour in a learning disabled child in comparison to a non-learning disabled child, on account of the child's learning disability. Design: A questionnaire method was used to analyse within-subjects and betweensubjects differences on measures of attributional, emotional and behavioural responses to vignettes of aggressive challenging behaviour in learning disabled and non-learning disabled children. Method: Fifty-four parents of children with aggressive challenging behaviour (20 with a learning disabled child and 34 with a non-learning disabled child) took part in the study. Participants read two vignettes depicting a learning disabled and a non learning-disabled child with aggressive challenging behaviour. They were then asked to complete questionnaire measures of attributional, emotional and behavioural response in relation to each vignette. Results: In comparison to aggressive behaviour in the non-learning disabled child, participants rated the learning disabled child's aggressive behaviour as being due to more global, more stable and less controllable causes, and reported that they would respond with less negative emotion and less punitive discipline strategies. No group differences (i.e. comparing parents with a learning disabled child and parents with a non-learning disabled child) were found in attributional, emotional or behavioural responses to the two vignettes. The results are discussed with reference to previous research findings and clinical implications. Consideration is also given to the methodological shortcomings of the current study and suggestions for future research are made.
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Moore, Anne-Marie. "The role of the designer in the facilitation of meaningful play between disabled and non-disabled children." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17543/.

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User-centred design seeks to respond to the needs and aspirations of the end user at each stage of the design process. Yet when attempts are made to engage children as users in the design process, the pre-existing power differentials between adults and children can lead to the silencing of children’s voices. As disabled children are amongst the most marginalised of an already disempowered group, for them, this problem is further compounded. This calls for a new approach towards user-centred design with disabled and non-disabled children. This thesis draws upon the methodological aspects of Together Through Play - a three-year, interdisciplinary research project at the University of Leeds, which sought to develop understanding of children’s needs and aspirations for playing together. It reflects upon the processes that led to the emergence of rich, sociological data through this case study. How to encourage designers to truly listen to the voices of disabled children and how to effectively convey the aspirations of disabled children to product design and development teams, became key emergent issues. With the intention of addressing the power imbalance between designers and children in the design process, the researcher employed and adapted methods of cooperative inquiry, an approach to creating new technologies for children, with children (Druin, 1999). Reflections upon the methods employed are used to inform a set of guidelines for design curricula for interaction design (IxD) with children and child computer interaction (CCI) researchers seeking to work in the area of user-centred design with disabled children in the future.
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37

Ting, Kwong-fat Tony. "A study of the self-concept of resource class students in the context of Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597547.

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38

Cardell, Cheryl Dianne Elizabeth. "Perceptions of Temperament Characteristics of Children Classified as Learning Disabled." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331733/.

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This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.
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39

Cacace, Stacey Ann. "An examination of preschool services and programs for children with disabilities in North Carolina school districts." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171303/.

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40

Hos, Gulsum. "Examining The Experience Of A Mother With Multi-disabled Children." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609394/index.pdf.

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We live together in society that is composed of individuals who have normal development and individuals who have some developmental delays or disabilities. Therefore, it is important to know and understand what disability is and how it affects the lives of the family members individually also a mother and family as whole. O'
Connor (2002) indicates that being a parent of a child who has a developmental delay is a challenge for the parents. This qualitative, mother-focused study examines the experiences of a mother who is rearing multi-disabled children consisting of mental disabilities, a hearing impairment and physical disabilities
and the effects of having more than one child with multi-disability on mother&rsquo
s psychological well-being. Another objective of the study is to explore how a mother copes with this issue in a family setting and the kind of coping strategies the mother uses to manage the difficulties. Case study design was conducted with the mother of multi-disabled children. Qualitative in-depth interviews are conducted with the mother, and information was gathered in the areas of daily stress, coping, family reactions and well-being. Family Systems Theory provides the theoretical framework of the study. The experience, reaction and communication of the mother with both her disabled children and other family members are examined with the light of the family systems theory in order to understand the interrelation among the family members.
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41

Ellison, Deborah. "Mother-child interactions with developmentally disabled children, an intervention study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/NQ42515.pdf.

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42

Eden, Guinevere F. "Visuospatial and language processing in reading disabled and normal children." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317721.

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43

Sturt, Catherine Ellen. "Expressed emotion in parents of behaviourally disturbed learning disabled children." Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/2251.

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Expressed emotion (EE) represents a measure of the emotional quality of the relationship between a key caregiver and relative, where the latter is experiencing a psychiatric or medical condition, and with implications for the course of this condition. To the author's knowledge, despite the salience of behavioural disturbance for families with learning disabled children, no published study has specifically investigated the relationship between parental EE and child behavioural disturbance. The current study focused on a comparison of high and low EE households with regards to child behavioural disturbance, parental stress and coping, and service and respite care usage. Forty parents were interviewed with a modified Camberwell Family Interview. The results showed no significant difference between high and low EE groups with regards to child behavioural disturbance, parental coping as related to factors such as social support and familial resources, and service and respite care usage. High EE parents reported significantly higher levels of stress and significantly less use of support and advice outside the family system than low EE parents. The findings conflict with conclusions from EE research e.g . with learning disabled adolescents, dementia and non-learning disabled children, which have demonstrated a relationship between EE and behavioural disturbance, but concur with studies, mainly with regards to schizophrenia, which have found that level of EE is independent of behavioural disturbance. Thus level of EE in the current study appears principally to reflect parental characteristics as opposed to child-related characteristics. The results suggest that a focus on parental psychological needs in relation to both the emotional quality of the parent-child relationship, and the care of the child more generally, might be more appropriate for both parents and children, as opposed to a traditional child-centric service delivery . Further research is required to elucidate the relationship between EE and behaviour, and there is value in exploring the relationship between EE and behaviour over time, within a longitudinal design. Indeed, the scope for further study of EE in the area of learning disability is tremendous, and the inherent modifiability of the EE construct renders it an appealing guide in terms of service development and outcome evaluation.
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44

Steel, Sylvia Kathleen. "The development of arithmetic in normal and arithmetic disabled children." Thesis, Royal Holloway, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394027.

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45

Baker, Claire. "Disabled foster children : the slow climb up the 'permanency ladder'." Thesis, University of York, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424519.

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46

Kon, Colette. "Disabled children in families : perspectives of siblings and adoptive parents." Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:16053.

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This thesis portfolio comprises three parts: Part one is a systematic literature review that explores the impact of having a disabled sibling from a child’s perspective. Part two is a qualitative study using Interpretative Phenomenological Analysis (IPA) to understand the experiences of parents who adopt a child with a disability. Part three is a complete set of appendices for parts one and two. This also includes an epistemological and a reflective statement.
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McNeish, Judith L. "Effects of self-correction on the acquisition, maintenance, and generalization of spelling words with learning disabled students." Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1169738654.

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48

Yetter, Georgette. "Acceptability of a student assistance team procedure to school staff." Diss., [Lincoln, Neb. : University of Nebraska-Lincoln], 2003. http://www.unl.edu/libr/Dissertations/2003/YetterDis.pdf.

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49

Haines, Shelby Brooke. "Effect of a modified LINCS learning strategy on the achievement of 4th grade students with learning disabilities." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=434.

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50

Hui, Wu-on Louise. "Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD) /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18543856.

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