Dissertations / Theses: 'Exceptional children'

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Letcher, Susan (Susan Carole) Carleton University Dissertation Psychology. "The integration of exceptional children in Ontario schools." Ottawa, 1995.

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Mack, Julie A. "Differentiating language difference from disability in special education eligibility assessment of English language learners /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7898.

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O'REILLY, CAROLYN STOTZ. "SPECIAL EDUCATION PLACEMENT DECISIONS: A BEHAVIORAL DECISION THEORY PERSPECTIVE." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183983.

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Despite the large number of special education eligibility determinations in which school psychologists are involved, and the great deal of integration and interpretation of information that these decisions require, few investigations of the cognitive strategies that school psychologists utilize in assessing placement candidates have been reported. The purpose of this study was to examine the susceptibility of school psychologists to placement decision bias. Specifically, the influence of referral information on school psychologists' subsequent evaluation and classification of a special education candidate was tested. Forty currently practicing school psychologists evaluated a bogus psychological report allegedly written about a child referred for either Gifted or Learning Disabilities (LD) placement consideration. Although all assessment data were identical, the school psychologists receiving a Gifted referral were more likely to classify the child as Gifted, and those receiving an LD referral were more likely to classify the child as LD. Additionally, the school psychologists recalled and weighted the importance of assessment data in a referral-consistent manner.

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Loach, Loretta. "Children, childhood and murder : a history of an exceptional crime." Thesis, Kingston University, 2004. http://eprints.kingston.ac.uk/20740/.

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This thesis is concerned with the way in which child murderers have been viewed in the past. Not the killing of children by adults, but the more unusual occurrence of children killing other children. Focusing on the earliest recorded cases in medieval society, up to and including Mary Bell, it will be argued that English societies of the past were as much preoccupied as the contemporary world with the vexing issue of where childhood ended and adulthood began. The genesis of a child's status in law evolved, in part, through connection with these crimes. The religious source of a child's moral discernment was formative in early legal discussions on the age of criminal responsibility. The state of a child's soul was relevant to the judgements that could be made of him, not only in a narrow legal sense, but also in wider cultural ways. In the eighteenth century, the opinion individuals and communities held about child killers were inseparable from the sensibilities of that period and the conflicting imperatives of mercy and retribution. The perceived content of a child's moral knowledge changed in line with shifting debates about childhood. The ideas of Rationalism and Romanticism were placed under considerable tension when viewed through the example of the child killer. In the first half of the nineteenth century, discussion on criminals, especially murdering children, became in effect, a commentary on different political visions of humankind. In later scientific narratives of morality, the example of child killers furnished medical categories of mental disease. The issue of moral responsibility in law was increasingly challenged by the developing psychology of human behaviour. Freud's innovative understandings of childhood raised the problem of how to attribute guilt to developing capacities. Later clinicians used his legacy in their attempts to make sense of the disturbed child, and late twentieth century examples of child murder reveal the fragility of these understandings. The contention is that children who commit these crimes become the repository of projected adult anxieties about childhood. Furthermore, such crimes, by virtue of their exceptional nature, lead to political and moral judgements whose origins can be seen in the fundamental moral ideas of the past.

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5

Wells, Christiane. "The Experience of Parenting Stress in Parents of Twice-Exceptional Children." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932679.

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Parenting stress (PS) is a phenomenon experienced by all parents to varying degrees due to the demands of meeting a child?s needs. This distinct type of stress is caused by an imbalance between the perceived demands of parenting and the perceived coping resources available to parents. The construct of twice-exceptionality (2E) is defined as the co-occurrence of giftedness and disability or possessing both high cognitive abilities and at least 1 of 13 potential disabilities identified under the Individuals with Disabilities Education Act of 2004. The purpose of this study was to understand how PS is experienced by parents of children who have been identified with 2E. The theoretical perspectives of stress appraisal, coping, and attribution guided this study and provided a framework for understanding the lived experiences of parents and the meaning they ascribe to these experiences. The goals of the study were accomplished through in-depth interviews with 13 participants, an extensive literature review, and reflective journaling. Interview data were analyzed using the phenomenological techniques of epoche, bracketing, horizontalization, and imaginative variation, and several relevant themes and subthemes were developed. High levels of PS described by the parents in this study indicate that further research is indicated for better understanding and serving the significant needs of this population. The social implications of this research include raising awareness of PS and 2E; increasing the potential for positive outcomes for children and families; and addressing misconceptions concerning giftedness, gender bias in the perceptions of parental roles, and the impact of PS on family systems.

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Brown, Kathleen Marjorie. "How Parents of Exceptional Children Describe Their Relationships with Educational Professionals." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29877.

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The purpose of this study was to explore relationships between parents of children with exceptionalities and educational professionals. The guiding question of this study was: How do parents of children with exceptionalities describe their relationships with educational professionals? Bronfenbrenner's (1979) ecological theory and Crockett's (2002) star model for Special Education Planning provided the framework for this qualitative inquiry. Methods included a content analysis of four decades of journal abstracts depicting the past voices of parents of exceptional children. This historical review spanned articles about the following topics: a child's exceptionality being the result of physical or social heredity; educators as experts who train parents; the involvement of parents sought in certain instances; and, finally, professionals seeking out parental impressions and perspectives of educational practices. Current voices of 14 parents of children with exceptionalities were captured by individual and group interviews, as well as observations at an open parent meeting led by state officials. The constant comparative method was used to analyze the qualitative data. The study found current parental dissatisfaction, mainly concerning their relationships with general education professionals. The study's findings were grouped into four thematic categories: Communication, Caring, Competence, and Continuity. A model of parent-professional relationships depicting these categories was developed to inform both special and regular educators of parents' concerns, and, to assist in the establishment and maintenance of ongoing positive relationships.
Ph. D.

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Tallent, Phyllis E. "A Comparison of Classroom Teacher Attitudes Toward Mainstreaming (North Carolina, Exceptional Children)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2801.

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The problem of this study was to determine if a difference existed between selected classroom teachers' attitudes toward mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was the instrument selected as appropriate for the study. Permission was obtained from Joan Berryman at the University of Georgia, Athens, to reproduce and administer the ATMS. A stratified random sample was conducted as representative of the total population of classroom teachers in North Carolina. A demographic data sheet and the ATMS were mailed to 280 classroom teachers. A 75% return was obtained. The data sheet asked for the sex, present level of teaching position, area of assignment, level of formal preparation, years experience, hours taken in special education, and whether or not the teacher served mainstreamed students. Nine null hypotheses were formulated to be tested at the .05 level of significance. The t-test was used to test for significant differences for hypotheses 1, 2, 3, 7, 8, and 9. The analysis of variance was used for hypotheses 4, 5, and 6 to determine if differences existed between attitudes and years of teaching experience. If a significant difference was revealed, the Newman-Keuls procedure was used to determine where specific differences lay. Three null hypotheses were rejected. Major findings revealed that female teachers had more positive attitudes than did male teachers. Teachers with 1-5 years of experience had more positive attitudes than did teachers with more than 10 years experience, and non-content area teachers had more positive attitudes than did content area teachers.

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Tsang, Yee-ha Lucia. "Impact of learned optimism on parenting stress for parents of childrenwith special needs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29759286.

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Lowery, John. "The commonplace of precocity in Luke 2.46-47." Thesis, University of Aberdeen, 2014. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225668.

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This study seeks to recover the various ways that the commonplace of the precocious child might have been understood in antiquity by utilizing rhetorical education and related texts as a basic framework for understanding communication strategies in ancient literature. Commonplace characterizations contributed to verisimilar depictions. The commonplace of precocity typically functioned to assist the audience in evaluating a person through an emphatic characterization. It is therefore often relevant to the purposes and themes of a given work. The depiction of Jesus as precociously insightful (Lk 2.46-47) is apropos to Luke's purpose of characterizing Jesus as uniquely attuned to the divine will. In the Gospel, only Jesus fully understands the extent of his own role in the divine plan. It is only when the one with insight—that is, Jesus—enlightens his disciples climactically in the final chapter of the Gospel that things change (Lk 24.45). Thereafter, those involved in the new Judaean school are presented as the sole possessors of insight into scripture and the outworking of God's plan in the world. Authors sometimes relied on thematically significant characterizations that were external to their work when constructing the commonplace of precocity. While admittedly the attribute of “understanding” is widespread among significant figures of the Septuagint (including messianic figures, e.g., Isa 11.2), I recommend Isa 52.13-53.12 as a possible context for Luke's characterization of Jesus as having precocious understanding for two primary reasons. Firstly, “understanding” is one of a few positive attributes used to describe the servant (LXX Isa 52.13; 53.11). Secondly, often uniquely among the Synoptists, Luke depicts Jesus in terms drawn from Isaiah (e.g., Acts 8.26-40). If the image of the exalted Isaianic servant was influential to Luke in his depiction of Jesus, it may have inspired the attribution of this notable characteristic in Lk 2.4.

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Stauffer, Barbara E. "A proposal for centralized adoption services to special-needs children in Lehigh County, Pennsylvania." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

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Chan, Yee-man Ella. "An exploratory study of the stress and adjustment in siblings of exceptional children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29689041.

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Ronksley-Pavia, Michelle. "The Lived Experiences of Twice Exceptional Children: Narrative Perceptions of Disability and Giftedness." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367172.

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In Australia there is a paucity of research on twice exceptionality, a sub-set of the field of gifted education, where twice exceptional children are those who possess both giftedness and disability. Since the 2001 Australian Senate review into gifted education, Australian schools have struggled to understand the paradoxical nature of twice exceptional children, even though inclusivity and equity in education have become the policies of choice for 21st Century education. The majority of research into twice exceptionality has been conducted in North America, mainly taking a quantitative approach, often led by a focus on specific disability categories; an approach that further reinforces categorisation of disability related to medical-needs models. This study was conducted to address a gap in the literature which largely maintains a quantitative- driven disability-category approach to research in this area. This qualitative narrative inquiry aimed to explore the lived experiences of twice exceptional children, both in school and outside school and by doing so, sought to gain an in-depth understanding of contextual factors impacting these children in order to inform policy and practice. Lived experience refers to my representation and understanding of the participants’ experiences, choices, and options, and how these factors influenced their unique perception of knowledge gained through those experiences. By employing narrative informed case studies this research aimed to add insider perspectives to better understand twice exceptionality, and privilege the children’s voices.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Chambers, Cynthia R. "How to Join the Student Leadership for the International Council for Exceptional Children." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3903.

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Lewis, Elaine. "Teaching twice exceptional children: Gifted with learning difficulties: Professional development and provision in a Montessori school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/504.

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This study seeks to investigate the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. A review of the literature on the Montessori method of education and on provision for gifted children, shows considerable philosophical and practical overlap in these two fields. However, it appears that this theoretical overlap is not necessarily realised in practice. Furthermore, although considerable research has been conducted on the characteristics, identification and classroom provision for the gifted, very little has been undertaken on the actual provision for gifted children in Montessori schools or gifted children with learning difficulties in writing. Research indicates that appropriate teacher development is an important component of provision for the gifted. Within an action research context, all twelve teachers at a school participated in professional development on the gifted. They were provided with current information about attitudes toward the gifted, theories and models relating to giftedness, as well as curricular and instructional modifications for gifted primary children. The teachers' perceptions about the gifted were examined, by the administration of an attitude scale and through an interview process, before the professional development and again after they had the opportunity and support to implement program modifications. To obtain a more detailed understanding of what was happening in classrooms, observation sessions were conducted. Data was also collected from parent feedback, informal observations, document searches and the researcher's reflective journal. The research found that the teachers indicated, overall, positive attitudes toward the gifted. However, contrary to evidence in the literature which suggested positive attitudinal changes in teachers after professional development, the teachers' attitudes towards the gifted remained the same, overall, throughout the study. Despite this lack of measurable attitudinal change, the teachers enacted practical, behavioural modifications to their gifted students' programs after professional development. Positive outcomes for teachers and gifted students were generally obtained. Nevertheless, teachers expressed reservations about the effectiveness of their interventions for the gifted, particularly those with learning difficulties, with reference to these students' ability to 'work independently'. Implications that arise from this research relate to issues influencing the identification and provision for gifted students with learning difficulties. Additional implications were presented for school administration, teacher development, methodological issues and the need for further research.

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Doobay, Alissa F. "Comparison of cognitive, psychosocial, and adaptive behavior profiles among gifted children with and without Autism Spectrum Disorder." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/793.

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The diagnostic category of autism has been extensively investigated over the past 65 years since the condition was first described by Dr. Leo Kanner (1943), making it one of the most validated psychological disorders. Research has examined the characteristics of children with autism spectrum disorder (ASD) across a variety of domains, including diagnostic symptomology, intellectual profiles, adaptive behavior, and psychosocial functioning. However, there exists a paucity of empirical research on intellectually gifted children with ASD. The goal of the current study was to compare the psychometric profiles of gifted youth with and without ASD across the domains of intellectual functioning, psychosocial/behavioral functioning, social skills, and adaptive behavior using an empirical, group study design. It was hypothesized that, in comparison to the group of youth without ASD, the group of youth with ASD would demonstrate equally strong verbal and nonverbal intellectual abilities with relatively poorer processing speed, poorer adaptive functioning skills, more psychosocial/behavior concerns, and poorer social skills. Data from 81 school-age youth who had been identified as intellectually gifted were included in the present study. Forty of the participants in this study met DSM-IV-TR diagnostic criteria for ASD; the remaining 41 participants did not meet diagnostic criteria for an Axis I or Axis II psychological disorder. Statistical analyses included independent-samples t tests and split-plot analyses. Results of the current study demonstrate that statistically significant differences exist between gifted youth with and without ASD in the areas of processing speed, adaptive functioning, psychosocial/behavioral functioning, and social skills, despite equivalent verbal and nonverbal intellectual functioning. The current study is unique in that it is the first to examine these domains of functioning and make empirical comparisons of characteristics among gifted individuals with ASD using a group study design. Importantly, this study has significant implications for diagnosis of ASD and will provide an empirical foundation upon which to develop effective classroom interventions to best meet the unique needs of this twice-exceptional population.

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Brown, Candace Jane. "Active living/healthier lives, the importance of active living in the lives of exceptional children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ45482.pdf.

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Walsh, Maggie E. "The Experiences of Professional Counselors Who Exhibit Exceptional Practice with Children and Adolescents in Nonschool Settings." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/75.

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One in five children and adolescents in the United States has a mental health disorder (U.S. Department of Health and Human Services, 1999) and 12.5% of children and adolescents receive treatment in a special mental health setting each year (Substance Abuse and Mental Health Services Administration, 2009). Children and adolescents have special needs in counseling, and applying adult based counseling skills and knowledge onto children is inappropriate and unethical (Lawrence & Robinson Kurpius, 2000). There exists no nationally recognized licensure, certification or training standards for professional counselors to work with children and adolescents in non-school settings despite the need for specialized skills. Several scholars have made recommendations for the training of professional counselors who work with this population including coursework and supervised clinical experiences. There has been no examination to date, however, of whether these recommendations are in line with the experiences of professional counselors who work with children and adolescents in non-school settings. It is essential that counselor educators advocate for the students, the profession and the youth by examining what training is necessary. This grounded theory study aimed to identify what the experiences of professional counselors who work with children and adolescents in non-school settings are as well as what training and clinical experiences these professional counselors have. There were 14 participants in the study all of whom had at least 5 years of experiences counseling children and adolescents in a non-school setting, currently practicing, and were perceived by their peers as exhibiting exceptional practice. Data was collected using semi-structured interviews and data analysis included open, axial and selective coding. Trustworthiness was established using peer debriefing, progressive subjectivity, member checks, and detailed record keeping and was confirmed through the audit process. Authenticity was also established. Themes were identified and a theory of skill acquisition to work with children and adolescents in non-school settings was developed. With a greater understanding of the experiences of these professional counselors, counselor education programs can more appropriately construct training experiences thereby producing more competent and prepared professional counselors to work with children and adolescents in this setting.

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Smith, William J. 1947. "The education of exceptional children in Québec : a study of government policy goals and legislative action." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61245.

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Policy research in education is a relatively new discipline which deals with the analysis of public policies governing education. The professional literature provides both a conceptual and methodological basis for defining what constitutes a public policy and the means to carry out different types of analysis. Using such a framework, this study analyzes the policy of the Government of Quebec with respect to the education of exceptional children. More specifically, the study focuses on the policy goals and legislative action of the Government.
Three separate research questions are each addressed by a systematic analytical framework using a form of qualitative content analysis. The methodology consists first of summarizing all policy data in a computerized database and then scrutinizing these summary statements to search for and analyze emergent themes and the content of policy objectives and standing decisions. The relation between these elements is then determined on the basis of specified decision rules. This analysis has also been subjected to an inquiry audit to test for the dependability and trustworthiness of the results.
The analysis reveals three emergent policy themes, over eighty specific objectives and almost 100 standing decisions, which are found in statutes, regulations, ententes and administrative documents. Various incongruencies between the goals and the legislative action are identified and discussed; implications for further research are presented, with reference to the literature.

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Lewis, Taryn. "An Investigation into the Classroom Interactions of Twice Exceptional Students in Comparison to their Typically Developing Peers." Thesis, University of Canterbury. Education, 2015. http://hdl.handle.net/10092/10397.

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Students who meet criteria for both being intellectually gifted and having a disability are known by the term ‘twice exceptional’. To date there is little known about the classroom interactions of these students, and how these interactions impact their developing self-esteem. The interactions of four gifted primary school students with identified learning difficulties (twice exceptional) were observed along with four matched typically developing students and their teacher during normal classroom teaching activities. The number and type of positive, negative, neutral or no response interactions were recorded over four, one hour observation sessions. The Coopersmith Self-Esteem Inventory was then administered to the four twice exceptional and four comparison students. Results indicated that there was little difference between the twice exceptional and comparison students in terms of number of interactions recorded, with the twice exceptional students showing slightly more positive interactions with their teacher and peers. All four twice exceptional students reported lower self-esteem levels than their matched peers, with two students being in the low range. The results suggested that these four twice exceptional students were interacting in a manner similar to their typically developing peers, although they displayed lower self-esteem levels. The implications of these findings and recommendations for future research are discussed.

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Quigley, Simon Christopher. "Improving opportunities for mathematical learning amongst students identified as having behavioural, emotional and social difficulties within a special school environment." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/69052/.

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This thesis reports on a small scale action research study conducted within the mathematics classroom of a special school in England, categorized as catering for students with Behavioural, Emotional and Social and Difficulties (BESD). In the UK, more students are identified as having BESD than any other category of Special Educational Need and yet students identified in this way experience some of the poorest educational outcomes. This study sought to explore how one class of six Year 10 students (aged 14 -15) viewed and experienced their learning of mathematics. It aimed to identify whether particular pedagogical approaches could provide improved opportunities for learning. Instead of focusing on strategies and sanctions to manage behaviour, this research concentrated on better understanding the specific learning needs of this small but diverse group of students. The study was informed by theories of learning that emphasise the importance of social and cognitive processes in the learning of mathematics. In order to encourage peer communication and social interaction, the teacher adopted the role of facilitator, increasing opportunities for students to engage in dialogue and learn from each other. The curriculum area of measurement estimation was chosen as the focus of the intervention. As this is an area of mathematics that does not necessarily lead to a single correct answer, it reduced the risk to students of getting it ‘wrong' which could further exacerbate issues of low self-esteem and confidence. Data were gathered at each phase of the action research cycle and included: audio recordings made during and after each of the seven learning activities that comprised the intervention; notes from the teacher-researcher's research journal and copies of students' work. As the study aimed to capture the students' perspective of their mathematical learning, they each took part in an individual, semi-structured interview during the reconnaissance phase and a focus group discussion following the intervention stage. Data collected from the reconnaissance stage were analysed using a process of thematic analysis and informed the development of the intervention. The study poses a number of challenges for those interested in improving the opportunities for mathematical learning amongst students identified as having BESD. Although all six students within this study initially expressed a preference for working alone, pedagogical approaches based on active and participatory learning were found to be motivating and engaging for the majority of learners. Although most students demonstrated an increased capacity to work together cooperatively, some struggled to learn collaboratively. The study highlighted that, in developing social constructivist approaches to learning mathematics, students' social competence and trust in each other, needs to be nurtured. Finally, the teacher's role in stimulating ‘talk' was identified as a key factor in increasing opportunities for students to learn mathematics.

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Lewis, Daniel. "The experience of moving from mainstream to special school : a case study of eight teachers' transformative learning." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13315/.

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This is a case study of eight teachers who have transferred from mainstream schools to special schools. It uses their reflections on the transition process gained through a series of interviews and tasks that illuminate their perceptions of their change process. These reflections are then analysed using a model that differentiates between the professional practice of the teacher, the school’s culture and Community of Practice and the wider educational system consisting of, for example, Teaching Standards, performance management and Ofsted inspections. It looks to answer some of the questions raised by the Salt Review (2010) about the quality of the supply of teachers into special schools. It addresses the issue of whether specialist skills are required for teaching in special schools and proposes a way to understand the key difference between the demands placed upon teachers in each if the two different sectors by looking in detail at the teachers’ understandings of their teaching practices. It finally proposes an induction model that can be individualised for the teacher which will support the transition process for them. It is located within a qualitative research approach and assumes the social construction of a shared cultural reality.

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Marks, Lori J., J. Rodefer, and C. Walker. "Careers in Special Education: Recruiting High School and University Students into the Student Council for Exceptional Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3566.

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陳加才 and Kar-choi Chan. "Chinese parents' perception of mental retardation and expectations of service provisions: the case of Guangzhou ZhiLing Special School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31248044.

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Bisno, Margaretta H. "Memories of parental attitudes and child-rearing behaviors among the intellectually gifted and creative /." Connect to CIFA website:, 1996. http://ourworld.compuserve.com/homepages/pdwerner/cifa1.htm.

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Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.

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This study integrates the research on the social construction of motherhood as it applies to mothers of children with special needs. More specifically, it, looks at how writings by these mothers can (a) help them cope with the emotional ramifications of having such a child, (b) contribute to the knowledge base of professionals who deal with and nurture not only children with special needs but also their mothers, and (c) constitute an effective qualitative research tool.
The study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.

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Newman, Linda. "Building the bridges: the transition to school for children with special needs and their families." Thesis, View thesis View thesis, 1995. http://handle.uws.edu.au:8081/1959.7/25.

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The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of planning and management of the transition process. During the transition process the attitudes and views of families and professionals are enmeshed within a framework of policies, management procedures and the decision making required within each. This thesis includes an outline of best practice and investigates the issue of continuity during the transition from early intervention services to school. Research was carried out in Western Sydney with a group of early childhood teachers who described their current beliefs and practices related to transition. The results are outlined and discussed and recommendations made for the delivery of more effective transitions to school for children with special needs and their families

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Newman, Linda, of Western Sydney Nepean University, and Faculty of Education. "Building the bridges: the transition to school for children with special needs and their families." THESIS_FE_xxx_Newman_L.xml, 1995. http://handle.uws.edu.au:8081/1959.7/25.

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The process of transition to school for children with special needs is a complex one. There is a range of stakeholders involved in the process - the child, their family and a range of professionals. The process involves a change from one set of service providers to another, and may include shifts in philosophies, models of service delivery and qualifications and practices of staff. If the process is to be effective and efficient continuity is essential, including continuity between services the child is leaving and the school; of teaching and learning; of relationships with families; and of planning and management of the transition process. During the transition process the attitudes and views of families and professionals are enmeshed within a framework of policies, management procedures and the decision making required within each. This thesis includes an outline of best practice and investigates the issue of continuity during the transition from early intervention services to school. Research was carried out in Western Sydney with a group of early childhood teachers who described their current beliefs and practices related to transition. The results are outlined and discussed and recommendations made for the delivery of more effective transitions to school for children with special needs and their families
Master of Education (Hons)
YES/NO

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Chan, Kar-choi. "Chinese parents' perception of mental retardation and expectations of service provisions : the case of Guangzhou Zhi Ling Special School /." [Hong Kong : University of Hong Kong], 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355768.

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Newman, Linda. "Building the bridges : the transition to school for children with special needs and their families /." View thesis View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030528.093102/index.html.

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Ellender, Philip James. "Transition to secondary school by children with special educational needs." Thesis, University of Northampton, 2014. http://nectar.northampton.ac.uk/8856/.

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Olson, Michael M. "Latter-Day Saint Fathers of Children With Special Needs: A Phenomenological Study." Diss., CLICK HERE for online access, 1999. http://patriot.lib.byu.edu/u?/MTNZ,4320.

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Sharon, Yael. "Meaning in life through children's eyes : the views and experiences of eight year old children in Israel." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48890/.

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The study reported here originated in my therapeutic work with children at risk and my search for a therapeutic approach which would help them develop the inner strength to cope with their difficulties. The concept of ‘meaning in life' as a source of strength has been extensively and richly studied among older age groups, both with respect to the different personal meanings which everyone finds in their life and with respect to the effect on one's life of possessing a sense of 'meaning in life', but it has been neglected almost entirely among children. As a result, the aim of this research was to further knowledge about the concept of 'meaning in life' for children. Due to the paucity of research with children regarding this issue, it was needed to first establish that meaning in life was at all a relevant and researchable concept for children. Consequently, the primary research questions were as follows: Does the concept of ‘meaning in life' have relevance for children? Relatedly, what are the (dis)connections between children's understandings of their own lives, and what matters to them, and, the adult concept of ‘meaning in life? To examine these over-arching questions, the following four sub-questions were devised: - What do children think are the most important and meaningful things in their lives? - What do children think is the best way to live life? - What nature of goals and purpose do children have for their lives and do they believe that they have character traits and strengths which would help them to fulfil their goals/purpose? - How do children's individuality and the differences between them show themselves in their perspectives on meaning in life? To what extent is gender associated with variations in response? The research adopted a Constructivist-Phenomenological approach, with the aim of getting as close as possible to the children's own perceptions and experience of their world. Thirty eight-year-old children in their third year at two primary schools in different neighbourhoods of the same central Israeli city were interviewed using semi-structured interviews. This data collection approach was complemented by two creative elements: a short semi-humorous story told at the start to set the tone of the interview, and a picture drawn at the end of the interview by the children to illustrate what was important in their life. Some interviews were carried out individually and some as a group. The data analysis method chosen was Smith's (1996) and Smith and Osborn's (2008) Interpretative Phenomenological Analysis (IPA). This thesis makes two original contributions to knowledge. The first is the discovery that meaning in life is as pertinent a concept among children as it is among adults. Children may not understand the concept of 'meaning in life' in as full a way as an adult might, but they do have clear and well-shaped opinions about the most important things in their lives (e.g. family and friends) and how they should best live (e.g. by helping others and living in peace). They have goals and plans for the future (e.g. Ambitions to become a pilot or teacher) and they believe that they have traits and strengths that will help them in reaching their goals (e.g. that being wise, kind or curious will help them in life). The second important contribution is methodological: the research technics developed in this study (the semi-structured interview enriched by story-telling and picture-drawing) has provided what appears to be a reliable way of generating valid responses from the participants. It could be used by researchers in the future to further understanding about how children perceive the notion of meaning in life.

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Albert, Kimberly Joy. "Using music therapy and visuals to facilitate language in exceptional preschoolers." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3245.

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The purpose of this project is to explore the effectiveness of combining music and visual supports as a means of facilitating communication in exceptional preschoolers. The results indicate that music and visual supports have some merit for increasing verbal responses.

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Lam, York-suen Eunis. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013115X.

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Robert, Rhonda S. (Rhonda Simone). "Social Support as an Intervention for Parents of Children with ADHD." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278334/.

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Social support needs have neither been formally addressed nor assessed in prior research with parents of children of special needs. Typically, behavioral management skills, specific knowledge about the disorder/illness/handicap, parents' self-perception, and participants' evaluation of program effectiveness have been measured. Research information collected to date supports the exploration of social support as a treatment intervention. Therefore, the purpose of the present study was to examine perceived social support for parents of children with ADHD who completed a parent training program. The program, entitled "ADHD Parent Training," included information about ADHD, behavior management strategies, child advocacy, and a social support component. Upon completing the ADHD Parent Training program, parents were expected to perceive a significantly greater amount of social support than they did prior to treatment. In addition, the relationship between change in perceived social support and the more traditionally assessed outcomes of parent training was examined (parent's satisfaction with treatment, parent's perception of child's progress, and teacher's perception of child's progress).

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McConnell, Allen Dale. "Married and single mothers with disabled children : their perceptions of the family systems influence on their risk of depression." Connect to resource, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1172775093.

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Perry, Robert Theodore. "The efficacy of attribution theory for prediciting [sic] MSW's orientations towards treating children with attention deficit disorders." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2027.

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An overview of Attention Deficit Disorders is given along with a description of attribution theory and issues facing MSWs in CPS type settings. A questionnaire was administered to Masters of Social Workers (MSWs) employed by the Department of Children's Services, San Bernardino, California to test the hypothesis that Master of Social Work (MSW) workers attitudes towards children with Attention Deficit Disorders (ADD/ADHD) are affected by the perceived cause of the disorders.

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Mohamed, Naglaa. "Experiences of culturally and linguistically diverse families of exceptional children regarding their school engagement: A focus on Arabic-speaking parents." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157591155280779.

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Wells, Patrice M. "Nurturing the early elementary child with attention-deficit/hyperactivity disorder in the Nazarene Sunday school." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.

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Fontánez-Phelan, Sandra Maria Lian Ming-Gon John. "Knowledge and perceptions held by Latino parents regarding the educational services for LEP children with disabilities." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927769.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 18, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Eddie Glenn, John Godbold, Maureen Wall. Includes bibliographical references (leaves 158-168) and abstract. Also available in print.

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O'Brian, Mary M. Smith Paula J. "A comparative study of paradigms related to the assessment process for determination of individual student needs a journey through the maze /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803732.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 7, 2006. Dissertation Committee: Paula Smith (chair), Jeffrey Bakken, Raymond Schmitt, Mark Swerdlik, David Tucker. Includes bibliographical references (leaves 95-105) and abstract. Also available in print.

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Acosta, Ana Gabriela. "The Successes and Challenges of an Early Childhood Program Serving Children in Exceptional Circumstances| A Qualitative Case Study with Teachers, Administrators, and Parents." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977969.

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The purpose of this case study was to explore the successes and challenges faced by a private, faith-based preschool in Los Angeles County in providing quality care and education to homeless children and their families. The study included interviews with parents, teachers, and administrator/staff to gather their perspectives as well as examined program structure through field observations and analysis of relevant documents. The National Association for the Education of Young Children’s quality standards were used to examine the quality of the program. Findings showed that the relationships among all stakeholders involved in the preschool program were crucial to the success of this preschool. The study’s findings highlighted some challenges in the following areas: support for teachers, sustained teacher training and development, strong administrative program structure, and funding. The findings bear important implications, both at the program and policy-level, for early childhood education programs serving children in exceptional circumstances, and specifically homeless children and their families.

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Ortiz, Christine. "An evaluation of ADHD children and parental stress within the Latino culture." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1575.

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45

Qureshi, Saneeya. "An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7619/.

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The research reported in this thesis examines the impact that Special Educational Needs Coordinators (SENCOs) have on the practices of their teacher colleagues. Since SENCOs are central to supporting children’s inclusion and achievement, the research centres around three research questions: whether SENCOs are able to motivate teachers to take the initiative in addressing the needs of children with SEN in their classrooms; whether SENCOs enhance teachers’ abilities to become effective teachers of children with SEN; and how the impact of SENCOs is currently being assessed within primary schools. The project was conducted within an interpretivist framework, and applied a mixed methods approach consisting of two phases: an exploratory questionnaire survey of 223 (responses n=42) primary school SENCOs from the ‘National Award for SEN Coordination’ Course; and semi-structured interviews of 18 SENCOs and 18 teachers, including head teachers. Document scrutiny of school SEN policies and other related documentation was also undertaken. Data triangulation aimed at ensuring the trustworthiness of data was accomplished through a multi-pronged methodological approach. The research was conducted in accordance with an Ethical Code informed by the British Educational Research Association (BERA) and University of Northampton guidelines. Results indicated that SENCOs have a complex role, impacting upon teachers’ practices by utilising a wide range of skills, knowledge and expertise across different contexts. This is influenced by whether or not they are members of their School Leadership Teams. Further, SENCOs’ time management is a constant concern in balancing competing priorities and demands, which include liaising with external agencies and keeping up to date with legislative changes which impact the requirements of the role. There is evidence that the degree to which SENCOs have a positive impact on teachers’ inclusive skills varies, as the SENCO-teacher dynamic is influenced by SENCOs’ training and skills and the dissemination to teachers; SENCOs’ and teachers’ professional identity; SENCO-teacher engagement and perceptions of inclusion; and the interventions and provision made for children with SEN. Implications for further possible research that were identified included the use of contact and non-contact time by SENCOs, the impact of the mandatory SENCO training and also the role of the SEN Governor as a crucial advocate for SEN at management level.

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Capern, Trevor. "Exceptional connections : a cross-cultural exploration of the actual teacher behaviours that contribute to positive relationships with gifted secondary students and secondary students with emotional/behavioural disorders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/539.

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This cross-cultural study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students and secondary students with Emotional/Behavioural Disorders (EBD) in Western Australia and Canada. The study also examined which categories of social support (emotional, instrumental, informational, appraisal) were considered most important in developing positive relationships according to the exceptional students and their teachers. Behaviours were identified through a mixedmethods approach that included surveys, teacher interviews, and student focus groups. Participants included gifted secondary students (N = 133) and their teachers (N= 49), and secondary students with EBD (N = 89) and their teachers (N=23) in Western Australia and three Canadian provinces. The data established that both gifted students and their teachers valued teacher behaviours that showed respect for students, supported and extended student learning, and promoted cordial and friendly interactions between teachers and students. Gifted students emphasised the importance of informational support, while their teachers put a greater emphasis on emotional support. Students with EBD and their teachers both valued teacher behaviours that displayed warmth, understanding, patience, supported students in their learning, and showed flexibility in instruction and in addressing behaviour. Students with EBD and their teachers both identified emotional support as the most important type of social support for developing positive relationships. Comparisons between the behaviours that were identified for gifted students and students with EBD revealed a set of core behaviours that were essential for developing positive relationships with both groups, but that each group required a unique set of behaviours to address their unique set of needs. Themes emerging from the data were consistent in Western Australia and Canada, indicating that positive relationships with these exceptional secondary students can be developed using behaviours that transcend borders and cultures.

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Webb, Paula J. (Paula Jean). "An Analysis of Texas Special Education Due Process Hearings from September 1, 1983, to September 1, 1992: Implications for the Administration of Special Education Programs." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279368/.

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The purpose of this study was to assess the effects of selected characteristics on the outcomes of those special education due process hearings brought forth in the state of Texas from September 1, 1983, to September 1, 1992. A further purpose was to determine if district characteristics of size or location affect the likelihood of a district's becoming involved in a special education due process hearing. Data for the study was collected for all special education due process hearings conducted in the State of Texas from September 1, 1983, to September 1, 1992. A coding system was used to record the data for the study and the Chi-square test of independence was used to determine whether a relationship existed between the selected variable (hearing issue, disability classifications and restrictiveness of placement) and hearing outcome. The frequency of involvement in hearings for districts of various size and urban characteristics was displayed as a percentage.

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Thompson, Jacob C. (Jacob Cecil). "The Use of Group Achievement Test Data to Determine Special Education Referral Accuracy in Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278974/.

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This study was designed to ascertain whether group achievement test data can determine special education referral accuracy. One hundred eighty-nine special education referrals from four school districts in Texas were examined. The demographics were limited to group achievement test data: grade equivalents and percentiles in the subject areas of reading, spelling, language arts, and mathematics. Also examined were referral and eligibility outcomes to special education.

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Watkins, Amanda. "A reflective investigation into special needs education teachers' professional learning through research into their own practice." Thesis, University of Northampton, 2006. http://nectar.northampton.ac.uk/2803/.

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The focus of this research study is upon the possible benefits research can offer special needs education (SNE) teachers. The project has been based upon a ‘study of a study’ with a piece of small-scale personal research - an observational study of the play of children with severe learning difficulties — being used as the starting point for examining the opportunities for learning about professional practice research can present teachers working in SNE. This project has linked two professional interests: a desire to systematically investigate a teaching and learning issue whilst reflecting upon the process of conducting that investigation. This reflection upon the process of conducting research was both personal and also involved asking other researchers — teacher researchers and professional researchers who support teacher researchers — about their experiences of conducting research. The project has involved using a reflective diary on personal research as well as semi-structured interviews with teacher researchers and professional researchers as a means of collecting data about the possible benefits of teacher research. The analysis of this data then led to the generation of a series of hypotheses and recommendations about possible future SNE teachers’ research. It is hoped this small-scale research project will be of interest to other teachers who are either engaged in or considering becoming involved in research, as well as the school managers, professional researchers and policy makers who support these teacher researchers in different aspects of their professional learning and development

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Roberts, Anna. "Forest schools and mental wellbeing." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/16363/.

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There has been growing interest in forest school’s utility as an intervention for building social skills, self-confidence and self-esteem. Given the diverse array of research regarding the benefits of nature contact and that the effects of forest school are under-researched, the present research investigated the relationship between forest school participation, wellbeing, resilience and nature connectedness. A mixed methods crossover design, involving 130 participants, was employed with measures of wellbeing, resilience and connectedness to nature administered pre- and post-forest school. Qualitative data was also collected. Results indicated significant improvements over time for resilience scores following forest school. Gender effects were found, with male participants showing significant improvements in their levels of wellbeing, resilience and connectedness to nature. Early environmental experiences, resilience and connectedness to nature were found to predict mental wellbeing. The findings provide initial evidence for the potential of forest school in providing beneficial outcomes for resiliency in young people.

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Dissertations / Theses on the topic 'Exceptional children'

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