Relevant bibliographies by topics / Handicapped children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Handicapped children'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Handicapped children"

1

Sheridan, Mary D. "Mentally Handicapped Children." Developmental Medicine & Child Neurology 4, no. 1 (November 12, 2008): 71–76. http://dx.doi.org/10.1111/j.1469-8749.1962.tb03100.x.

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Jarvis, Anthony. "Multiply Handicapped Children." Disability, Handicap & Society 2, no. 1 (January 1987): 109–10. http://dx.doi.org/10.1080/02674648766780121.

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Parish, Thomas S., and Hope G. Morgan. "Ascriptions by Handicapped and Nonhandicapped Children to Themselves, Normal Children, and Handicapped Children." Journal of Genetic Psychology 146, no. 2 (June 1985): 279–80. http://dx.doi.org/10.1080/00221325.1985.9914456.

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Parker, J. L., and Jenny Burrows. "The social integration of mainstreamed handicapped high school children." Queensland Journal of Guidance and Counselling 1 (October 1987): 25–32. http://dx.doi.org/10.1017/s1030316200000352.

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The social integration (sociometric status) of 22 mainstreamed handicapped high school children was compared with that of their non-handicapped peers. Results indicated that in friendship and work oriented situations the handicapped were less socially accepted than their nonhandicapped peers, more frequently identified as stars, and female handicapped students were more popular and accepted than the male handicapped. A limitation of the study was its small sample size.
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Bishop, V. E. "Making Choices in Functional Vision Evaluations: “Noodles, Needles, and Haystacks”." Journal of Visual Impairment & Blindness 82, no. 3 (March 1988): 94–99. http://dx.doi.org/10.1177/0145482x8808200308.

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Functional vision evaluations are appropriate components of the special assessments for visually handicapped children and youth. The best procedures are sometimes difficult to select, however, because of the wide range in age, ability, and visual status of the subjects. This paper offers an organized approach to performing functional vision evaluations by clarifying the types of data collection and by suggesting protocols for three broad categories of subjects: “normal” visually handicapped students of school age, “normal” preschool visually handicapped children, and multiply handicapped/visually handicapped pupils. Infants with visual impairments are classified with multiply handicapped children, since the procedures for evaluation are similar.
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Gilfoyle, Elnora M., and Jeffrey A. Gliner. "Attitudes Toward Handicapped Children:." Physical & Occupational Therapy In Pediatrics 5, no. 4 (January 1985): 27–41. http://dx.doi.org/10.1080/j006v05n04_03.

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&NA;, &NA;. "Technology for Handicapped Children." Nurse Practitioner 11, no. 4 (April 1986): 74–75. http://dx.doi.org/10.1097/00006205-198604000-00010.

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Hardy, John, Ann Laszowska, Kath Bell, Chris Spencer, Rosie Hindle, Liz Dodson, and Terry Jones. "Professional Fostering: Handicapped Children." Adoption & Fostering 10, no. 2 (July 1986): 19–21. http://dx.doi.org/10.1177/030857598601000207.

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Gilfoyle, Elnora, and Jeffrey Gliner. "Attitudes Toward Handicapped Children:." Physical & Occupational Therapy In Pediatrics 5, no. 4 (January 11, 1985): 27–41. http://dx.doi.org/10.1300/j006v05n04_03.

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Wackerhagen, Mary, and James D. Reynolds. "Screening Preschool Handicapped Children." American Orthoptic Journal 42, no. 1 (January 1992): 155–58. http://dx.doi.org/10.1080/0065955x.1992.11981912.

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Dissertations / Theses on the topic "Handicapped children"

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Bennett, Sylvia. "Visually handicapped children and their families." Thesis, Sheffield Hallam University, 1993. http://shura.shu.ac.uk/19344/.

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Some Main Findings: Under 25% of the eligible sample group were registered as blind or partially sighted. This under representation of the problem makes planning for the future difficult. There were communication difficulties between many professionals and clients with associated differences in the perceptions of need. Professionals tend to work within their own "ivory towers" and do not communicate with professionals of other disciplines. This leads to patchy and uneven services. Low ratings of satisfaction were awarded to some groups of professionals, and these low ratings were often associated with communication difficulties. High ratings of satisfaction on the other hand tended to be awarded where the client had: an on-going relationship, with the same named person, who is an expert in the field, all three of these inter-linked factors being necessary for client satisfaction. The dynamics of family life are disturbed and disrupted by the diagnosis of blindness and the rearing of a severely visually impaired child in the majority of instances. Passage through crisis, however, does not inevitably lead to family breakdown and it is worthy of note that a number of the families studied, although severely tested, appeared to emerge from the crisis, not merely intact but actually strengthened.
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Nickerson, John. "Ministry to families of handicapped children." Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.

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Miller, Michael A. "A behavioral curriculum for preschool, handicapped children." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467699.

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Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.
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Ahooriyan, Afsaneh. "Parental Attitudes Toward Mainstreaming of Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/2421.

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The primary purpose of this study was to investigate attitudes of parents of school-aged and preschool aged children with and without handicaps, toward the issue of mainstreaming. A sample of 212 individuals responded to a parent questionnaire which was mailed to each household to be completed by both parents. This questionnaire examined attitudes and concerns of parents across 14 mainstreaming issues (Appendix 2) . Of the total sample, 123 responses were used for the final analysis. Cases were discarded because some were missing the age of their child, some we::e not qualified because of their child's age, and others had not completed the survey. Regarding overall attitudes toward mainstreaming, there was a significant interaction between handicapping condition and sex of parent. Fathers of handicapped children disagreed more with the attitude questions than mother-s of handicapped childr-en. Also, the handicapping condition of the child affected parental attitudes about problems which a handicapped child might encounter in a mainstreaming situation. Parents of nonhandicapped children disagreed more with these issues than parents of handicapped children. Fathers of handicapped and nonhandicapped children agreed more than mothers that there might be problems encounter-ed by handicapped children in a mainstreaming situation. Mothers of nonhandicapped children and fathers of handicapped children disagreed more with these statements. The interaction between sex of parents and handicapping condition of the child was found to be significant for the dependent variables of overall mainstreaming attitudes and attitudes toward problems which a handicapped child might encounter in a mainstreaming situation. Another significant independent variable was handicapping condition of the child which was found to be significant on attitudes toward problems which a handicapped child might encounter in a mainstreaming situation and attitudes toward safety issues of both handicapped and nonhandicapped children in a mainstreaming situation. In other words, parents of handicapped children were more children were more concerned about school related problems and safety issues for handicapped children in a mainstLeaming situation. Age of the child was not found significant for- any of the dependent variables. In addition, the interaction of handicapping condition and age of the child was found to be significant for the dependent var-iable which dealt with attitudes toward safety of both handicapped and dealt with attitudes toward safety issues of both handicapped and nonhandicapped children. Families with school-aged handicapped children and families of nonhandicapped preschoolers disagreed mo~e with the safety isses.
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Kelly, Esther Ellen Kuhn. "A qualitative analysis of the comprehension subtest of the WISC-R among emotionally handicapped and non-handicapped adolescents." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483383.

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Hanko, Johanne. "Access to education for handicapped children in Thailand." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61101.

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Thailand is one of the South East Asian countries undergoing major economical and social changes. On the verge of becoming industrialized, it has a literacy rate of 91% which is well above international standards. Yet, handicapped people have very limited educational opportunities. Less than 4% of handicapped children in Thailand have access to education.
The purpose of this study is to determine specific needs of special education by comparing findings from agencies visited such as schools, foundations, government and non government organizations, with government policies.
The educational system is studied and special education policies described. A look at implemented laws shows that the government recognizes its responsibility towards the handicapped; it is also pointed out that the major causes for handicaps are generally due to avoidable situations. Finally, special government projects are highlighted and suggestions are submitted for future developments.
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Dallas, Eugenie Alice. "Sibling interactions in cerebral palsied children." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/847347/.

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64 Greek cerebral palsied children, aged 2 to 13, and their siblings were observed in a semi-structured play situation at home and their behaviours were compared to those of matched control dyads. The sample was divided into four groups based on the age and birth order of the disabled children. Compared to controls, disabled children were passive and lacking in assertiveness. Their siblings were correspondingly more directive, with younger siblings being obliged to take on a leadership role to fill the "vacuum" created by the deficits of the older disabled child. Interaction in handicap dyads was predominantly hierarchical in nature with disabled children assuming the role of the younger child regardless of their birth order. Control dyads were more egalitarian, with members taking turns in initiating the interaction. Maternal intervention was highest in handicap dyads, particularly among younger groups where social skills were poorly developed. Maternal interviews and adjustment ratings for all children were also obtained. Compared to controls, handicap families experienced pronounced social isolation and a restricted range of activities and the impact of the disabled child was largely negatively evaluated. Ratings of poor adjustment were higher for disabled children but this was at least partly attributable to their physical dependence. Ratings were similar for young siblings but, after the age of 6, 40% of siblings of disabled children versus 18% of controls were rated maladjusted. This was probably due to the fact that, compared with controls, siblings of the disabled experienced many more restrictions and responsibilities, but might also be due to the older siblings' increased awareness of the social stigma of handicap. Finally, teacher ratings and observational data from a special school setting were obtained for a small sample (N=14) of matched cerebral palsied siblings and singletons. Results provided some indications of better adjustment for siblings and lower involvement for singletons.
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Carter, David E. "Diagnostic and classification accuracy for mildly mentally handicapped children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31112.

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The purpose of this study was to examine the diagnostic and classification accuracy of placement decisions for Mildly/Educably Mentally Handicapped (M/EMH) children in British Columbia. Evidence from the United States suggests that classification decisions are often made on the basis of idiosyncratic student behaviours and the subjective opinions of educators, not on the basis of empirical evidence. Although Canadian special education practice is often based on that of the U.S., no major study of the accuracy of diagnosis and classification has been undertaken in this country. Based on a review of the literature, internationally accepted criteria for the diagnosis and classification of M/EMH students were formulated. In addition, variables that might influence the use of these criteria were identified. Elementary age students from two metropolitan Vancouver school districts who had been suspected of being M/EMH during a two-year period served as subjects (n=106). Of these 57 were classififed as M/EMH and 49 were classified as regular education. An evaluation of IQ, adaptive behaviour, reading and arithmetic achievement, maladaption, and visual and hearing acuity was performed for each subject. Preliminary data analyses permitted the formation of an achievement composite score and the pooling of subjects from the two districts. Using an internationally accepted two-factor diagnostic model, analyses were performed to investigate the classification accuracy for the sample. Cut-off criteria used with the two-factor model were adjusted to those of both the American Association for Mental Deficiency and the draft B.C. Special Education Guidelines. Where subjects could not be confirmed by the application of these models, sources of classification error were identified. Next, a series of discriminant function analyses, each representing a historical step in the development of diagnostic and classification models, were performed and the classification accuracy of each examined. Finally, a full model of all measured variables was examined using both a forced discriminant function procedure and a step-wise technique. The findings suggested that a combination of the adaptive behaviour, IQ, and achievement variables provided the highest classification accuracy. This result is consistent with much of the research from the U.S. IQ scores were found to consistently dominate classification decisions. In addition, academic achievement proved to be a valid predictor, either in combination with social adaptation or maladaption. However, maladaptive behaviour, whenever entered with social adaptation, overwhelmed the latter as a descriminator of group membership. The highest classification rate for the total sample was 92.0% for the combination of adaptive behaviour, IQ, and academic achievement. Although visual and hearing acuity were not found to be related to group membership, it was discovered that testing for these variables was not occurring in the districts studied in accordance with accepted best practice. A disproportionate number of M/EMH students proved to be untestable using school-based audiological and visual sweep testing techniques. In cases of untestability, the assumption that the child can see and hear within normal tolerances appears to be made, and efforts to use alternative testing procedures are not pursued. In addition, visual and hearing testing appears to occur after the administration of standardized cognitive tests, and not before, as best practices would dictate. The principal contributions of this research are (1) that it is the first major study of diagnostic and classification accuracy with a Canadian M/EMH population, (2) that it advises the inclusion of academic achievement as a domain of adaptive behaviour based on empirical evidence of the importance of that variable in diagnosing M/EMH, and (3) it examines the role of auditory and visual acuity testing in M/EMH diagnosis and classification.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Austin, Jerry Patricia Gentry. "The Early Literacy Development of Young Mildly Handicapped Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330666/.

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The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study included: (a) The children in this study demonstrated prior literacy knowledge much like that of non-handicapped peers, (b) Demonstrations of oral and written language system transactions decreased after students received formal instruction in reading and writing. And (c) children's ability to interpret print depended greatly on the presence or absence of context with the print.
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Escobar, Colette M. "Contingent Valuation of Early Intervention Programs for Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/4100.

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Early intervention programs for handicapped preschool children may have long-term implications for the children and their families. Economic eva luations of these programs have been conducted to measure costs and bene fit s, but parental wi l lingness-to-pay has been overlooked in these analyses. Parental willingness-to-pay, as a measure of consumer surplus, could complete the measure of benefits and provide both policymakers and practitioners with useful information for decisionmaking. In this study, the impli cations of eliciting willingness-to-pay responses for an early intervention program for handicapped preschoolers are discussed. A survey technique, known as the contingent valuation method (CVM) , is applied to program to empirically estimate wil lin gness-to-pay for the total program and for particular components of the program. Also investigated are the implications of using a rationality test in the survey to determine if consumer responses are in accordance with assumptions for rational consumer behavior. Results indicate relatively high willingness-to-pay for the program as whole, but low value is associated with program components. This implies that parents may value these programs more for the respite rather than specialized services offered. Results of the rationality test support the hypothesis that such a measure is necessary in survey designs of this nature.
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Books on the topic "Handicapped children"

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Marshall, Margaret R. Handicapped children and books. London: British National Bibliography Research Fund, 1987.

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British National Bibliography Research Fund., ed. Handicapped children and books. [London: British National Bibliography Research Fund], 1986.

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Hannam, Charles. Parents and mentally handicapped children. 3rd ed. Bristol: Bristol Classical Press, 1988.

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Esterson, Morton M., and Linda F. Bluth. Related services for handicapped children. Boston: College-Hill Press, 1987.

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Smith, Tom E. C. Mildly handicapped children and adults. St. Paul: West Pub. Co., 1986.

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Cherkes-Julkowski, Miriam, and Nancy Gertner. Spontaneous Cognitive Processes in Handicapped Children. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8804-3.

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Abuse and neglect of handicapped children. San Diego, CA: College-Hill Press, 1986.

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Morgan, Sharon R. Abuse and neglect of handicapped children. Boston: Little, Brown, 1987.

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R, Fewell Rebecca, ed. Day care and young handicapped children. Austin, TX: PRO-ED, 1987.

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Cherkes-Julkowski, Miriam. Spontaneous cognitive processes in handicapped children. New York: Springer-Verlag, 1989.

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Book chapters on the topic "Handicapped children"

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Pollak, Margaret, and John Fry. "Handicapped children." In Commonsense Paediatrics, 87–100. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-011-6367-5_12.

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Chess, Stella, and Mahin Hassibi. "Physically Handicapped Children." In Principles and Practice of Child Psychiatry, 362–89. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2145-3_19.

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Morris, David. "Parents and Handicapped Children." In Topics in the Neurosciences, 145–49. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3333-0_13.

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Ammerman, Robert T., Martin J. Lubetsky, and Karen F. Drudy. "Maltreatment of Handicapped Children." In Case Studies in Family Violence, 209–30. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4757-9582-0_13.

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Titone, Renzo. "Language Education of Handicapped Children." In A Case for Psycholinguistic Cases, 177. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.46.11tit.

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Marcus, Joseph, and Alex Russell. "The Vulnerable and The Handicapped." In Children and Families in Israel, 385–426. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003413981-19.

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Castelli, Enrico, Geraldina Poggi, Cristina Ferraroli, and Vittoria Trebeschi. "Computer neuropsychological training in mentally retarded children." In Computers for Handicapped Persons, 336–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58476-5_149.

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Dominique, Burger, Bouraoui Amina, Mazurier Christian, Cesarano Serge, and Sagot Jack. "Tactison: a multimedia learning tool for blind children." In Computers for Handicapped Persons, 471–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58476-5_171.

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Kunnen, Saskia. "Development of Perceived Competence in Physically Handicapped and Non-Handicapped Children." In Recent Research in Psychology, 143–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84143-9_13.

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Krishnaswamy, Marshal V. "Computer assisted training programme for early intervention for children with mental retardation." In Computers for Handicapped Persons, 616–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58476-5_194.

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Conference papers on the topic "Handicapped children"

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Chien-Yu, Lin, Jo-Ting Chao, and Hsiao-Shan Wei. "Augmented reality-based assistive technology for handicapped children." In 2010 International Symposium on Computer, Communication, Control and Automation (3CA). IEEE, 2010. http://dx.doi.org/10.1109/3ca.2010.5533735.

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Mitsuboshi, Toku, and Issei Hanada. "Measurement of visual acuity in retarded infants." In OSA Annual Meeting. Washington, D.C.: Optica Publishing Group, 1986. http://dx.doi.org/10.1364/oam.1986.fj6.

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Recently the PL or FPL (Tell, Fants et al.) method has been used to measure the acuity of young infants. Although these methods are effective, it is sometimes difficult to apply them to impaired or to multiply-handicapped retarded children, because they are not able to sit straight or to pay attention for any length of time. We have tried to gel the acuity from these children in a modified way or by an improved method. Quite differently from either PL or FPL, we try to get a response from the subjects themselves by using an earlier acquired cognitive task. We used this 2AFC method with some 150 children including 30 normal children, 70 handicapped retarded children, and about 50 with strabismus. We found that it is useful for the measurement of visual acuity of those children with whom it is difficult to use the classical PL or FPL method.
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Sobota, B., S. Korecko, P. Pastornicky, and L. Jacho. "Virtual-reality technologies in the process of handicapped school children education." In 2016 International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2016. http://dx.doi.org/10.1109/iceta.2016.7802077.

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Verzhykhovska, Olena, Yana Raievska, and Olena Bielova. "PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF MORAL EDUCATION IN JUNIOR HANDICAPPED CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0433.

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Vicsi, Klára, Peter Roach, Annemarie Öster, Zdravko Kacic, P. Barczikay, and I. Sinka. "SPECO - a multimedia multilingual teaching and training system for speech handicapped children." In 6th European Conference on Speech Communication and Technology (Eurospeech 1999). ISCA: ISCA, 1999. http://dx.doi.org/10.21437/eurospeech.1999-209.

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Torii, Ippei, Kaoruko Ohtani, Takahito Niwa, and Naohiro Ishii. "Study and Development of Support Tool with Blinks for Physically Handicapped Children." In 2013 IEEE 25th International Conference on Tools with Artificial Intelligence (ICTAI). IEEE, 2013. http://dx.doi.org/10.1109/ictai.2013.27.

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Ardisal, Ardisal, and Pinna Patika Sari Almar. "Improve Introducing the Concept of Space through Fantasy Gymnastics for Mentally Handicapped Children." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.45.

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Cho, Yujin, and Minjoo Kim. "The Status of Use of Handicapped Children Family Support Service and its Factors." In Green and Smart Technology 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.141.51.

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Torii, Ippei, and Kaoruko Ohtani. "Development of communication assistant application with blinking for physically handicapped children and elderly people." In ACM SIGGRAPH 2014 Studio. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2619195.2656305.

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Mitsuoka, Masahiro, Shinzo Takamori, Masaki Kashihara, Koichi Yoshiyama, and Yoshito Akagi. "Reconstructive surgery of brachiocephalic artery to severe multiple handicapped children with central airway stenosis." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa2453.

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Reports on the topic "Handicapped children"

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Bickford, James. An Investigation of the Prevalence of Severe Visual Impairment Among Handicapped Children: Implications for Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1315.

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Hammond, Richard. The Use and Evaluation of Gestalt Techniques in a Program for the Parents of Handicapped Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1817.

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Thome, William. An Evaluation of HEW Grant 426, a Training Program for Foster Parents of Handicapped Foster Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2638.

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Johnston, James. Assessment of Short Term Behavioral Changes in Emotionally Handicaped Children Enrolled in a Special Education Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1888.

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