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Dissertations / Theses on the topic 'Handicapped children'

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Published: 4 June 2021

Last updated: 28 July 2024

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1

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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2

Nickerson, John. "Ministry to families of handicapped children." Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Lau, Luen-fong Sandra. "Severely mentally handicapped school leavers in Hong Kong preparation & placement /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862607X.

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12

Edwards, Susan. "Conversational interaction between adults and young severely mentally handicapped children." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281428.

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Conversational interaction between adults and mentally handicapped children is explored by analysing samples of naturalistic adult-child interaction obtained from three preschool mentally handicapped children playing with their mothers at home and their teachers in their classrooms. The adult input is analysed in terms of its grammatical structure and conversational functions, and comparisons are made between maternal and teacher input. The children's contributions to the conversational interaction are explored by analysing the words and word-like forms contained within prosodically defined utterances, focussing on the most productive child. The results reveal that whereas there were similarities in the maternal and teacher input, some differences emerge; for example, all adults took the major responsibility for the dialogue but, as a group, the teachers used a slightly higher proportion of well-formed grammatical utterances than the mothers who tended to make more use of short phrases, recitation and well learnt routines. Differences also occurred in the adults' use of language. The mothers, as a group, used higher proportions of their utterances to gain and maintain the children's attention and to request action rather than verbal responses. Although all the children were at the single-word stage, one of the children, Toby, made a larger contribution within the child- adult dyad than either of the other two children. Two aspects of his production are examined. First an analysis is made of his prosodic system and the association between certain prosodic units and communicative intent. Overall this association is found to be weak although there is evidence that he was marking two communicative functions. Secondly, detailed analyses are presented of his words and word-like forms. The range of Toby's vocabulary is similar to that reported for both normally developing children and other mentally handicapped children. However, contrary to reports in the literature, Toby is not restricted to the 'here and now' but is able to use his single words to comment on absent objects and events. These results have implications for intervention aimed at either the mother's input or vocabulary growth in the young mentally handicapped child.

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13

McConachie, H. R. "Involvement of parents of young mentally handicapped children in teaching." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376282.

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14

Trump, Karen E. "Characteristics of mildly handicapped children in a small school district." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/87678.

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The study was designed as one component of a program evaluation in special education funded by the State Department of Education in Virginia. The purpose was to identify the characteristics of mildly handicapped children who had been identified as learning disabled, educable mentally retarded and emotionally disturbed in a small school district. The parameters of the study included demographic information, school-based characteristics and assessment data. Student data were collected from the confidential folders maintained by the school district which included all written reports required for assessment and placement. Demographic data were taken from cumulative folders maintained in the schools for the students and reports developed by the building principal. A regression formula was used with the assessment data to determine if learning disabled students exhibited a severe ability-achievement discrepancy statistically. The regression formula and grade equivalent comparisons were conducted with emotionally disturbed students to determine if the emotional disturbance was adversely affecting their educational performance as measured by standardized tests. A constant comparative method was used to analyze the minutes from eligibility committee meetings to determine the important features school-based teams used for their assignment of labels to handicapped children. Comparisons were made between the characteristics of the children identified as handicapped and the state and federal definitions for those handicapping conditions. A discriminant analysis was used to investigate the possibility of predicting which students considered eligible for special education services would be classified learning disabled or emotionally disturbed based on 10 variables. Interviews were conducted with the program evaluation stakeholders committee to solicit their feedback concerning the results of the study.
Ed. D.

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15

Cheung, Chi-ming Terence, and 張志明. "Mildly mentally handicapped students' friendship pattern: exploring methods to involve neglectees." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957109.

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16

Frost, P. G. A. "The provision and utilisation of support services for handicapped children : A study of accessibility to and use of support for families with a mentally handicapped child." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382610.

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17

Dossetor, David R. "A study of the dependency needs of adolescents with developmental retardation : an evaluation of short term care usage, expressed emotion in the primary carer and the contribution of community services." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294017.

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18

Benford, Y. A. "An examination and evaluation of the integration of young children with 'special educational needs' in two nursery classes in Sheffield, focussing primarily on Wharncliffe Side Nursery." Thesis, University of Hull, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384626.

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19

Siepmann, Gerda, and Karin Salzberg-Ludwig. "Research project to the subject : strain and stress in school ; examined on handicapped and non-handicapped school-age children." Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2006/650/.

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20

Lau, Luen-fong Sandra, and 劉鑾芳. "Severely mentally handicapped school leavers in Hong Kong: preparation & placement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862607X.

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21

Chio, Fong-i., and 招鳳儀. "Evaluation of social skills training for mild grade mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961526.

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22

Chan, Wing-yee Tina, and 陳穎儀. "Living with disability: coping and adjustmentof parents with physically-handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31247441.

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23

Grewe, Scott David. "Neuropsychological and personality features of learning disabled and emotionally handicapped children." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology

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24

Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

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25

Wong, Fung-ying, and 王鳳英. "Self concept of physically handicapped students: effects of personal and social education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.

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Wong, Fung-ying. "Self concept of physically handicapped students : effects of personal and social education /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671571.

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Kwan, Ho Shiu-fong Cecilia. "The role of parent training in the management of mentally handicapped children." [Hong Kong] : University of Hong Kong, 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322398.

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28

Sloper, Patricia. "A study of factors surrounding the transition from preschool to school for children with Down's syndrome." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233130.

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Martin, Susan. "The role of professionals in the care of families with handicapped children - a consumer perspective." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329260.

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Kwan, Ho Shiu-fong Cecilia, and 關何少芳. "The role of parent training in the management of mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31974752.

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31

Lau, Tze-hung Brenda, and 劉紫紅. "A study of social support of parents with mentally handicapped preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31248937.

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32

鍾國棟 and Kwok-tung Michael Chung. "The effects of extrinsic reinforcement on extrinsic motivation amongstmildly mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956385.

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33

Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.

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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.
Department of Special Education

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34

Milonakis, Emmanuil. "Stress in families with mentally handicapped children : a comparative study in Hellas." Thesis, University of Bristol, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308230.

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35

Pregler, Anncharlotte, and Dag Simmingskiöld. "Expectations on teachers working at a special school with mentally handicapped children." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28954.

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AbstractTitel: Förväntningar på lärare i gymnasiesärskolan, en studie inom ett gymnasieförbund sett ur olika perspektiv. (Expectations on teachers working at a special school with mentally handicapped children A study seen out of different perspectives).Författare: Dag Simmingskiöld, Ann-Charlotte PreglerTyp av arbete: C-uppsats (15 p)Handledare: Kristian Lutz. Examinator: Marie LeijonKurs: Förberedande kurs för specialpedagogikProgram: Lärarprogrammet, Malmö högskolaDatum: Mars 2011SyfteStudiens huvudsyfte var att undersöka vilka förväntningar det finns på lärare som arbetar inom gymnasiesärskolan. Undersökningen avsåg att besvara syftet utifrån tre frågeställningar. Vilka förväntningar finns det hos olika grupper på lärare som arbetar inom gymnasiesärskolan och hur de lever upp till dessa? Uppfattar deltagarna att eleverna trivs? Vilka förändringar har skett inom gymnasiesärskolan och vilka tankar och orsaker ligger till grund för dessa? MetodenHur gick vi tillväga? Efter samtal med vår handledare, Kristian Lutz, och de tips vi fick beslöt vi oss för två parallella metoder. Dels har vi gjort en enkätundersökning till elever och föräldrar och dels har vi intervjuat såväl kollegor som skolledare. I enkätundersökningen tog vi hjälp av Trosts (2007) bok ”Enkätboken”. Där fick vi värdefulla tips om hur man gör en enkät. Stukats (2005) bok om ”Arr skriva examensarbete inom utbildningsvetenskap” har också givit god information. Vad det gäller intervjudelen tog vi hjälp av Kvales och Brinkmanns (2009) bok ”Den kvalitativa forskningsintervjun”. Här fanns mycket att hämta i hur man bygger upp ett strukturerat samtal och hur man får till följdfrågor i samband med samtalet. ResultatResultatet visar att eleverna trivs i skolan. Endast en elev avvek från mönstret, men det beror sannolikt på personliga orsaker. Föräldrarna var också överens om att deras barn tycktes trivas i skolan och de såg fram emot att gå dit. De tycker allmänt att de har bra kamrater och lärare. Lärarnas utbildning tycktes viktigt. Likaså att deras förväntningar infriades på hur en bra lärare skall vara. Kollegernas och skolledarnas syn på vilken utbildning man har för att kunna arbeta med gymnasiesärskolan var ganska samstämmig, d.v.s. utbildning är bra men man måste inte vara specialpedagog. Engagemang, ansvar, tålamod och idérikedom, samt att alltid ha hjärtat med sig skall vara honnörsord för att arbeta med ungdomar med speciella behov. Att man är eniga och delar samma värdegrund var saker som lyftes fram och kunde utläsas mellan raderna.

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36

Schnell, Mary Mullaney. "The effects of divorce on the adjustment of mildly mentally handicapped children /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401443321.

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Lau, Tze-hung Brenda. "A study of social support of parents with mentally handicapped preschool children /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115728.

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Chan, Wing-yee Tina. "Living with disability : coping and adjustment of parents with physically-handicapped children /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322337.

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39

Herbranson, Marcheta. "Activities to increase the social awareness of learning handicapped children in kindergarten." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.

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Shaboodien, Shabier Ibrahim. "Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong." Thesis, View the Table of Contents & Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.

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Chong, Ngar-yin. "Factors affecting older parents in making long-term plans for their adult mentally handicapped children still living at home /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013129X.

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Sit, Hui-ping. "Participation motivation in sport : a comparative study of able-bodied and Disabled School-aged children in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20841930.

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43

Thorne, Judy Guillet. "The effects of selected variables on test performance for mildly handicapped students." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39920.

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Kunnen, Elske Saskia. "Mastering (with) a handicap the development of task-attitudes in physically handicapped children /." Groningen : [Groningen] : Stichting Kinderstudies ; [University Library Groningen] [Host], 1992. http://irs.ub.rug.nl/ppn/124638457.

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Chen, Elaine, and 陳思敏. "Mildly mentally handicapped peers as tutors in a social skills programfor autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626019.

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Munsey, Bernice Wilson. "Counseling parents of handicapped children: a study of selected school divisions in Virginia." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/71160.

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The purpose of this study was to obtain baseline data on the implementation of counseling for parents of handicapped children in selected school divisions in Virginia. The 135 school divisions in Virginia were ranked by size of special education population as of the child count of December 1982. Thirty of the school divisions were selected as the sample by systematic random sampling procedures. Two survey instruments were designed: one for school division superintendents and one for parents of handicapped students. Each of the 30 school division superintendents was sent one questionnaire. Eight, twelve, or sixteen parent questionnaires were sent to each of the 30 school divisions. The number depended on the size of the special education population in the school division. Half of the parent questionnaires were sent to the superintendent and half to the chairperson of the local Special Education Advisory Committee for distribution to parents of their choosing. There were 356 parent questionnaires in all. There was a 42% superintendent response and a 24% parent response. Interviews were conducted with five of the seven school divisions which had responded that parent counseling was an integral part of the regular school program for handicapped children. The U.S. Department of Education, Office of Special Education and Rehabilitative Services, validated both the definition of parent counseling used in the research and the reasonableness and importance of the study findings. Results of the research indicated that none of the school divisions which participated in the study provided parent counseling as an integral part of the regular school program for handicapped students; that provision of parent counseling depended upon individuals in the school system who perceived a need and made the effort to implement parent counseling; that during the course of this study there was a decrease in parent counseling services in some of the school divisions and no increase in parent counseling in any of the school divisions; and, that parent counseling has not appeared in state plans and has not been monitored by federal or state departments of education.
Ed. D.

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Ellen, Arthur S. "Modification of the classroom adjustment rating scale for use with learning disabled and emotionally handicapped boys." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483131.

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The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and Learning Problems. Results with both the CARS and modified CARS (MCARS) indicated a significant multivariate contrast between the NORM group and a weighted combination of the LD and EH groups. Also, a significant multivariate contrast between the LD and EH group resulted for the CARS and MCARS. Follow-up with discriminant analysis found 71.4% of all boys correctly classified by the original CARS scales. However, the MCARS scales resulted in only a slight improvement in overall correct classification, with 72.3% of boys correctly classified. Teacher-judged intelligence, social class, and prosocial classroom behavior were included as possible biasing variables. It was found that the set of prosocial items had considerable impact on the ratings of EH boys, thus demonstrating the importance of including positive behaviors on a rating scale.

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Nyewe, Peter Khwezi. "The mainstreaming debate: a survey of parents' views in a special school for intellectually handicapped children in a disadvantaged context in the Western Cape." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17554.

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The main purpose of this study was to investigate the range of beliefs that a certain group of South African parents held about the appropriate educational placement of their children with mild to moderate intellectual handicaps. The sample consisted of 14 parents of children with mild to moderate intellectual handicaps attending at a special school for intellectually handicapped children in a disadvantaged context in the Western Cape. In line with the qualitative approach, semi-structured interviews with open elided questions were used to collect the data. Interviews were used rather than questionnaires because parents were illiterate and they felt more comfortable and confident with a personal interview and were able to use their own language. The data were analyzed according to Glaser and Strauss' Constant Comparative method as described by Maykut and Morehouse (1994). As has been found in other research studies, the parents in this study were not in principle against mainstreaming or inclusion of their children. Rather, they were at present not supportive of it as they perceive the conditions at the ordinary school to be unstable for their children. The qualitative analysis outcome revealed that parents were concerned about· teacher qualities, acceptance of their children by the ordinary school children and the ordinary school curriculum which they felt was only focusing on academic subjects. Parent involvement and inclusion are central concepts in the reconstruction of education in South Africa. Inclusion of intellectually handicapped learners is being considered by policy makers but it is not likely to be successful without parent support. This study is a small contribution to the debate.

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Chung, See-lung. "The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong : curriculum area /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304087.

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Lee, Mo-ling. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626846.

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