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Phipps, Kathy, and n/a. "Comparative study of teachers in N.S.W. Department of Education support units (South Coast Region) and teachers in N.S.W. Department of Education special schools (South Coast Region) relating to the implementation of curriculum document for students with severe intellectual disability." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061112.124101.
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The following research project was a comparative study of
teachers in Support Units and teachers in Special Schools. They were
teachers currently involved with the implementation of the 1989 NSW
Department of Education Mandatory Curriculum Change for the
education of students with severe intellectual disability.
The purpose of the research was to present a comparative
study on teachers' responses, in both educational settings, examining
their understanding of the curriculum change, the concerns of
individuals and the levels of curriculum usage in relation to the factors
affecting implementation.
The application of the Concerns-Based Adoption Model of
Change (Hall and Loucks, 1987), enabled the study to focus on the
various forms of the innovation, including the innovation configuration,
stages of concern, and the levels of use from the two given
perspectives, teachers in Support Units and teachers in Special
Schools, in relation to the major factors affecting implementation.
The study findings highlighted that in both educational
settings, change is accomplished by individuals and is a highly personal
experience, demanding adequate support by facilitators of the change
through appropriate actions, in order to assist effective and successful
implementation of the change.
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Mims, Pamela J., and Bree A. Jimenez. "Teaching Students with Moderate and Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/319.
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A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. Offers research-based, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more Billingsley and Brownell are noted experts in special educator training and support
This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.
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Stephenson, J. R., of Western Sydney Nepean University, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.
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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design. The study explored the problem of generalisation of symbol use by examining generalisation from use in choice-making to use in labeling, and to symbol comprehension. The results provide a limited validation of naturalistic intervention strategies to teach AAC use to this particular population. They suggest that naturalistic teaching strategies have potential to be used successfully with students from the population of interest to teach both functional use of a communication board displaying picto-graphic symbols and more generalised symbol skills.Doctor of Philosophy (PhD)
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Biswas, Sanchia Rima. "Transitions into adulthood for children with a severe intellectual disability : parents' views." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30489/.
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Introduction: Despite a growing body of intellectual disabilities literature around the transition into adulthood, most studies have focused upon physical aspects of the transition e.g. from school to employment or into adult services. My study sought to explore the transition into adulthood from a developmental/lifecourse perspective in order to address this current gap within the literature. Given that parents are often regarded as primary witnesses to their child’s transition into adulthood, their views were explored in order to access knowledge around this particular transition. Objectives: My study used a grounded theory approach to explore parents’ views of the transition into adulthood of their child with a severe intellectual disability. A further aim was to understand whether and how parents made psychological adjustments for their child’s transition into adulthood. This included an exploration of the emotional regulation processes that parents engaged in. Method: Twelve parents of 11 children with a severe intellectual disability were recruited from charitable organisations. A Straussian grounded theory methodology was adopted to analyse the data. Results: Parents viewed their child’s transition into adulthood as a process over time. The core process involved making frequent comparisons with their perceived “norms” of adulthood. Parents engaged in a further five processes which included “defining adulthood”, “noticing adult development”, “perceiving barriers to adulthood”, “worrying” and “making adjustments. My study highlighted that parents who defined adulthood as “turning 18” were likely to make adjustments to facilitate their child’s adult development (e.g., “encourage age appropriateness”). Those who viewed chronological age as being unhelpful/meaningless were more likely to be accepting of their child’s difficulties. Contrasting views appeared throughout these processes, demonstrating the diversity of parents’ experiences and adjustments made. Discussion: Parents engaged in a series of interactional processes for their child’s transition trajectory, which was likely to influence how they made adjustments. These processes were explained using existing psychological theory and/or relating them to findings from previous studies. With regards to a grounded theory model, I proposed a transition model of parents’ views and adjustment grounded in the study findings. The visual representation of this model helped to shift away from the staged/linear idea of transition. Future intellectual disabilities studies could seek to explore the types (and function) of comparisons that parents make with others. Additionally, further research could explore fathers’ views which are under-represented within this field. Clinical interventions may aim to challenge parent perceptions; encourage peer support; and embrace systemic working with parents through their child’s transition into adulthood.
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Dickson, Katharine. "Body site specificity of self-injurious behaviour in children with severe intellectual disability." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421843.
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Malan, Imne. "The experiences of adolescents living with a sibling with a moderate to severe intellectual disability." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60382.
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Over time, intellectual disability has been mythologised into folklore, religion and culture resulting in patterns of thought, communication, actions, customs, beliefs and values related to intellectual disability specific to particular societies (Smith, 2002 in Edwardraj, Mumtaj, Prasad, Kuruvilla & Jacob, 2010:736). However, data on the perceptions related to intellectual disabilities in the general population, and specifically in the more rural areas are sparse.
The individual with an intellectual disability may have a significant influence on his family members, as he or she may demand specific requirements and obligations of the family members, depending on the severity of the intellectual disability (Moyson & Roeyers, 2012:88). According to Mandleco, Frost Olsen, Dyches and Marshall (2003:365), relatively limited research has explored the relationship between the parents' and non-disabled siblings' functioning when living with an individual with an intellectual disability. The adolescent is in need of healthy support within the family system to help him during his unique process of change. Within families with intellectual disabilities, healthy functioning may be influenced or challenged (Graff, Neely-Barnes & Smith, 2008:240). However, according to Begum and Blacher (2011:1581) research indicates that there seems to be inconsistent findings on the manner in which individuals with intellectual disabilities have an impact on their non-disabled siblings.
Therefore, it was the goal of this study to explore the experiences of adolescents living with a sibling with a moderate to severe intellectual disability. The family-systems theory could provide an appropriate theoretical framework to work from in order to explore the experiences of adolescents living with a sibling with a moderate to severe intellectual disability, seeing that the reciprocal influences of different sub-systems was explored. In order to achieve this goal a qualitative research approach was adopted. Applied research was considered the most suitable as the research findings emanating from this study could be used to propose recommendations regarding new problems or strengths identified and potential services that could be of benefit to families with children/siblings with moderate to severe intellectual disabilities. Only the identified non-disabled adolescents participated in this study.
Research was conducted in the Carletonville area, Gauteng Province. The intrinsic case study was employed as the research design. The researcher recruited 10 (n=10) participants through two non-probability sampling techniques, namely purposive sampling, followed by snowball sampling. Semi-structured, one-on-one interviews were conducted to gather rich information from the participants. A pilot study was conducted in order to pre-test the interview schedule's effectiveness. Creswell's process for thematic data analysis was used to extrapolate themes and sub-themes. The trustworthiness of the data interpretation was confirmed through reflexivity, peer debriefing and an audit trail.
The outcome of the empirical study revealed that the participants were unfamiliar with the term intellectual disability and that they demonstrated a limited ability to define intellectual disability as a phenomenon. As a result, they had a lack of knowledge regarding their siblings' functioning, as well as necessary current and future support needed. It seemed as if the lower the socio-economic background of the participant, the less likely he was to have basic knowledge and insight into his sibling's condition and the implications thereof.
It was concluded that the general public seems to have a lack of knowledge regarding intellectual disability as a phenomenon, as participants were of the opinion that the public acted in a discriminative manner towards their siblings and persons with intellectual disabilities.
The experiences of adolescents living with a sibling with a moderate to severe intellectual disability was explored in terms of their emotions; their relationships with their sibling and with their parents; as well as the influence of living with their sibling in their lives. Amongst other findings, participants experienced that their siblings received more attention or preferential treatment from their parents. As a result, emotions of sadness and anger were experienced. Participants were concerned about their siblings' care and support. They experienced anxiety, stress and guilt regarding their siblings in terms of care and support; therefore their schoolwork was influenced negatively. The siblings with an intellectual disability influenced the participants' lives positively as their understanding of individuals with intellectual disabilities was enhanced. Lastly, participants were in favour of support and educational groups, professional counselling, as well as guidance in terms of coping mechanisms to support them and their families.
The guidelines proposed for practitioners working with families with an individual with moderate to severe intellectual disabilities are the following: Educate parents and family members involved regarding intellectual disability as phenomenon in order to eliminate misconceptions, unrealistic expectations and family conflict; enhance parents' awareness of existing support services in their surrounding communities; implement community awareness projects in cooperation with the existing centres for people with intellectual disabilities in order to empower the community with adequate knowledge regarding intellectual disability. In order to reduce stigma and discrimination associated with intellectual disability, considering the need for support services identified through this research; practitioners should ensure the rendering of therapeutic services, as well as support and educational groups. In rendering these services practitioners can play a role in reinforcing such families' wellbeing, socio-emotional functioning and interpersonal relationships.Mini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
Unrestricted
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Griffen, Ann Katherine. "SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/42.
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Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In recent years, there has been a greater effort to examine how to provide literacy instruction in a more complete and comprehensive manner for students with MSID. At the present time, there is limited research obtained directly from classroom teachers on their knowledge, beliefs, and practices about students with MSID and literacy. If we are to make effective and meaningful changes in literacy instruction for students with MSID, it is important to further investigate these variables as reported by teachers themselves. This research study examined, through the collection of survey data, teachers’ perceptions about literacy skills for students with MSID. The research questions were: (a) What do classroom teachers of students with MSID in Kentucky report as having learned in their university/college teacher preparation programs about literacy? (b) What do special education teachers in Kentucky believe about their students with MSID and literacy? and (c) In which literacy skill areas (phonemic awareness, phonics, vocabulary, fluency, and comprehension) do teachers of students with MSID in Kentucky report they are providing instruction?
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Chapman, Suzannah M. "TEACHING AN ALGEBRAIC EQUATION TO HIGH SCHOOL STUDENTS WITH MODERATE TO SEVERE INTELLECTUAL DISABILITY." UKnowledge, 2016. http://uknowledge.uky.edu/edsrc_etds/25.
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The purpose of this study was to examine the effectiveness of using the system of least prompts and concrete representations to teach students with moderate and severe disabilities (MSD) to solve simple linear equations. A multiple-probe (days) across participants, single case research design was used to evaluate the effectiveness of task analytic instruction along with concrete representation on teaching students with MSD to solve algebraic equations. The results showed the system of least prompts and concrete representations were effective in teaching students with MSD to solve simple linear equations.
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Ley, Davis Luann. "Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111913.
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The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the change problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the change problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors’ and tutees’ social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.
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Hatch, Penelope Erickson Karen A. "The effects of daily reading opportunities and teacher experience on adolescents with modertate to severe intellectual disability." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2412.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Sep. 3, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Speech and Hearing Sciences in the Department of Allied Health Sciences." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
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Mims, Pamela J., and R. Pennington. "Trends in Written Expression for Students with Moderate to Severe and Intellectual Disability: Past, Present and Future." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/167.
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Van, Wyk Renera Elsabé. "Teachers' perceptions about language practices and choices in schools in Mpumalanga, South Africa for learners with severe intellectual disability." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/76358.
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Supporting learners with a severe intellectual disability (SID) who come from diverse language backgrounds presents teachers with complex choices and decisions regarding the language(s) they use in their classrooms. Understanding teachers' perceptions in this matter can assist all role players, such as administrators and policy makers as well as auxiliary support personnel such as speech-language therapists, to support teachers in their decisions and practices. This study aimed to investigate the perceptions of foundation phase teachers in schools for learners with SID, that have high linguistic diversity, about their language practices and choices. Specifically, the study aimed to: (i) describe the language(s) teachers use with the learners in their classrooms; (ii) to describe the factors that teachers take into account when deciding on which language(s) to use with their learners; and (iii) to explore teachers' beliefs and feelings about language practices and choices for learners with SID in their classes.Mini Dissertation (MA AAC)--University of Pretoria, 2020.
Centre for Augmentative and Alternative Communication (CAAC)
MA (AAC)
Unrestricted
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Mgandela, Sibongile Princess S. P. "Experiences of nurses who care for patients with severe/profound intellectual disabilities at a level 3 Psychiatric hospital in the Western Cape." University of the Western Cape, 2013. http://hdl.handle.net/11394/4077.
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Magister Curationis - MCurThe study explores the experiences of nurses who care for severe/profound intellectual disabled patients at Level 3 Psychiatric Hospital in Cape Town. People with severe intellectual disabilities require constant care and supervision which can only be provided in specialised units. In the Western Cape, one such facility is a special section for the intellectually disabled at a level three hospital. Intellectual disability is a serious lifelong disability that places a heavy burden on affected individuals. Caring for these patients may affect the individuals who work within the intellectual disability services. This study explores the experiences of nurses who care for these patients. A Phenomenological research design was chosen as the researcher identified it as the most appropriate method to describe the lived experiences of the nurses. Purposive sampling was used to select 10 participants. However, data saturation was reached after interviewing eight participants. Data was collected through in-depth unstructured interviews. The audio-taped responses were transcribed verbatim and phenomenological data analysis done. Ethical clearance was obtained from the Higher Degrees Committee of the University of the Western Cape. Permission to do the research at the level three hospitals was sought from the Associated Psychiatric Hospital Committee. Consent to participate in the study was obtained from the participants, and ethical principles were adhered to. Participants were informed of the right to withdraw at any stage of the study and intervention offered when required. Trustworthiness of the research process was ensured. Findings: from this study the nurses who care for severe/profound intellectual disabled patients reported that they were not adequately prepared to care for these patients. It has also been reported that caring for the severely/profound disabled comes with some consequences, where emotional (negative and positive), physical and professional consequences were mentioned. The shortage of resources was found to be one of the challenges the nurses experienced. The nurses felt unappreciated for the work they did and less supported by their employer.
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Cary, Ashley Lauren. "Using Self-Directed Video Prompting to Teach Daily Living Skills to Individuals with Severe Autism." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1514814886188998.
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Rivera, Christopher J., Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, and Ginevra Courtade. "A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/301.
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The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.
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Masgård, Måns. "Lärares erfarenheter av surfplattor i undervisningen i grundsärskolans inriktning träningsskola." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42669.
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The purpose of this study is to investigate six teachers' experience in the use of tablets in teaching for students with severe intellectual disability. With this purpose the following questions were asked; in which teaching situations do teachers for students with severe intellectual disability use tablets, for what purposes do teachers state that the tablet is used in teaching students with severe intellectual disability and what are the advantages and disadvantages for students with severe intellectual disability with using the tablet in education? To find this out the method of qualitative interviews was applied. The thesis is based on the research area "curriculum theory", here translated "theory of teaching". The study is based on Dillons model of what constructs a curriculum/teaching situations. Six teachers working with students with severe intellectual disability were interviewed. All the teachers had the experience of using the tablet in education. All the teachers felt that the tablet was a very motivating and multifunctional tool for teaching. It concluded that the tablet was used both as a tool for communication and an alternative/complement to the more traditional teaching materials that already exist within the foundation for students with severe intellectual disability.
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Spangenberg, Karlien. "Monitoring educational participation in children with severe to profound intellectual disability in rural districts of the Western Cape: A descriptive analytical study." Master's thesis, Faculty of Health Sciences, 2018. http://hdl.handle.net/11427/30040.
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Subsequent to a High Court ruling, educational support was made available to children with severe to profound intellectual disability in the Western Cape in the form of multi-professional outreach teams. Neither the attainment of learning outcomes nor indicators of educational performance have been reported for those receiving these services. The use of the P scales, which were developed in the United Kingdom to specify educational attainment targets, have been piloted by the outreach teams. However, the reliability and responsiveness to change of these scales needed to be established within the Western Cape context. This research aimed, firstly, to develop a profile of the children in receipt of support from the rural outreach team through the use of a record review, which could inform future service delivery. The second aim was to validate the P scales in the context of rural districts in the Western Cape. The third was to document the nature, content and frequency of intervention by the team. The fourth aim was to identify variables that might be associated with the attainment of learning outcomes. The study population of 498 children had a mean age of 9.9 years and 60% were male. Afrikaans was the home language for most (68%), followed by IsiXhosa (28%). Only 29% lived with both parents, 33% with a single parent, and a high number were in foster care (13%). The most prevalent associated health condition was found to be cerebral palsy (27.9%). Many presented with more than one condition, frequently involving epilepsy. Prominent aetiological factors were classified as maternal and child (25%) or congenital and hereditary (23%) conditions. Chronic medication was used by 37%, but information on other medical procedures was largely unavailable. Children (62%) received additional therapeutic services from the Western Cape Department of Health (62%) and other therapists, including students. The need in terms of wheelchairs and buggies was met, but access to standing frames was limited. Transport was largely available through the special care centres. Where the classification systems were applied, most children were found to be mobile, with good hand function. However, most children were “seldom effective” in communicating their needs. For all subject areas measured by the P scales, peaks were observed at P1(ii) and between P4, P5. Reliability, internal consistency and responsiveness of the P scales were established through a longitudinal study design, using two routinely assessed scores of 83 participants - done at least one year apart. The internal consistency (reliability) (Cronbach’s alpha) was very high in the whole sample (.99) but somewhat lower in the children with a higher performance level (.71). The scale was responsive and the Sign test indicated improvement in every item across time, with at least 39 of the 83 children improving from the first to the second assessment. Known group validity was determined by comparing P scale scores to scores across the different levels of the three routinely applied classification scales [gross motor (n=181), manual ability (n=181) and communication (n=177)]. In every case, the scale item score was significantly associated with the level of the corresponding classification system. Concurrent validity, using the Vineland Adaptive Behaviour Scales II as the gold standard with 41 participants, was demonstrated. Each item was significantly correlated with the relevant specifying performance attainment targets of the Vineland Adaptive Behaviour Scale item (range rho=.61-.84). Feasibility and acceptability of the P scales were determined by twelve professionals in the field. Eight reported them to be useful. It was concluded that selective, routine use can be valuable in tracking learners’ performance. A descriptive analytical longitudinal record review of 83 participants was used to establish which factors were related to educational performance over a period of at least one year. Age, language concordance, medical conditions, independent mobility, effective communication, comprehensive support and individual intervention from Western Cape Education Department team members did not emerge as significant indicators of change in participation ability of this study population. Recommendations include the following. The high number of children in need of medical support implies that there should be good working relationships between teams, centres and communitybased services from Department of Health. It is imperative that rehabilitation services remain in place, with optimal use of additional services and interdepartmental communication on the operational level to ensure that every child receives the necessary therapeutic support. The P scale scores indicated that there were two groups of children, those with very limited performance (P1) and those with improved ability to participate (P4, P5). As their support needs are likely to be different, this should be factored into the programmes and training of support staff. It is strongly recommended that all children receiving support from WCED should have their information entered using the same data base and this information should be amalgamated centrally to inform future planning of services and training within the region. The P scales indicated that, when used within the context of the rural team, these scales were both valid and reliable. It is therefore recommended that a similar approach to administration, namely collaborative scoring after training on assessment procedure, be adopted throughout the province. It was also encouraging that the P scales were responsive to change and approximately half of the children showed improvement over a period of six months or more. The high correlation between the scales in children with the most profound impairments implies that it might be sufficient to administer only one or two of the four scales in this group. The P scales have the potential to be rolled out alongside the newly developed Learning Programme for Learners with Severe to Profound Intellectual Disability. With the emphasis on educational performance, it could become the standard assessment tool. The instrument would then need to be validated within a larger context, with training of administrators and standardisation of the assessment process a prerequisite.
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Jimenez, Bree A., Pamela J. Mims, and Diane M. Browder. "Data-Based Decisions Guidelines for Teachers of Students with Severe Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/305.
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Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.
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Shelton, Katherine E. "EFFECTS OF COMPUTER-ASSISTED INSTRUCTION USING MULTIPLE VIDEO EXEMPLARS TO INCREASE SAFETY SKILL KNOWLEDGE WITH STUDENTS WITH INTELLECTUAL DISABILITY." UKnowledge, 2016. http://uknowledge.uky.edu/edsrc_etds/27.
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The purpose of the study was to assess the effect of a treatment package consisting of computer-assisted instruction using multiple video exemplars to teach safety skills to students with intellectual disability. A multiple probe across participants design was used to evaluate knowledge acquisition and the generalization of knowledge to the authentic setting (e.g, the school parking lot). The results showed training was effective in knowledge acquisition and improving skills demonstrated while crossing the parking lot.
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Sango, Precious N. "Spirituality and people with intellectual disabilities : comparing the significance of spirituality in faith and non-faith based care services." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/55429/.
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Background and Aim: The spiritual lives of people with ID has been under researched (Swinton, 2002; Turner et al., 2004) and as yet, no research has been carried out comparing faith-based and non-faith-based services for people with ID. This research explores and compares a faith-based care organisation with a non-faith based care organisation with the aim of investigating the significance of spiritual/religious based principles as modes of care to the quality of life of individuals, acknowledging that non-faith based care providers may provide ‘a spiritual/religious environment’, explicitly or non-explicitly. Method: A mixed-method design using both qualitative and quantitative methods was utilised. Six months were spent volunteering within each community in order to engage in participant observation of both care organisations. Quantitative methods included the Quality of Life Questionnaire; Self-esteem Scale and the Social Network Guide in addition to semi-structured interview schedules. Results: People with ID were found to enjoy spiritual/religious based activities, with spirituality being an important aspect of their quality of life. Staff from the non-faith based service provided religious spiritual care mainly through church attendance, whilst staff from the faith-based service provided both religious and non-religious spiritual care. Staff from both care services reported that practical implementation of spiritual/ religious care tended to be overridden by legalistic administrative tasks, communication issues and staff availability. Conclusion: There is a need for ID services to not only acknowledge but also facilitate spirituality in the lives of people with ID.
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Hurman, Maria. "Exploring the relationships of people with an intellectual disability and their support staff : to what extent is rapport a useful and measurable concept?" Thesis, University of Kent, 2017. https://kar.kent.ac.uk/61399/.
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Background Research interest in exploring the quality of relationships 'rapport' between people with an intellectual disability (ID) and those that support them is slowly expanding. People with ID, particularly those that present a challenge to others, are more likely to experience abuse; consequently they have been the subject of many service scandals. People with little or no verbal language are likely to struggle to tell others that relationships with staff or family carers have deteriorated to the point of becoming abusive. The limited research available indicates that rapport with staff is associated with reductions in behaviour described as challenging, particularly when the behaviour serves a demand avoidance function. Despite some suggestions of how people with ID and limited language, may show that the relationship with carers is of a good quality there was no observational method of obtaining this information. Method A systematic review was conducted and literature used to design an observational method of rapport measurement, the IRM. Participants with ID were filmed in the presence of SP. Alongside the filmed observations staff completed the Staff Rating of Other Staff, Staff Self- Rating of Rapport and took part in Preference Testing Sessions (McLaughlin and Carr, 2005). Filmed material was analysed using the IRM. The IRM was subsequently developed into the easier to use Rapport Rating Scale (RRS). The RRS and measures used in the original IRM study were piloted by clinicians and reviewed in focus groups over an 8 month period. Results Literature searches found that there is very little research that has directly examined rapport between people with intellectual disabilities and staff or unpaid carers. Consequently concepts similar to rapport were examined and identified some material useful to the development of the IRM. Most concepts asserted that it is possible to see observable changes in participants with ID when rapport with staff or unpaid carers is developed. The IRM study showed, higher average IRM scores for the SP in the good rapport groups when compared to each of the McLaughlin and Carr (2005) measures. Analysis of the easier to use RRS indicated that professionals and trainees, were able to use the RRS to discriminate between good, neutral or poor rapport towards carers Conclusions Using rapport measures in clinical practice, suggests that clinicians supporting people with ID were able to use rapport measurement tools successfully. For a number of clinicians the content of the Positive Behaviour Support plan was altered or enhanced through the rapport information collected during assessment. There are implications of understanding and the ability to measure rapport between people with ID and staff, on, clinical practice, staff training, service development and the wider policy agenda.
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Nichol, Wendy Seiter. "An Analysis of Due Process Hearings Involving Students with Significant Disabilities in Their Least Restrictive Environment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6439.
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This research analyzed all available hearings from 2013 to 2015 in a national database of due process hearings regarding placement issues and determinations of the least restrictive environment for individual students with significant disabilities. The main research question was whether parents/guardians and due process hearing officers sought placements for these children with significant disabilities that considered creatively and holistically a range of options rather than just a dialogue between already extant possible programmatic offerings. The research resulted in a description and taxonomy of the types of issues and factors arising in the hearings for students with significant disabilities from 2013 to 2015. This research shows almost no evidence of creative or holistic thinking in these due process decisions, and there was little evidence of parent advocacy for general education classes and creative options for their students with significant disabilities beyond existing offerings. The most unique placements to be found in public school settings for these students were in general education classes. Twenty-four students in this analysis were offered general education classes with their typically achieving peers. In general, though, for this unique group of students with significant disabilities, very few due process hearings could be found to have demonstrated creativity, or the consideration of holistic options, for such students. In general, in due process hearings for students with significant disabilities from 2013 to 2015, parents were overwhelming advocating for, and due process hearing officers were deciding among, options on the continuum of placements already traditionally considered for students with significant disabilities.
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Mourra, Kjerstin. "Using Video Promoting on an Ipod Touch to Teach Multiple-Step Recipes to Transition-Age Students With Moderate to Severe Cognitive Disabilities." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4538.
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This study investigated effects of video prompting using an iPod Touch to teach recipe-following to four 16-19 year-old youth with intellectual disability and autism in a transition classroom. Target behaviors involved correctly following three multi-step recipes: microwave dinner, brownies, and gelatin. A multiple-probe design across recipes was replicated across participants. After low levels of responding in baseline probes, researchers presented participants with an iPod Touch showing each step of the task using video and with audio narration. Following the video prompting phase, maintenance and home-based generalization probes were conducted. The intervention increased recipe-following performance for all participants. Performance maintained and generalized to youths’ home kitchens. Results are discussed in regards to using video demonstrations in a sequence of prompts.
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Gauthier-Boudreault, Camille. "La transition vers la vie adulte : les besoins des jeunes adultes présentant une déficience intellectuelle profonde et de leur famille, les facteurs qui l'influencent et les pistes de solutions pour la faciliter." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9536.
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Résumé : Introduction : Au Québec, jusqu’à l’âge de 21 ans, les enfants et adolescents ayant une déficience intellectuelle (DI) profonde ont des services de pédiatrie adaptés et l’opportunité de fréquenter des écoles spécialisées publiques. Toutefois, au-delà de cet âge, l’accès à ces services spécialisés est plus limité : le financement pour la fréquentation scolaire cesse et les jeunes adultes transfèrent des services de santé pédiatriques vers le secteur adulte. Malgré la mise en place de solutions visant à faciliter cette transition, des difficultés tendent à persister, une situation pouvant avoir des effets négatifs considérables au niveau de la personne ayant un handicap et de sa famille. Cependant, peu d’études se sont intéressées aux facteurs qui influencent le vécu de la transition vers la vie adulte des familles de jeunes personnes présentant une DI profonde, rendant difficile l’adaptation des programmes déjà existants de planification de la transition à la réalité de ces familles. Objectif : Ce projet vise à décrire les besoins des personnes présentant une DI profonde et de leur famille lors de la transition vers la vie adulte, en décrivant le vécu des parents lors de cette période et les facteurs qui l’influencent, ainsi qu’en explorant les pistes de solution à mettre en place. Méthodologie : Afin de réaliser cette étude qualitative, un devis descriptif interprétatif a été choisi. Deux entrevues semi-dirigées individuelles ont été réalisées auprès de quatorze parents, la deuxième entrevue permettant de valider et d’approfondir les résultats à l’aide d’un résumé de la première rencontre. Résultats : Plusieurs facteurs multisystémiques de l’ordre du soutien matériel, informatif, cognitif et affectif semblent influencer la transition vers la vie adulte. Ces différents facteurs contribuent au vécu particulièrement difficile des familles, qui vivent beaucoup d’anxiété et de frustration face au peu de soutien qui leur est offert. Plusieurs idées intéressantes ont été proposées par les parents pour répondre à ce manque de soutien, autant au plan du partage des connaissances, de l’amélioration de la collaboration inter-établissement que du soutien psychologique. Conclusion : Cette étude souligne l’importance d’impliquer l’ensemble des acteurs œuvrant auprès du jeune adulte et de sa famille dans la planification de la transition. La compréhension de la réalité des personnes avec une DI profonde et de leur famille devrait permettre de développer des interventions concrètes leur étant destinées dans de futurs projets.Abstract : Introduction: In Quebec, until the age of 21, children and teenagers with profound intellectual disability (ID) have adapted pediatric health services and the opportunity to attend specialized public schools. However, beyond this age, access to specialized services is more limited: funding for school attendance ceases and young adults have to transfer from pediatric health services to the adult health services. Despite the implementation of solutions to facilitate transition to adulthood, some difficulties tend to persist, a situation that could have significant adverse effects on the person with a disability and their families. However, only few studies have focused on factors that influence the experience of the transition to adult life of families with a young people having profound ID, making it difficult to adapt transition planning programs to the reality of these families. Objective: This project aims to describe the needs of people with profound ID and their families during the transition to adulthood, by describing the experience of parents during this period and the factors influencing it, and by exploring potential solutions to implement. Methodology: In order to achieve this qualitative study, an interpretative descriptive design was used. Two individual semi-structured interviews were conducted with fourteen parents, the second interview was made to validate and deepen the results with a summary of the first interview. A semi-structured interview guide was created for the first interview and was previously validated by two families with a child with ID. Results: Several multisystemic factors targeting material, informative, cognitive, and emotional support seem to influence the transition to adulthood. These factors contribute to the particularly difficult experiences of families who live a lot of anxiety and frustration facing the lack of support offered. Several interesting ideas have been proposed by parents to address this lack of support, both in terms of knowledge sharing, improvement of inter-institutional collaboration, and psychological support. Conclusion: This study highlights the importance of involving all stakeholders working with young adults and their families in planning the transition. Understanding the reality of people with profound ID and their families will help to develop concrete actions for future projects.
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Dieruf, Kristen B. "USING A SYSTEM OF LEAST PROMPTS AND A GRAPHIC ORGANIZER TO TEACH ACADEMIC CONTENT TO STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/40.
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The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach an academic standard for elementary students with moderate intellectual disabilities. A multiple probe (days) across participants design was used to evaluate the effectiveness of using a system of least prompts and a graphic organizer to teach students how to compare two characters from adapted text. The results showed a system of least prompts and the use of graphic organizer was effective in teaching an academic standard for students with moderate intellectual disabilities.
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Newton, Brian A. "USING A NATURALISTIC TIME DELAY TO INITIATE A REQUEST FOR PREFERRED OBJECTS FROM SAME AGED PEERS." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/45.
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The purpose of this study was to provide training to peer tutors in order to teach students with severe intellectual disability to initiate communication to obtain preferred objects. A multiple probe (days) across students was used to evaluate the effectiveness of the peer implementing a naturalistic time delay to teach the communication skill. Two of the four students were able to initiate communications with the peer tutors to use objects they preferred. One student showed increasing in responding prior to the implementation of the intervention. The results showed that the peers were able to maintain the instructional procedures to teach the skill.
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Mims, Pamela J., Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, and Susan Flynn. "Effects of a Treatment Package to Facilitate English/Language Arts Learning for Middle School Students with Moderate to Severe Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/307.
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This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.
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Mims, Pamela J., Melissa E. Hudson, and Diane M. Browder. "Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/299.
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The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.
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Nilsson, Sandberg Maria. "Allt hänger ju ihop : Lärares förståelse om lärmiljöns betydelse för utveckling av elevers kommunikativa och sociala delaktighet i grundsärskolan, inriktning ämnesområden." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73592.
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Bergfjord, Anders, and Martin Thorén. "Kampen om särskolan : Carlbeck-kommitténs utredning av särskolan i fackliga tidningar." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194022.
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Syftet med denna studie är att utveckla kunskap om hur diskussionerna kring avskaffandet eller behållandet av särskolan som skolform i relation till Carlbeck-kommitténs arbete har förts i Lärarförbundets (LF) tidningar. Studien ingår i forskningsprojektet From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective. Projektet bedrivs i Stockholms universitets regi, lett av Wieland Wermke och Gabriella Höstfält. Arbetet bygger på en kvalitativ innehållsanalys av artiklar från fackliga tidskrifter. Det empiriska materialet utgörs dels av artiklar i Lärarförbundets tidskrifter Specialpedagogen och Specialpedagogik och dels av Carlbeck-kommitténs del-, och slutbetänkande. I arbetets historiska bakgrund och forskningsöversikt identifieras två historiska spår gällande synen på organisation av undervisning för elever med intellektuell funktionsnedsättning. Arbetets resultat påvisar att dessa historiska spår även fortlöper under den studerade tidsperioden. Vidare visar resultatet en tydlig avsaknad av engagemang i frågan om skolformens existens från professionen och fackliga företrädare. Möjliga orsaker till detta presenteras i diskussionsdelen. Studiens resultat indikerar hur särskolan blivit en säkerhetsventil för att avlasta den starkare målstyrda grundskolan. En av de slutsatser som framkommer i arbetets diskussion är att Carlbeck-kommitténs arbete utgjorde ett försök att föra samman Salamancadeklarationens tanke om en skola för alla med PISA:s mer målinriktade intention.The aim of this study is to develop knowledge of how the discussions about the abolition or retention of special school in relation to the Carlbeck Committee have been conducted in the Swedish Teachers' Association's (LF) magazines. The study is part of the research project From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective . The project is run under the auspices of Stockholm University, led by Wieland Wermke and Gabriella Höstfält. This study is based on a qualitative content analysis of articles from LF member magazines. The empirical material consists partly of articles in LF member magazines Specialpedagogen and Specialpedagogik and partly of the Carlbeck Committee's partial and final report. In this study's historical background and research overview, two historical traces are identified regarding the view of the organization of teaching for students with intellectual disabilities. The results of the study show that these historical traces also continue during the studied period. Furthermore, the results show a clear lack of commitment to the issue of the existence of special schools for students with intellectual disability from the profession and union representatives. Possible reasons for this are presented in the discussion section. The results of the study indicate how the special school has become a safety valve to relieve the stronger goal-oriented primary school. One of the conclusions that emerges in the discussion of the work is that the work of the Carlbeck Committee was an attempt to bring together the Salamanca declaration's idea of a school for all with PISA's more goal-oriented intention.
From Salamanca to PISA. The professionalizations of special needs educators since 1990 from a comparative perspective .
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Cavallin, Mara. "Physiopathologie moléculaire et cellulaire des anomalies du développement du cortex cérébral : le syndrome d'Aicardi WDR81 mutations cause extreme microcephaly and impair mitotic progression in human fibroblasts and Drosophila neural stem cells TLE1, a key player in neurogenesis, a new candidate gene for autosomal recessive postnatal microcephaly Mutations in TBR1 gene leads to cortical malformations and intellectual disability Aicardi syndrome: Exome, genome and RNA-sequencing of a large cohort of 19 patients failed to detect the genetic cause Recurrent RTTN mutation leading to severe microcephaly, polymicrogyria and growth restriction Recurrent KIF2A mutations are responsible for classic lissencephaly Recurrent KIF5C mutation leading to frontal pachygyria without microcephaly Rare ACTG1 variants in fetal microlissencephaly De novo TUBB2B mutation causes fetal akinesia deformation sequence with microlissencephaly: An unusual presentation of tubulinopathy A novel recurrent LIS1 splice site mutation in classic lissencephaly Further refinement of COL4A1 and COL4A2 related cortical malformations Prenatal and postnatal presentations of corpus callosum agenesis with polymicrogyria caused By EGP5 mutation Delineating FOXG1 syndrome from congenital microcephaly to hyperkinetic encephalopathy Delineating FOXG1 syndrome: From congenital microcephaly to hyperkinetic encephalopathy." Thesis, Sorbonne Paris Cité, 2019. https://wo.app.u-paris.fr/cgi-bin/WebObjects/TheseWeb.woa/wa/show?t=2213&f=18201.
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Les malformations du cortex cérébral (MDC) représentent une cause importante de handicap et d'épilepsie pharmaco-résistante. Le séquençage à haut débit a permis une amélioration considérable de l'identification des bases moléculaires des MDC non syndromiques. Toutefois, certaines formes, notamment les MDC complexes, demeurent inexpliquées. Mon projet de thèse a pour objectif de progresser dans la compréhension des MDC complexes en utilisant deux modèles : les microlissencéphalies (MLIS) et le syndrome d'Aicardi (AIC), une forme syndromique particulière associant des malformations de l'oeil et du cerveau uniquement rapporté chez les filles. L'étude par séquençage d'exome en trios de 16 familles MLIS m'a permis d'identifier et de caractériser un nouveau gène, WDR81, impliqué dans le cycle cellulaire. Par la même stratégie, j'ai pu identifier un variant homozygote pathogène dans TLE1, un partenaire majeur de FOXG1 dans la balance prolifération/différenciation de progéniteurs neuronaux, dans une famille consanguine de microcéphalie postnatale dont le phénotype est proche du syndrome FOXG1. En parallèle, mes travaux ont permis de préciser les spectres phénotypiques associés à RTTN, EPG5, COL4A1, COL4A2, TBR1, KIF5C, KIF2A et FOXG1. La deuxième partie de mon projet avait pour objet l'identification des bases moléculaires du syndrome d'Aicardi à partir d'une cohorte internationale de 19 patientes. Après avoir exclu un biais d'inactivation du chromosome X et la présence de microremaniements chromosomiques, j'ai réalisé un séquençage d'exome en trio. Aucun variant récurrent n'a été retrouvé dans les séquences codantes. Dans un second temps, j'ai testé une approche combinant les données du séquençage de génome et l'analyse du transcriptome (RNA-Seq) sur fibroblastes, me permettant d'identifier des transcrits dérégulés qui étaient impliqués dans le développement du cerveau et de l'oeil. J'ai comparé les résultats de cette analyse avec ceux de l'analyse du génome dans le but d'identifier des variants dans ces gènes candidats. En conclusion, mon travail de thèse a permis d'améliorer la connaissance des bases moléculaires des MDC complexes et d'ouvrir des perspectives de nouveaux mécanismes tels que ceux engageant les gènes WDR81 et EPG5, et le rôle des endosomes et de l'autophagie dans les MDC, et aussi TLE1 comme nouvelle cause de microcéphalies postnatales. Mes travaux ont également permis de générer une collection de données de séquençage haut débit (WES, WGS et RNA-Seq) qui seront mises en commun dans le cadre d'un consortium international afin de développer des nouvelles stratégies d'analyse en particulier pour les séquences non codantes. Cette approche permettra également d'ouvrir la voie vers la compréhension des mécanismes cellulaires impliqués dans la formation du cerveau et de l' œilMalformations of cortical development (MCD) are a major cause of intellectual disability and drug-resistant epilepsy. Next Generation Sequencing (NGS) has considerably improved the identification of the molecular basis of non-syndromic MCD. However, certain forms, including complex MCD, remain unexplained. My PhD project aimed to improve the understanding of complex MCD using two disorders: Microlissencephaly (MLIS) and Aicardi Syndrome (AIC), the latter associating brain and eye malformations and only reported in girls. Trio Whole Exome Sequencing (WES) performed in 16 MLIS families allowed me to identify and functionally characterize a new MLIS gene, WDR81, in which mutations lead to cell cycle alteration. Moreover, using the same strategy, I was able to identify a pathogenic homozygous variant in TLE1 in a patient from consanguineous family with a postnatal microcephaly, suggestive of a FOXG1-like presentation. Interestingly, TLE1 is a major partner of FOXG1, a gene involved in maintaining the balance between progenitor proliferation and differentiation. In parallel, my work allowed me to redefine the phenotypic spectrum associated with RTTN, EPG5, COL4A1 and COL4A2, TBR1, KIF5C, KIF2A and FOXG1. The second part of my PhD program was aimed at identifying the genetic basis of AIC in an international cohort of 19 patients. After excluding a skewed X chromosome inactivation and the presence of chromosomal rearrangements, I performed WES in trios. The analysis of the data from WES did not allow me to identify any recurrent variants. I therefore tested a new approach combining Whole Genome Sequencing (WGS) and RNA-Sequencing (RNA-Seq) on fibroblast cells. I identified a number of deregulated transcripts implicated in brain and eye development. I compared the results of this analysis with the WGS analysis in order to find variants in these candidate genes. In conclusion, these studies have improved the knowledge of the molecular basis of complex MCD, such as TLE1 in postnatal microcephaly, and revealed the pathogenic mechanisms such as WDR81 in cell cycle progression and EPG5 in endosomes and autophagy. My work has also generated a collection of NGS data (WES, WGS and RNA-Seq) that will be shared in an international consortium to develop new analytical strategies, in particular for the non-coding DNA regions. This novel strategy provides opportunities to improve understanding of the cellular mechanisms involved in brain and eye development
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Stephenson, J. R., University of Western Sydney, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." 1996. http://handle.uws.edu.au:8081/1959.7/41689.
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The thesis reviews the literature on early communication development, communication intervention with persons with severe intellectual disability, and on picture recognition and use. Drawing from both developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability, little or no spoken language, poor verbal comprehension and poor picture recognition skills.Doctor of Philosophy (PhD)
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Lin, Yachi, and 林雅淇. "Employers' concerns in hiring employees with moderate or severe intellectual disability." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/eanbpu.
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碩士國立臺灣師範大學
復健諮商研究所
96
The purpose of this study presented in this article was to investigate employers’ considerations in hiring and retaining individuals with moderate or severe intellectual disability. Furthermore, the study also examined the effects of organizational and personal characteristics of the employer on hiring considerations. A self-designed questionnaire developed through extensive literature review was used to collect data. Questionnaires were completed by 107 employers, each of whom had employed one or more persons with moderate or severe intellectual disability for at least three months. Frequencies, means, standard deviations were reported. In addition, the collected data was analyzed via t-tests and one-way analyses of variance in terms of whole group responses and within-group differences. The major findings were as follows: 1. The characteristics of most organizations hiring the moderate or severe intellectual disability workers are small and medium enterprises with less than 100 employees, service trades, and non-government establishments. Most common types of jobs for the workers with moderate or severe intellectual disability were entry-level, and low-skill positions. 2. When employers concerned about hiring and retaining employees with moderate or severe intellectual disability, factors related to work habits and attitudes of the intellectually disabled were rated the most important. Factors related to job-related skills of the intellectually disabled and organizational operation factors were rated moderately important. Social factors were rated the least important. 3. There were no effects of personal characteristics of the employer on hiring considerations for the moderate or severe intellectually disabled workers. 4. There were two main effects related to organizational characteristics. First, employers from government establishments rated social factors as significantly more important than those from non-government establishments. Second, social factors and another factors related to work habits and attitudes of the intellectually disabled were considered significantly more important by employers from service trades than by those from industries. Implications and suggestions for schools, employment service agencies, government, and future studies were provided accordingly.
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Liou, Jing-Han, and 劉經翰. "Effects of Picture Fading Strategies on Functional Vocabulary Learning of Adults with Severe Intellectual Disability." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/656z8y.
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碩士國立臺灣師範大學
特殊教育學系
97
The study aimed to discuss effects of picture fading strategies on immediate effects, generalization effects, and maintenance effects of functional vocabulary learning of adults with severe intellectual disability. This study applied a multiple baseline across-behaviors design and was divided into four successive phases: baseline, intervention, generalization and maintenance phase. The participants were three adults with severe intellectual disability selected purposely. The independent variables of this study were picture fading strategies; the dependent variables were times of correct responses of participants in every assessment of intervention, generalization and maintenance phase. The data collected were analyzed by curves, visual analysis and the C statistics. Based on the findings, the researcher summarized the conclusions as follows: 1. Picture fading strategies could promote the immediate effects of functional vocabulary learning of adults with severe intellectual disability. Base on the analyses by visual analysis and the C statistics, every participant performed significantly better in intervention phase than in baseline phase. 2. Picture fading strategies are effective in generalization effects of functional vocabulary learning of adults with severe intellectual disability. Base on the analyses by visual analysis and the C statistics, every participant performed equally in generalization and intervention phase. 3. Picture fading strategies are effective in maintenance effects of functional vocabulary learning of adults with severe intellectual disability. The participants’ performance declined slightly from generalization phase to maintenance phase according to visual analysis, but the decrease was not significant according to the C statistics.
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Chou-Mei-Fen and 周美芬. "An Action Research of Integrating Still Thoughts Teaching into Managing a Class of Students with Moderate to Severe Intellectual Disability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/09293711770318584442.
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碩士慈濟大學
教育研究所
103
Abstract This research targets a class of eleven 9th graders with moderate to severe intellectual disability. An action research approach is employed to study the effect of integrating the Still Thoughts Teaching into the classroom management, specifically in the establishment of the classroom rules, building of class atmosphere, and the enhancement of the students’ social skills. And thus this study analyses the classroom observation forms and looks at the teaching tapes, interviews teachers, staff, students, and parents, and reviews teacher’s files including students’ feedback, parent-teacher communication logs, and activity photos. The research findings are as follows: 1. The students do learn and follow the classroom rules. 2. The students’ on time record improves. 3. The students raise their hands and speak out when they have questions. 4. They go after the teacher’s instructions to clean up the classroom and its surrounding areas. 5. They use the toilet and potty better. 6. They are able to sit down and eat their meals better. 7. They manage their runway emotions better. 8. The interaction among the students gets better. 9. When competing with other groups, their team spirit picks up. 10. When a classmate is missing, other students would look for him/her. 11. They focus better in the class. 12. Ridiculing other students happens less. 13. Students greet their teachers or visitors more. Based on the research findings and writer’s personal reflections, this study provides the ideas to integrate the Still Thoughts Teaching into managing a class of students with moderate to severe intellectual disability. Key Words: Still Thoughts Teaching, Moderate to Severe Intellectual Disability, Classroom Management, Classroom Rules, Class Atmosphere , Social Skills.
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Yen, Hou-Hsien, and 嚴厚嫺. "An Action Research of Using Family-centered Parent-teacher Cooperation with a Severe Intellectual Disability Child in Self-care Skills." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03214919553734896914.
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碩士國立臺北教育大學
特殊教育學系碩士班
101
This research is based on the method of action research. It is a process of the “family-centered” cooperation between parents and teachers to educate the child with severe intellectual disability about self-care skills. At the same time, this research intended to explore the process and the affection of parent-teacher cooperation. It also shows the difficulties and the adjustment in teaching child self-care skills. This research is concluded as follows: 1.The “family-centered” parent-teacher cooperation process includes four stages. The first stage is to create mutual trust between parents and teachers. The second stage is to discuss the implementation of cooperation throughout the process. The third stage is to adjust the conflicts within the family and to respect the family traits also. The last stage is to maintain the cooperation of teachers and parents. 2.The “family-centered” parent-teacher cooperation can enhance the abilities of parents to teach their children. It can also promote the interaction between parents and children. 3.The “family-centered” parent-teacher cooperation can promote teacher to respect the family, design a better curriculum, and enhance the quality of professional team cooperation. 4.The “family-centered” parent-teacher cooperation can improve the performance of self-care skills of children with severe intellectual disability. According to these research results in conclusion, it provides recommendations for teachers, parents and future research activities for reference.
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Eberli, Ramona. "Enhancement of academic engagement of students with intellectual disability using peer support interventions : A systematic literature review." Thesis, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40811.
Full textAbstract:
Children with intellectual disabilities (ID) in inclusive classrooms differ in ways of processing information and learning speed compared to their peers without disabilities. Therefore teaching methods must be adapted to their individual needs. Peer support is seen as an additional form of improving students’ academic engagement. This systematic review focuses on peer supported interventions which facilitate academic engagement of children and youth with mild to profound ID. It contains six studies, which met pre-determined inclusion criteria focusing specifically on academic engagement. The studies were analysed to examine (a) different types of peer support, (b) peer support characteristics, (c) definition of academic engagement of students with ID and (d) if a change in academic engagement as an outcome can be evaluated after a peer support intervention. In this review, the data of 18 students with mild to profound ID and their peers in the age of 8 to 17 years, were included. Four different types of peer support intervention were identified, which included different characteristics mostly focussing on supporting students’ communication, access to information and active participation in class. The different definitions of academic engagement which were found hindered comparison of results. Nevertheless, all studies had a positive effect on the academic engagement of students with ID. Future research is needed to investigate the long-term impact of different types of peer support on academic engagement of students with ID and their need in relation to specific forms of ID.
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Yao, Hsi-Ya, and 姚翕雅. "Effects of the road running training on physical fitness, self-concept and occupational physical performance of students with moderate or severe Intellectual disability." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51992853509446397803.
Full textAbstract:
碩士國立體育大學
適應體育學系碩士班
100
Abstract The purpose of this study was to explore the road running training involved in health-related fitness, self-concept and occupational physical of senior high school students with moderate or severe intellectual disability. The subjects of this research is based on 40 students with moderate or severe intellectual disability at senior high school of Special Education in Taoyuan County, among them 20 in experiment group and 20 in control group. Experiment group received the road running training for 16 weeks, 3 times a week, 50 continuous minutes each time, whereas the control group does not implement any physical training. An independent samples t-test comparing the differences of health-related physical fitness, self-concept and occupational physical performance between the two groups before and after the training. A dependent t-test was run to analyze the differences of health-related physical fitness, self-concept and occupational physical performance before and after training. The result showed that after the 16 weeks' road running training, except the self-concept score was uncertain due to the deficiency cognitive function. the experimental group performed better than the control group in all of the measured items; The performance of physical fitness including 60 seconds curl-ups, standing broad jump, and 800/1600m run and the occupational physical items, i.e. the single foot standing with right eyes opened, the single foot standing with right eyes closed, walking, stair climbing and descending etc. are all above the average level (p<.05). The road running training appeared to be an effective method for training students with moderate or severe intellectual disability in physical fitness and occupational physical performance.
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Jorgensen, Jack C. "The effect of integrating a student with severe intellectual disability in a general education classroom on the engaged learning of the nondisabled classmates." 1995. http://catalog.hathitrust.org/api/volumes/oclc/34489202.html.
Full textAbstract:
Thesis (Ph. D.)--University of Wisconsin--Madison, 1995.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 120-133).
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Mpete, Talitha Meiki. "Impact of national curriculum statement (NCS) on learners with severe intellectual disability in the Rustenburg district of Bojanala region, North West province / Talitha Meiki Mpete." Thesis, 2010. http://hdl.handle.net/10394/16016.
Full textAbstract:
Background: Learners with severe intellectual disability are those with a serious
condition of learning disability due to the· limitation in intellectual functioning.
These learners participate in the National Curriculum Statement (NCS) approach
since there is no special curriculum for them. The purpose of this study was to
investigate the characteristics of severe intellectual disability and to find out
whether learners of this condition are able to achieve the learning outcomes and
assessment standards prescribed by the NCS. To get access to the different age
groups of learners, the study investigated both the Middle and Senior phases of
the two schools.
Method: Ethnographical study of qualitative research was followed. Data for the
study were collected using class observations and educators' questionnaires.
Data from the related literature review were also collected.
Results: The results revealed that learners with severe intellectual disability could
not achieve the learning outcomes and -assessment standards prescribed by the
NCS within the whole school period, 8 to 21 years.
Conclusion: Learners with severe intellectual disability could not benefit from
participating in the standard school curriculum. Suggestions were given from
both the empirical study and the literature on the curriculum that would provide
better learning opportunities for learners with severe intellectual disability.Thesis (M.Ed.) North-West University, Mafikeng Campus, 2010
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Sternke, Audra. "Linking functional skills to educational goals for students with significant disabilities: a professional development series." Thesis, 2020. https://hdl.handle.net/2144/40933.
Full textAbstract:
“Linking Functional Skills to Educational Goals for Students with Significant Disabilities: A Professional Development Series” is an occupational therapist-developed multi-disciplinary professional development and mentorship series that helps special educators link educational standards to functional life skills to support improved post-school outcomes. The evidence-based and theoretically-grounded professional development series addresses the need for ongoing professional development for educators working with students with significant disabilities and in so doing also attempts to improve the long-standing poor post-school outcomes of this student population. A review of the literature indicated that overall, post-school outcomes continue to be poor for students with significant disabilities as they remain dependent upon their caregivers for daily living activities and are consistently under-employed, if employed at all. Content of the program will help educational staff integrate functional life skills into academic curriculum thereby supporting functional as well as academic outcomes using Alwell and Cobb’s (2009) five domains of life skills. Structure of the program will entail collaborative sessions using matrices that guide goal and curriculum development based on assessment protocols. Monthly job-embedded coaching and mentorship opportunities will align with recommendations in the literature. Local and national grant opportunities will fund the project and dissemination of program results will occur via local, state, and national conference opportunities. Such an occupation- and performance-based curriculum serves to develop young adults whose education truly results in participating and active members of their community, with decreased caregiver burden, as well as increased student self-concept and established and continuously emerging identities and roles.
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Pan, Tzu Ping, and 潘姿蘋. "The Effects of a Positive Behavior Support Plan on the Self-Injurious Behavior of a Severe Autistic Student of Senior Vocational Department of the School for intellectual disability." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/15088838701618206940.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
96
Abstract The purpose of this study was to investigate the effects of a positive behavior support on the self-injurious behavior of a severe autistic student of senior vocational department of the school for intellectual disability. The subject was a 10th grade student of senior vocational department of the school for intellectual disability. The research method was used with positive behavior support plan on the basis of functional behavior assessment as independent variable, and the frequency of self-injurious behavior as dependent variable. The changing conditions design of a single subject research was applied in this study, the researcher collected the data during the baseline and treatment periods. The data was analyzed with visual analysis. At the end of training, teachers participating in this study were interviewed to examine the social validity of this study. The results of this study were as follows: 1. The functional assessment was effective in identifying the functions of wrist biting behavior. 2. The behavior support plan was directly based on the functional assessment. 3. The behavior support plan was effective to reduce wrist biting behavior. 4. It’d be better to generalize the improvement of wrist biting behavior further to advance daily life quality of the case. Finally, on the basis of this study, some implications for teaching practices and further research were recommended.
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Santos, Anabela Almeida. "Capacidade Funcional na Doença Mental Grave e na Perturbação de Desenvolvimento Intelectual: Estudo no âmbito de um programa de Reabilitação Psicossocial Residencial." Master's thesis, 2017. http://hdl.handle.net/10316/84264.
Full textAbstract:
Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da EducaçãoO presente estudo procurou analisar a utilidade da informação proveniente do exame funcional (geral e específico das aptidões financeiras) enquanto resposta específica na promoção da autonomia funcional e diminuição dos níveis de dependência na Doença Mental Grave e na Perturbação de Desenvolvimento Intelectual. O estudo é conduzido no âmbito de um programa de reabilitação psicossocial residencial, que inclui três níveis distintos, de acordo com o nível de dependência e necessidades dos sujeitos: (i) Unidade de Ganho de Autonomia (UGA; N=4); (ii) Quinta das Romãzeiras (QR; N=16); e (iii) Apartamentos (Re)partir (AR; N=10). Além das variáveis específicas de natureza funcional, este estudo envolveu ainda variáveis de natureza demográfica, cognitiva, emocional (sintomatologia depressiva) e relativas à qualidade de vida. Os resultados indicam diferenças nas aptidões funcionais gerais entre os três grupos do programa de reabilitação, nomeadamente quando considerados os valores de incapacidade funcional reportados pelos informadores: maiores níveis de incapacidade funcional em Atividades Instrumentais de Vida Diária – Avançadas na QR relativamente aos AR. Também nas aptidões funcionais de natureza financeira se observam diferenças com significado estatístico entre os grupos, particularmente: (i) grupo UGA com melhores aptidões financeiras gerais comparativamente aos demais grupos; e (ii) AR com melhores resultados na disposição do património em comparação com a QR. Adicionalmente, constatou-se congruência entre os auto-relatos e os relatos dos informadores, quer para a incapacidade funcional geral (à exceção da subamostra UGA), quer para a incapacidade funcional relativa às aptidões financeiras. Contudo, verificaram-se diferenças com significado estatístico entre o relato do informador no domínio das Finanças e o desempenho efetivo dos utentes em tarefas da mesma natureza: quanto maior a incapacidade funcional reportada pelos informadores no domínio das finanças, melhor é o desempenho por parte dos utentes dos AR.Os resultados permitiram também identificar diferenças com significado estatístico em outro tipo de variáveis, nomeadamente num aspecto específico do funcionamento cognitivo. Especificamente, na UGA são observados desempenhos na Fluência superiores ao grupo QR. Apurou-se ainda que maiores níveis de incapacidade funcional se associam a idade mais avançada, a níveis escolares inferiores, a pior desempenho cognitivo, a baixa perceção de qualidade de vida e a sintomatologia depressiva. Por sua vez, maiores níveis de capacidade financeira associam-se a idades mais novas, a melhor desempenho cognitivo, a níveis escolares superiores e a baixa perceção de qualidade de vida.O presente estudo de natureza exploratória realça a importância de integrar a informação proveniente do exame funcional (geral e específico), com recurso a medidas objetivas (auto-relato, relato do informador e o desempenho efetivo), na elaboração do perfil de funcionamento dos sujeitos com DMG ou PDI, aquando da seleção, colocação e posterior monitorização nas diferentes valências do programa de reabilitação psicossocial residencial, assim como na avaliação da eficácia do programa na promoção de autonomia e independência.
The present study sought to analyze the utility of information derived from functional (general and specific of financial skills) as a specific response in the promotion of functional autonomy and decrease of levels of dependence in Severe Mental Illness and Intellectual Development Disorder. The study is conducted within the framework of a residential psychosocial rehabilitation program, which includes three different levels according to the level of dependency and needs: (i) Autonomous Gain Unit (UGA; N = 4); (ii) Quinta das Romazeiras (QR; N = 16); and (iii) Apartments (Re)partir (AR; N = 10). In addition to the specific functional variables, this study also involved demographic, cognitive, emotional (depressive symptomatology) and quality of life variables.The results indicate differences in general functional skills among the three groups of the rehabilitation program, specifically when considering the values of functional incapacity reported by the informants: higher levels of functional disability in Advanced Daily Life Instrumental Activities. Also in the functional functionalities of financial nature are observed differences with statistical significance between the groups, particularly: (i) UGA group with better general financial skills compared to the other groups; And (ii) AR with better equity disposals compared to QR. In addition, there was a congruence between the self-reports and the reports of the informants, both for general functional disability (with the exception of the UGA sub-sample) and for the functional disability related to financial skills. However, statistically significant differences were found between the reporting of the informant in the field of Finance and the actual performance of the users in tasks of the same nature: the greater the functional incapacity reported by the informants in the field of finance, the better the performance by the people of ARs.The results also allowed to identify statistically significant differences in other types of variables, namely in a specific aspect of cognitive functioning. Specifically, in UGA, performance in Fluency higher than the QR group is observed. It was also found that higher levels of functional disability are associated with older age, lower school levels, worse cognitive performance, poor perception of quality of life and depressive symptomatology. In turn, higher levels of financial capacity are associated with younger ages, better cognitive performance, higher school levels and poor quality of life perception.This exploratory study emphasizes the importance of integrating information from functional exam (general and specific), using objective measures (self-reporting, informant reporting and actual performance), in the elaboration of the subjects' functioning profile with DMG or PDI, in the selection, placement and subsequent monitoring of the different values of the residential psychosocial rehabilitation program, as well as in evaluating the effectiveness of the program in promoting autonomy and independence.
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Rodrigo, António Augusto de Sousa Santos Cardoso. "A qualidade de vida de adultos com dificuldades intelectuais e desenvolvimentais com necessidades de apoio significativas : a escala San Martin." Master's thesis, 2017. http://hdl.handle.net/10400.5/14016.
Full textAbstract:
Artigo 1:
A intervenção no seio das populações com DID enfrenta tempos de mudanças, com o aparecimento de um novo paradigma que foca a Qualidade de Vida (QdV) como catalisador da modernização da intervenção e avaliador dos serviços prestados. Esta nova abordagem tem por objetivo inovar a prestação de serviços, assumindo o cliente como ponto central da intervenção, potenciando as suas decisões e promovendo o empoderamento da pessoa com DID. O Modelo Multidimensional de Schalock assume existirem componentes subjetivas e objetivas, sendo composto por 3 fatores de ordem superior e 8 domínios. A responsabilidade do psicomotricista, neste contexto, passa por focar a QdV como indicador da eficácia das estratégias utilizadas, promovendo a funcionalidade e a participação social, partindo das características individuais (numa perspetiva mais microssistémica), contextualizadas no envolvimento do sujeito. Parece ser imperativo avaliar a QdV nesta população, verificando-se que em território nacional, os instrumentos validados tendem a focar o sub-grupo com menores necessidades de apoio, realçando-se a necessidade de mais investigação na área.
Artigo 2:
A avaliação da qualidade de vida (QdV) só agora tem sido utilizada em Portugal na área da dificuldade intelectual e desenvolvimental (DID), não se conhecendo nenhum instrumento português direcionado para pessoas com necessidades de apoio significativas. Neste sentido, o objetivo deste artigo foi o estudo inicial das propriedades psicométricas da versão portuguesa da escala de San Martín (P-ESM), que foi aplicada, após a tradução e adaptação ao contexto português, a 293 adultos, entre os 18 e 68 anos (34.77±10.42 - 165 do género masculino institucionalizados), com DID e necessidades de apoios significativas. As propriedades psicométricas da escala foram analisadas. No âmbito da validade de conteúdo todos os itens foram considerados como revelantes, com concordância moderada entre os peritos. A consistência interna foi confirmada com valores superiores a .85 e o teste-reteste, com valores a variar entre .87 e .95, atestando a estabilidade temporal. A análise fatorial exploratória evidenciou a multidimensionalidade com correlação moderadas-altas entre os domínios. A P-ESM parece ser uma ferramenta de avaliação válida da QdV de pessoas com menor nível de funcionalidade. Observaram-se diferenças significativas em função do diagnóstico, mas não no género. Mais estudos serão necessários para a continuação do processo de validação da escala e análise dos preditores para a QdV.Artigo 1:The intervention with persons with intellectual and developmental disabilities (IDD) is in a turning point, framed in a new paradigm focused on the Quality of Life (QOL). This construct is assuming a role of modernization for innovative interventions and supports provision. Through a person-centered plan, interventions aim to enhance clients’ decisions and promote their empowerment. The Schalock Multidimensional Model assumes that there are subjective and objective components, being composed of 3 higher order factors and 8 domains. The responsibility of the psychomotor therapist is to use QOL as an indicator of her/his intervention and strategies effectiveness, promoting independent functioning and social participation. All interventions should consider the person in her/his environment. At national level, is still visible the scarcity of validated instruments, especially of persons with IDD and significant support needs. Conclusions and recommendations are presented. Future research and implications for practice are also discussed. Artigo 2: There has been some progress assessing the Quality of Life of people with intellectual disabilities (ID) in Portugal, nevertheless, there is no Portuguese instrument addressed to people with ID and significant support needs. Therefore, this article’s goal was the preliminary analysis of the psychometric properties of the Portuguese version of the San Martín scale (P-ESM). After the initial process of translation and adaptation to the Portuguese context, the final version was applied to 293 institutionalized adults, between 18 and 68 years-old (34.77±10.42 - 165 males) with IDD and with great supports needs. The psychometric properties of the scale were analyzed. Within the validity of content, all items were considered relevant, with moderate agreement among the experts. The internal consistency was confirmed with values greater than .85 and the test-retest, with values varying between .87 and .95, confirmed the temporal stability. The exploratory factorial analysis revealed the multidimensionality with moderate-high correlation between the domains. P-ESM seems to be a valid QoL assessment tool for people with lower level of functionality. Significant differences were observed in terms of diagnosis, but not gender. More studies will be needed to continue the process of validating the scale and analyzing the predictors for QoL.