Dissertations / Theses on the topic 'Intellectual disability within'
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Robotham, D. J. "Participant opinions of randomised controlled trials within intellectual disability services." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19809/.
Full textHamilton, Lisa A. "Within these walls: An ethnography of home at lake house." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122226/2/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Lisa_Hamilton_Thesis.pdf.
Full textMalik, A. "Beliefs and attitudes towards intellectual disability within the UK Pakistani community as perceived by key community members." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1332788/.
Full textSmith, L. "Improving the assessment of Intellectual Disability (ID) within the UK Prison Service (who define ID using an IQ below 80)." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28031/.
Full textBleazard, Adele Venitia. "Sexuality and intellectual disability: Perspectives of young women with intellectual disability." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4006.
Full textENGLISH ABSTRACT: This study focuses on the intersection of disability and gender: being intellectually disabled and being a young woman. It specifically, explores the lives of intellectually disabled young women and sexuality. This study attempts to explore the contributions that intellectually disabled young women can make to the understanding of the sexuality needs and concerns of young women with intellectual disability. It is an attempt to make public their needs and concerns regarding sexuality issues as they have been recognised to be the ultimate lost voices in disability research, and have historically been excluded in the production of sexuality knowledge. A mixed method approach is used, where the data for the research was produced during interviews with 21 participants between the ages of 18 and 23. A focus group discussion was also held. All the women were either current learners or past learners at a school for “mentally handicapped learners”. Ten mothers were interviewed with regard to their views on sexuality and their intellectually disabled daughters. A questionnaire was given to 12 teachers to complete as well. Involving mothers and teachers is an attempt to establish the dominant views of the significant persons and professionals in the lives of these young women, including those who are directly and indirectly responsible for their sexuality education. In interviews and the focus group, study participants discussed the various social messages they receive, as intellectually disabled persons, with regard to domains of sexuality: friendship, dating, and marriage. The participants gave insight into the levels of their knowledge with regards to sex and sexuality education, menstruation, contraception, pregnancy and childbirth, and sexually transmitted infections. The young women shared their predominantly negative experiences of being stereotyped, with some participants expressing their resentment. Their low levels of social, biological, and physiological sexuality knowledge make appropriate sexuality education a priority. The study concludes with recommendations regarding the type of sexuality education the young women propose and suggested responses for special schools.
AFRIKAANSE OPSOMMING: Hierdie studie focus op die kruispad van gestremdheid en geslag: om intellektueel gestremd en om ‘n jong vrou te wees. Dit ondersoek spesifiek die lewens van intellektuele gestremde jong vroue en seksualitiet. Hierdie studie poog om die bydraes te verken wat intellektueel gestremde jong vrouens kan maak om die seksualiteitsbehoeftes en bekommernisse van jong vrouens met intellektuele gestremdheid te verstaan. Dit is ‘n poging om hulle behoeftes en bekommernisse oor seksualitiet hoorbaar te maak omdat dit as die opperste verlore stem in navorsing oor gestremdheid uitgewys is, en hulle histrories van die generering van kennis oor seksualitiet uitgesluit is. Die benadering is ‘n gemengde metode waartydens data vir die navorsing gedurende onderhoude met 21 deelnemers tussen die ouderdomme van 18 en 23 jaar gegenereer is. ‘n Fokusgreopbespreking is ook gehou. Al die vroue is òf huidige òf vorige leerders van ‘n skool vir “versatndelike gestremde leerders”. Onderhode is met tien moeders gevoer ten opsigste van hulle beskouings oor seksualitiet en hulle verstandelik gestremde dogters. ‘n Vraelys is ook vir 12 onderwysers gegee om te voltooi. Die moeders en onderwysers is betrek in ‘n poging om die heersende beskouings van die betekenisvolle persone en professionele mense in die lewens van hierdie jong vrouens te bepaal, insluitend diegene vat direk en indirek vir hulle seksualiteitsopvoeding verantwoordelik is. Tydens die onderhoude en fokusgroepbespreking het die deelnemers aan die studie die onderskeie social boodskappe wat hulle as verstandelik gestremde persone kry, bespreek met verwysing na die domeine van seksualitiet: vriendskap, uitgaan en die huwelik. Die deelnemers het lig gewerp op hulle vlakke van kennis oor seks en seksualiteitsonderrig, mesntuasie, voorbehoeding, swangerskap en kindergeboorte, en seksueel oordraagbare infeksies. Die jong vroue het hul oorwegend negatiewe ervarings van stereotipering gedeel, en sommige deelnemers het hulle afkeer uitgespreek. Hulle lae vlakke van sosiale, biologiese en fisiologiese kennis van seksualiteit maak toepaslike seksualiteitsvoorligting ‘n prioriteit. Die studie sluit af met aanbevelings oor die tipe seksualiteitsopvoeding wat die jong vroue voorstel en stel wyses voor waarop spesiale skole kan reageer.
Wiseman, Roxanne Elizabeth. "Mapping the language of intellectual disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55548.pdf.
Full textFrawley, Patsie. "Participation in government disability advisory bodies in Australia : an intellectual disability perspective /." Access full text, 2008. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20090122.114029/index.html.
Full textResearch. "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy [to the] School of Social Work and Social Policy, Faculty of Health Sciences, La Trobe University, Bundoora". Includes bibliographical references (leaves 302-318)
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.
Full textTurnbull, David John. "Towards a collaborative ethic in intellectual disability services." Thesis, Queensland University of Technology, 1998.
Find full textSnyder, Sarah, Victoria Knight, and Pamela J. Mims. "Teaching Students with Intellectual Disability to Read Text." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/183.
Full textPowney, Melanie. "Attachment and trauma in people with intellectual disabilities." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/attachment-and-trauma-in-people-with-intellectual-disabilities(865e3b4c-be4a-4f80-ba5b-154c647aba9d).html.
Full textStephenson, 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.
Full textDoctor of Philosophy (PhD)
Bleazard, Adele. "The experiences of two children with intellectual disability : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53632.
Full textENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood.
AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.
Osiadacz, Nikkita. "Group treatment for male sex offenders with an intellectual disability." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/15719/.
Full textQuibell, Ruth Grace, and rquibell@swin edu au. "Unmaking the other? : discourses in intellectual disability in contemporary society." Swinburne University of Technology. Department of Sociology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20050830.133554.
Full textReilly, Deirde Emer. "Parental bereavement when a child with an intellectual disability dies." Thesis, Bangor University, 2008. https://research.bangor.ac.uk/portal/en/theses/parental-bereavement-when-a-child-with-an-intellectual-disability-dies(62a5454e-2128-444e-ba5d-39d9996afa7e).html.
Full textHartley, Sigan L. "Stressful social interactions, coping, and depression among adults with mild intellectual disability." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1414131091&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textYoung, Janet Louise. "Deinstitutionalisation and changes in life circumstances of adults with intellectual disability in Queensland /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16161.pdf.
Full textLofthouse, Rachael Elizabeth. "Risk factors for offending behaviour in adults with an intellectual disability." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/risk-factors-for-offending-behaviour-in-adults-with-an-intellectual-disability(a74a65a2-4de3-4023-99cc-df8a569552ec).html.
Full textKuo, Yeh-chen 1965. "Siblings of a child with an intellectual disability : identifying those at risk." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31038.
Full textThe findings did not confirm that siblings of children with an intellectual disability have poorer adjustment than that of healthy children. However, the older sisters and older siblings of children with intellectual disability were found to have poorer adjustment in some of the area. Age gap and father's educational background is positively correlated to the adjustment of siblings of children with an intellectual disability. Then and other findings are discussed in the thesis.
Owen, Dawn. "The relationship between life events and challenging behaviour in people with intellectual disability : a preliminary study." Thesis, Bangor University, 2003. https://research.bangor.ac.uk/portal/en/theses/the-relationship-between-life-events-and-challenging-behaviour-in-people-with-intellectual-disability--a-preliminary-study(764bd398-daaa-4ef6-bd97-af777a53c4c2).html.
Full textMirfin-Veitch, Brigit, and n/a. "Dislocation: deinstitutionalisation in the lives of families of people with an intellectual disability." University of Otago. Faculty of Education, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.151035.
Full textCohen, Gazith Karen. "Coping strategies of children with an intellectual disability in regular and special classrooms." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.
Full textChaplin, Eddie. "Is guided self-help a treatment option for people with intellectual disability?" Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/is-guided-selfhelp-a-treatment-option-for-people-with-intellectual-disability(7a3467a8-8a57-4a0a-b298-7ea9be1243bc).html.
Full textPoulin, Carole. "A pictorial motivational scale in physical activity for people with a mild intellectual disability /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61055.
Full textSixty-two high school students were tested with the PPMS. These individuals with a mild intellectual disability were grouped according to age level (12-13, 14-15, 16-18) and academic ability (low, average, high). They answered two questionnaires; the PPMS and Harter's scale (to test students' self-competency). Other scales, made for teachers, were used to assess the validity of the PPMS, a Physical Educator's rating scale and a Teachers' questionnaire.
The reliability estimates of internal consistency (Cronbach's alpha) and temporal stability were sufficiently high to conclude that the PPMS was a reliable instrument. The results also revealed that the PPMS is valid and it correlates in the expected directions with the other scales which followed the self-determination theory of Deci and Ryan (1985a). Therefore, it was concluded that the PPMS is a valid and reliable instrument. (Abstract shortened by UMI.)
Mims, Pamela J., and Ginevra Courtade. "Increasing postsecondary outcomes for culturally and linguistically diverse students with intellectual disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/169.
Full textRajapakse, Saumya Ravihansa Bandara. "Making collaborations to design personalised technologies with people with an intellectual disability." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122963/1/Saumya%20Ravihansa%20Bandara_Rajapakse_Thesis.pdf.
Full textBrooks, Bianca A. "Extracurricular Activities And The Development Of Social Skills In Children With Intellectual And Learning Disabilities." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/psych_theses/108.
Full textJervis, Sarah Jenny. "Exploring the experiences of the sibling of a child with an intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21630.
Full textENGLISH ABSTRACT: This study is aimed at gaining insight into the experiences of siblings of an individual with an intellectual and physical disability. Attaining greater insight into their lived reality, their feelings and concerns could make it possible to provide appropriate support. The review of selected literature provides information on many aspects of the these siblings' experience. Although many studies are quantitative in their approach, the literature review provides relevant and useful findings and inferences which were used to support and substantiate findings. During this qualitative study, which is situated within an interpretive phenomenological paradigm, four participants between the ages of eight and sixteen years were interviewed using semi-structured interviews. This format of interview allowed participants to use their own words to express their personal experiences. The results showed that siblings have both positive and negative experiences when another sibling has an intellectual disability. Other common difficulties include embarrassment, guilt, and the experience of differential treatment. Positive experiences and competencies include love and acceptance, personal growth, maturity, pride in siblings accomplishments, and appreciation for one's sibling. Several experiences were congruent with those mentioned in the literature. The insights into the experiences this study provides has implications for the development and provision of sibling support programmes and interventions. At present, state group support programmes for siblings are not provided within the Western Cape area. The interventions and assistance that do exist seem to be provided by the private sector only. Support can prove very costly, which means that it is not accessible to many who require it. Sibling workshop groups could provide a valuable support alternative to a currently "unsupported" group, the siblings.
AFRIKAANSE OPSOMMING: Hierdie studie poog om insig te verkry in die ondervindings van die broers en susters van 'n kind met intellektuele en fisiese gestremdhede. Beter insig in die realiteit van hul leefwyse, hulle gevoelens en bekommernisse kan beter ondersteuning aan hulle moontlik te maak. Die ondersoek van geselekteerde literatuur voorsien inligting rakende vele aspekte van die ondervindings van hierdie kinders. Alhoewel baie van die studies kwantitatief in hul benadering is, het die bestaande literatuur tog relevante en bruikbare bydraes en gevolgtrekkings verskaf wat gebruik kon word om bevindings te bevestig en te staaf. Hierdie kwantitatiewe studie het plaasgevind in 'n verklarende fenomenologiese paradigma en vier semi-gestruktureerde onderhoude is gevoer met deelnemers tussen die ouderomme van 8 jaar en 16 jaar. Hierdie formaat van onderhoudvoering dra by dat deelnemers hulle gevoelens in hul eie woorde uitdruk. Die bevindings het gewys dat broers/susters beide positiewe en negatiewe ondervindings van kinders met 'n intellektuele gestremdheid het. Ander algemene probleme sluit in skaamte, skuldgevoelens en die gevoel van gedifferensieerde behandeling. Positiewe ondervindings en vaardighede van broers en susters sluit liefde en aanvaarding, persoonlike groei, volwassenheid, trots op die broers/suster se bekwaamheid en die waardering van so 'n broer/suster in. Verskeie van die ondervindings het ooreengestem met bevindings wat in die literatuur gevind is. Die insigte in hierdie ondervindings wat deur hierdie studie voorsien word het implikasies vir programme en intervensies wat ondersteuning aan hierdie kinders bied. Tans is daar nie sodanige staatsgefinansierde ondersteuningsprogramme in die Wes-Kaap area nie. Die intervensies en ondersteuning wat wel beskikbaar is word slegs in die privaatsektor aangebied. Ondersteuning kan baie duur wees, wat beteken dat dit vir baie kinders wat dit nodig het, ontoeganklik is. Ondersteuningsgroepwerkswinkels kan 'n waardevolle alternatief bied vir die "nieondersteunde" groep, die kinders.
Kock, Elizabeth. "De-institutionalisation of people with mental illness and intellectual disability : the family perspective." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2231.
Full textENGLISH ABSTRACT: South Africa has transformed its mental health service provision from in-hospital care to community-based rehabilitation. Although the idea is sound, the process places the caregiving families under an immense pressure. The aim of this study was to explore the impact that the de-institutionalisation process has had on the families as they care for their child with intellectual disability. The study was conducted by means of qualitative, unstructured interviews with families that have had a child de-institutionalised from Alexandra Hospital in the Western Cape. All of the patients were diagnosed with a dual diagnosis of intellectual disability and mental illness. Even though the patients were in group-homes or attended a day care centre, final responsibility for the patients lay with the parents. Three main themes emerged from the interviews that describe the impact of deinstitutionalisation, viz. the characteristics of the family member with intellectual disability (aggressive, abusive and self-destructive behaviour of the patient), the effect that these characteristics had on the family (marital stress and health risks to the care giver), and community and resource factors. The study placed the family central to its environment and discussed the impact deinstitutionalisation had on its environment as a whole. It was concluded that the burden that de-institutionalisation places on the families far exceeded their ability to cope with these circumstances. This status quo could be improved if adequate resources and skills are given to families prior to de-institutional
AFRIKAANSE OPSOMMING: In Suid-Afrika is geestesgesondheidsorg van hospitaliserende na gemeenskapsgebaseerde rehabilitasie, omskep. Terwyl hierdie stap wel as lewensvatbaar mag voorkom, plaas die proses ‘n hewige las op die sorggewende gesin. Die doel van hierdie studie was om die omvang van die impak hiervan op ‘n gesin met ’n lid met intellektuele gestremdheid en psiegiatriese siekte, te bepaal – nadat so ‘n pasient uit die inrigting ontslaan is. Die ondersoek is uitgevoer by wyse van kwalitatiewe, ongestruktureerde onderhoude met gesinne wie se lede met die diagnose uitgeplaas is deur die Alexandra Hospitaal in die Wes-Kaap. Elkeen van die pasïente is gediagnoseer met ernstige intellektuele gestremdheid, asook bykomende gedragsafwykings. Ten spyte van die feit dat die betrokke pasïente deur groepshuise of dagsorg eenhede versorg word, bly hulle hul ouers se verantwoordelikheid. Drie temas het ontstaan wat die impak van ontslag uit die inrigting omskryf, te wete die karaktertrekke van die gestremde gesinslid (aggressie, misbruikende en vernielsugtige gedrag van die pasïent), die effek van hierdie karaktertrekke op die gesin (stres op die huwelik en potensiële gesondheidsrisiko wat dit vir die versorger inhou), en die gemeenskap en ondersteunende faktore. Tydens die ondersoek is die gesin sentraal geplaas ten opsigte van die omgewing. Die impak van ontslag van die gediagnoseerde pasïent uit die inrigting op die omgewing as geheel, word bespreek. Daar is tot die slotsom gekom dat die vermoë van die gesin wat die las moet dra as gevolg van die ontslag, ver oorspan word. Hierdie toedrag van sake sou egter verlig kon word indien toereikende hulpbronne en vaardighede aan sulke gesinne beskikbaar gestel word alvorens so ‘n pasïent ontslaan is.
Cordes, Trudy Lyn Education Faculty of Arts & Social Sciences UNSW. "A conceptual approach to the work, leisure and retirement education of adults with an intellectual disability." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/32265.
Full textSeaman, Leanne. "An evaluation of interpersonal competence in relation to criminal victimisation among people with an intellectual disability /." Adelaide, S. Aust. : The author, 1991. http://web4.library.adelaide.edu.au/theses/09SPS/09spss438.pdf.
Full textGraham, Andrew J. 1964. "Physical fitness of adults with an intellectual disability : a 13 year follow-up study." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35318.
Full textTerreblanche, Susan Elizabeth. "A transformation strategy for Protective Workshops : towards comprehensive services for adults with intellectual disability." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97037.
Full textENGLISH ABSTRACT: South African Protective Workshops struggle to transform to align to a developmental human rights approach and to increase sustainability in the absence of a uniform model and an implementation strategy. This study applied qualitative research methodology in the form of Action Research with Co-operative Inquiry to answer the research question of what could be a framework of best practice for and strategy of transformation for protective workshops (PWs) operated by the South African Federation for Mental Health (SAFMH) in South Africa. It included the development of a transformation strategy for 31 PWs for adults with intellectual disability operated by SAFMH member organisations across South Africa. Seven representatives from the managers and service users of PWs were selected trough convenient sampling. The participants formed a co-operative inquiry group to determine the nature of the service to be delivered and how it should be implemented. The purpose was to develop a framework for possible and relevant services for persons with intellectual disability. Such services should preferably be aligned to the human rights based legislation and funding requirements of the Department of Social Development as to increase the long-term sustainability of the PWs. Given that the study was funded by the SAFMH, the directors requested that the Co-operative Inquiry Group use the exisisting best practice model used by Cape Mental Health as a template and point of departure. The study was done over a 12-month period (February 2012 – February 2013) and included a research initiation meeting, four search conferences and a presentation of the findings to the SAFMH Directors. The study contributed new knowledge on the nature of service provision to persons with ID and the ideal process to transform services within the SAFMH context. Through inductive content analysis two themes emerged namely: 1) Comprehensive service provision and 2) Coordinated transformation of services. The first theme determined that comprehensive services to persons with ID should consist of inclusive, appropriate, enabling and empowering services. The second theme suggested a new way of coordinating the transformation of services through systematic implementation, suitable regulation, sufficient capacity and ensuring sustainability. A central management structure was suggested to ensure coordinated implementation, to secure funding and to monitor and evaluate the implementation. A mind-shift towards new thinking was identified as a prerequisite for stakeholders buy-in on transformed service delivery. This mind-shift relates to the status of the service users with ID as adults in training towards employment in the open labour market and maximum integration into society. This study contributed new knowledge that informs the development of a new service delivery framework of best practice. The proposed implementation strategy could offer persons with ID the opportunity to progress and develop towards their maximal level of integration into society. It further provided PWs with possibilities for conceptualising different models of practice in the form of an implementable framework and a strategy to transform services. The findings were presented to the SAFMH Directors who adopted the concept framework and implementaimplementation strategy in theory as a proposal for future transformation without amendments.
AFRIKAANSE OPSOMMING: Suid-Afrikaanse Beskermde Werkswinkels vind dit moeilik om te transformeer na ‘n ontwikkelingsbenadering wat op menseregte gegrond is en om hul volhoubaarheid te verbeter in die afwesigheid van ‘n eenvorminge model en ‘n strategie vir implimentering. Hierdie studie het kwalitatiewe navorsingsmetodes in die vorm van Aksie Navorsing met Koöperatiewe Ondersoeke gebruik om ’n transformasie strategie vir die 31 Beskermde Werkswinkels vir volwassenes met intellektuele gestremdheid, wat bestuur word deur die lidorganisasies van die South African Federation for Mental Health (SAFMH) regoor Suid-Afrika. Die koöperatiewe ondersoekspan het bestaan uit verteenwoordigers van die werkswinkel bestuurders en gebruikers van die dienste wat geselekteer is deur middel van gerieflikheidsteekproefneming. Hulle ondervinding het meegewerk om vas te stel wat die aard van die dienste moet wees en hoe dit effektief geïmplementeer kon word. Die doel van die studie was om dienste daar te stel vir persone met intellektuele gestremdheid wat in lyn is met menseregte wetgewing en die riglyne vir befondsing deur die Departement van Maatskaplike Dienste om sodoende die langtermyn volhoubaarheid van die werkswinkels te verbeter. Omdat die studie deur SAFMH befonds is, het die direkteur die koöperatiewe ondersoekspan gevra om die Cape Mental Health model as ’n beginpunt te gebruik aangesien dit reeds as ’n beste praktyk model in die sektor erken word. Die studie is oor ’n periode van 12 maande uitgevoer (Februarie 2012 – Februarie 2013). Dit het ’n inisiasie vergadering, 4 ondersoek konferensies en ’n aanbieding van die bevindinge aan die SAFMH-direkteure ingesluit. Die eerste tema het nuwe insig gegee oor die aard van dienste aan persone met intellektuele gestremdheid en die ideale manier om dit te implementeer om te transformeer van huidige na beste praktyk status binne die SAFMH konteks. Deur induktiewe inhoud analise het twee temas na vore gekom vanuit die kodes, sub-kategorieë en kategorieë. Die eerste tema het gedui op omvattende dienste aan persone met intellektuele gestremdheid in die vorm van inklusiewe dienste, toepaslike dienste, dienste wat persone in staat stel en dienste wat hulle bemagtig. Die tweede tema het nuwe kennis opgelewer aangaande die gekoördineerde transformasie van dienste deur sistematiese implementering, toepaslike regulering, genoegsame kapasiteit en deur te verseker dat dit volhoubaar is op die lang duur. ’n Sentrale bestuursentrum is voorgestel om gekoördineerde implementering te verseker. ’n Nuwe denkwyse oor die status van volwassenes met intellektuele gestremdheid deur alle belanghebbendes is geïdentifiseer as ’n voorvereiste vir die aanvaarding en suksesvolle implementering van die transformasie strategie. Hierdie persone moet gesien word as volwassenes wat in opleiding is om in die ope arbeidsmark te werk en op die hoogste vlak van integrasie in hulle gemeenskappe te funksioneer. Die nuwe kennis het gelei tot die ontwikkeling van ’n nuwe diensleweringsraamwerk en implementeringstrategie wat persone met intellektuele gestremdheid die geleentheid kan gee om maksimaal te ontwikkel en te integreer in hulle gemeenskappe. Dit bied verder aan beskermde werkswinkels die geleentheid om alternatiewe modelle van dienslewering te oorweeg. Die bevindinge is aan die SAFMH-direkteure voorgelê en die raamwerk en strategie vir implementering is in teorie aanvaar sonder enige veranderinge.
Kent, Penny. "Measuring quality of life : developing a questionnaire to measure satisfaction with lifestyle of people with an intellectual disability /." Title page, contents and summary only, 1990. http://web4.library.adelaide.edu.au/theses/09ARM/09armk37.pdf.
Full textKlotz, Jani. "Denying intimacy the role of reason and institutional order in the lives of people with an intellectual disability /." Connect to full text, 2001. http://hdl.handle.net/2123/513.
Full textTitle from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Anthropology, Faculty of Arts. Includes bibliography. Also available in print form.
Underwood, Lisa. "Mental health and service use of adults with intellectual disability and autism spectrum disorder." Thesis, King's College London (University of London), 2012. https://kclpure.kcl.ac.uk/portal/en/theses/mental-health-and-service-use-of-adults-with-intellectual-disability-and-autism-spectrum-disorder(26021470-6a3b-4243-a746-cfbf26ea939c).html.
Full textTyler, Emily J. "Improving the reading skills of typically developing children and children with an intellectual disability." Thesis, Bangor University, 2013. https://research.bangor.ac.uk/portal/en/theses/improving-the-reading-skills-of-typically-developing-children-and-children-with-an-intellectual-disability(1555bf75-a4bd-4fab-8258-0db57d4bc760).html.
Full textGraydon, Clare. "Protection or paternalism? : a critical evaluation of Australian legislation relating to sexual acts involving persons with intellectual disability /." Murdoch University Digital Theses Program, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090610.84938.
Full textMims, Pamela J., Joshua Baker, Ginevra Courtade, Bree Jimenez, and Christopher Rivera. "Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/171.
Full textRivera, Christopher, Joshua Baker, Ginevra Baker, Pamela J. Mims, and Tracy Spies. "Building a Culturally Responsive Framework for Students with Intellectual Disability to Increase Postsecondary Outcomes." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/164.
Full textCockram, Judith. "Justice or differential treatment? : Adult offenders with an intellectual disability in the criminal justice system." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1532.
Full textHill, Frances. "Subjective perceptions of stress and coping by mothers of children with an intellectual disability : a needs assessment." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53074.
Full textENGLISH ABSTRACT: My study aims to explore the feelings of and coping strategies used by a group of mothers of young children with an intellectual disability. I used two validated questionnaires and, at a later date, a semi-structured interview with each research participant. My analyses of the questionnaires' data provided me with tentative themes for inclusion during the semi-structured interviews. The combination of quantitative and qualitative research methodologies resulted in the confirmation and expansion of some of the data, but contradictions between other data. I used lay theory as one explanation for the contradictory findings. My study found that the mothers of young children with an intellectual disability experience a range of feelings and use a combination of different coping strategies, a pragmatic coping style being common to all the participants. I conclude by acknowledging the inherent capabilities of my research participants and encouraging service providers to empower parents of young children with an intellectual disability.
AFRIKAANSE OPSOMMING: Die doel van die studie is die ondersoek van gevoelens en hanteringstrategiee van 'n groep moeders vanjong kinders met 'n kognitiewe gestremdheid. Ek het aanvanklik gebruik gemaak van twee geldige vraelyste en na afloop daarvan is 'n semigestruktureede onderhoud gevoer met elke deelnemer. Tentatiewe temas verkry uit geanaliseerde vraelys data is ook gebruik/ingesluit gedurende die semi-gestruktureede onderhoud. Die kombinasise van kwantitatiewe en kwalitatiewe navorsingsmetttodologiee het gelei tot die bevestiging en uitbreiding van sekere data, maar was ook weer teenstrydig met van die ander data. Ek het leke teorie gebruik as verklaring vir die teenstrydighede. My studie het bevind dat hierdie moeders 'n wye verskeidenheid gevoelens ervaar en dat hulle ook van verskeie hanteringstrategiee gebruik maak. Die pragmatiese hanteringstyl was die mees algemene onder die deelnemers. Samevattend het ek erkenning verleen aan die inherente vermoens van die deelnemers en ook diensverskaffers aangemoedig om ouers van jong kinders met 'n kognitiewe gestremdheid te bemagtig.
Wilson, Nathan J. "Conditionally sexual constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability /." Connect to full text, 2009. http://hdl.handle.net/2123/5387.
Full textTitle from title screen (viewed Sept. 15, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Discipline of Medicine, Faculty of Medicine. Includes bibliography. Also available in print form.
Spriggs, Amy D., Pamela J. Mims, Dijk Wilhelmina van, and Victoria F. Knight. "Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/303.
Full textSindall, O. "An exploratory validation study of a risk assessment tool for male sex offenders with an intellectual disability." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/10821/.
Full textStinson, Jill D., and Sharon Bradford Robbins. "Characteristics of People With Intellectual Disabilities in a Secure U.S. Forensic Hospital." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7873.
Full textGrey, J. M. "Living at home with family : psychological adaptation and well-being among family carers and adults with an intellectual disability." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/living-at-home-with-family-psychological-adaptation-and-wellbeing-among-family-carers-and-adults-with-an-intellectual-disability(56a532e7-95e6-42d6-b873-ccf593b0e7af).html.
Full textDreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.
Full textMims, 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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