Academic literature on the topic 'Intellectually handicapped students'
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Journal articles on the topic "Intellectually handicapped students"
1
Ennis, Michael. "Issues relating to the testing and assessment of Aboriginal students." Queensland Journal of Guidance and Counselling 3 (November 1989): 39–49. http://dx.doi.org/10.1017/s1030316200000169.
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“Tests have been misused to justify race, social class and ethnic discrimination as a racial minority”. (Rescheley, 1979, p. 234.)The assessment of Aboriginal students as a racial minority is both complex and controversial. All too frequently low achievement scores on standardised tests have placed Aboriginal students in ‘special’ classes for the mildly intellectually handicapped or in non-academic courses (Clark, Clark & Damm, 1979; Cummins, 1980). This paper aims to provide an explanation of the factors influencing the testing and assessment of Aboriginal students. The paper briefly clarifies the terms ‘testing’ and ‘assessment’; offers support for the proposition that Aboriginal students do achieve poorly on both standardised and non-standardised tests; and, most critically, discusses the factors that mitigate against Aboriginal students in assessment situations.
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Penn, Carrol, Peter Stephens, and Doug Quadrio. "‘This is my school’: Monkland integration project." Journal of Psychologists and Counsellors in Schools 2 (November 1992): 71–79. http://dx.doi.org/10.1017/s1037291100002284.
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The vision was to have a group of up to eight mildly – moderately intellectually handicapped children integrated into a Year 1/2 class at Monkland State School. The total class numbers were to be the same as for a regular class (for infants – 25) with two teachers, one of whom is trained in special education. The integrated group would progress through the school with their age peers. The needs of the children would be considered in the School Development Plan. The special needs group would be closely linked to the special school campus so its specific facilities could be utilised. Some students enrolled at special school would also have access to the Monkland group for some integration/link activities. In two years time a similar class in another school will be opened.
3
Eliseeva, YuV, AA Voytovich, OYu Milushkina, AV Istomin, and YuYu Eliseev. "Hygienic assessment of handicapped adolescents vocational training conditions: problems and optimization opportunities." Bulletin of Russian State Medical University, no. (5)2018 (November 22, 2018): 23–29. http://dx.doi.org/10.24075/brsmu.2018.060.
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In a number of occupations, there is a shortage of labor force that can be filled with economically active part of the population, including people with disabilities (handicapped, HC). Unfortunately, observance of hygienic requirements in the context of HP adolescents vocational training has not been studied sufficiently: most scholars have researched only the conditions of teaching healthy adolescents. This study aimed to examine the HC adolescents vocational training conditions and develop measures to improve their working conditions with pathologies factored in. We examined adaptation potential, anxiety level, mental efficiency, sick rate and personal well-being assessment in HC adolescents (n = 120) aged 16–18, not impaired intellectually, studying sewing equipment operation, shoe repairs in the boarding scool. In the context of the study, we applied Smirnov hygiene criteria, Giessen Symptom Questionnaire, Spielberger's Test Anxiety Questionnaire, Sivkov scale, correction tables, Baevsky adaptation index. For the purposes of statistical analysis, we used parametric (Student t-test) and non- parametric (Mann–Whitney) criteria. The Spearman's correlation coefficient helped determine interrelationship of the studied parameters. We identified the following key adverse hygienic factors that have a significant impact on the students' health: intense character of labor performed, insufficient artificial lighting, noise level above the norm, high content of organic solvents and dust in the workshop's air. The timetable of the boarding school was also found to be inefficient. The results of this study allowed developing and introducing a software program to automatically compile the school's timetable with the aim to improve psychosomatic health of the students and halve the number of health-related complaints.
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Malaniiuk, Mariia. "THEORETICAL BACKGROUND OF INTELLECTUAL DISABILITY: POSSIBILITIES AND LIMITATIONS." Scientific Journal of Polonia University 36, no. 5 (November 25, 2019): 103–10. http://dx.doi.org/10.23856/3612.
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The article is focused on the problem of disability as a general mental disease and mental retardation as a kind of intellectual disorder and possible alternative ways of teaching English as a foreign language. The authors define a mental disorder, also called a mental illness or psychiatric disorder, as a behavioral or mental pattern that causes significant distress or impairment of personal functioning. They claim that abilities and limitations of mentally handicapped children are presented by defining mental retardation. The article also presents the classification of mental disabilities, and a concrete type of the mental disability ̶ the mild one is characterized. It also substantiates the objective necessity that a skilled teacher should be very flexible and methodologically well prepared for teaching English as a foreign language to mentally handicapped students, using different methods tailored to their individual needs.
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Becht, Kathleen, Carley Blades, Rumi Agarwal, and Shanna Burke. "Academic Access and Progress for Students With Intellectual Disability in Inclusive Postsecondary Education: A Systematic Review of Research." Inclusion 8, no. 2 (June 1, 2020): 90–104. http://dx.doi.org/10.1352/2326-6988-8.2.90.
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Abstract The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies.
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Borowska-Beszta, Beata. "Ohyake (公) czy watakushi (私) i puraibashii (プラ イバシー) ? Przestrzenie i artefakty systemu edukacji specjalnej i inkluzyjnej w Japonii: Raport z wizualnej mikroetnografii edukacyjnej." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 21 (January 7, 2019): 31–67. http://dx.doi.org/10.14746/ikps.2018.21.03.
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The presented research is a microethnographic report from a visual ethnography undertaken in May 2016, in 6 Japanese schools and 1 adult support center with disabilities located on island Kyushu in Fukuoka Prefecture. The study deals with a issues of the educational material culture and refers to the study of space and school artifacts designed in schools for students with special educational needs – understood as intellectual disabilities and for adults with such potential as well. The research was grounded in E. Schein’s organizational culture, furthermore on the concept of private space and public space described by T. Tamura and my author’s concept developed at the reinterreted role of the handicapped human in stationary institution published by W. Wolfensberger’s (1969).
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Bintoro, Totok. "MENYELARASKAN ARAH PEMBANGUNAN PENDIDIKAN KHUSUS DI INDONESIA." Perspektif Ilmu Pendidikan 16, no. VIII (October 31, 2007): 63–76. http://dx.doi.org/10.21009/pip.162.7.
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This article is of the opinion that quality improvement of Special Education in Indonesia is slow due to ( a) perception of public and the Government assuming that education of students with special needs is less important, ( b) wrong perception about Special Education regarding special education is for handicapped children only,( c) incorrect orientation in the education management which gives priority to intellectuality aspect, ( d) management of Special Education by segregation , ( e) policy in the management of national education using approach of education production function or input-output analysis which is not executed consequently, ( f) management of education is executed in bureaucratic centralization ( g) education service paying less attention to individual requirement of students, and ( h) human resource in Special Education still has to be improved. After analyzing the existing conditions critically from various aspects, this article provides a set of recommendations, mostly concerning with policy at national and regional levels.
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Mahawariya, Kimi, and Meera Yadav. "Exploring Needs and Requirements of Differently Abled Students at Equal Opportunity Cell, University of Delhi." ATHENS JOURNAL OF SOCIAL SCIENCES 8, no. 1 (December 27, 2020): 9–30. http://dx.doi.org/10.30958/ajss.8-1-1.
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A differently-abled student needs special attention due to his or her different learning abilities, medical condition or any physical disability. It is essential that all Institutions must put efforts to provide various facilities best suited to these students and bring about their intellectual, academic and cultural development along with all other students. The purpose of this study is to look into the various resources, facilities and services which have been provided by Equal Opportunity Cell (EOC), a special Center for specially abled students established at University of Delhi, Delhi (India) for satisfying the requirements of its users to achieve higher education. An interactive and feedback approach, by way of questionnaire and verbal interviews to reach to the opinion of the specially abled students at EOC, has been practised by the author for the study. The findings show that EOC provides some important facilities to its users such as short term courses along with sports events specially designed and organized for them, computer laboratories as per their requirements, scanning and accessible reading equipments to visually impaired students and provisions of volunteers for providing support to disable students followed with transport facilities for them. It is also observed that the staff of the EOC was very helping towards the students. Overall, students have accepted that EOC has been fulfilling its motto for creating a barrier free environment for them for their learning needs. The study recommends to quantitative increase in the numbers of assistive devices, installation of advanced Information and Communication Technology (ICT) tools and softwares for better and more efficient support to the specially-abled students. Keywords: Equal Opportunity Cell (EOC), differently-abled students, specially abled students, Person with Disability (PwD), Physically handicapped students, University of Delhi and blind students.
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Waardenburg, Jacques. "Observations on the Scolarly Study of Religions as Pursued in some Muslim Countries." Numen 45, no. 3 (1998): 235–57. http://dx.doi.org/10.1163/1568527981562177.
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AbstractThe article examines the study of religions at scholarly institutions in Muslim countries. As far as Islam and Islamic thought is concerned, both traditional and overly ideological approaches are problematic from a scholarly point of view. With regard to the study of religions other than Islam, interesting initiatives have been taken in several countries. Difficulties on a practical level include a lack of good handbooks in the “Islamic” languages, while books published in the West are mostly too expensive to acquire. Training in the languages of the various religious Scriptures is virtually absent. History of religions or religious studies have rarely been institutionalized. The study of some religions is seriously handicapped by political conflicts.Among the positive developments at present is, first, the increased interest in “religions” among students and the general public. The historical, anthropological and sociological research carried out in several Muslim countries pays attention to the social role of religion. A number of Muslim students enrolled at Western universities take courses in religions.The conclusion contends that the medieval tradition of Muslim studies of other religions could be a source of inspiration for the future. What is still much needed are competent staff, material facilities, a positive climate for intellectual pursuits, technical training in the study of texts, facts and meanings, and mental training for the pursuit of scholarly truth are needed. While perhaps acting as catalysts, Western models should not enjoy absolute authority. The author considers the pursuit of knowledge which is useful both to Muslims and to the scholarly community at large as most important.
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Mr. Shashi Kumar, Dr Chavan. B. S., and Ms. Vani Ratnam. "Effect of Differential Reinforcements on Reducing Problematic Behaviours among Children with Intellectual Disability in the Classrooms." International Journal of Indian Psychology 3, no. 3 (June 25, 2016). http://dx.doi.org/10.25215/0303.027.
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A structured behaviour modification programme relatively improves the various skill behaviours among children with intellectual disabilities as well as decreases the problematic behaviours, when it is used in a systematic way in school classrooms. Present study represents the effect of systematic representation of differential reinforcements to decrease the problematic behaviours among the children with intellectual disabilities. The main objective of the present study was to study the effect of differential reinforcements in decreasing problematic behaviours among children with intellectual disability. This study was conducted on the sample of twenty students, selected from the Regional Institute for Mentally Handicapped Chandigarh, with informed consent of parents with pre selected inclusion and exclusion criteria and randomly assigned to the two groups. Experimental group was treated by the experimenter with intervention package after pre test up to 60 sessions and control group was remained untreated. After the treatment and analysis, experimenter found that students of experimental group who treated with the treatment package have significant decrease in problematic behaviours with t value 8.450, in comparison to control group.
Dissertations / Theses on the topic "Intellectually handicapped students"
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Lyles, Sigrid K. "Patterns and perceptions of friendship among mainstreamed intellectually impaired junior high school students and their non-handicapped peers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ32003.pdf.
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Hall, Phillip, and n/a. "The situational language intervention programme (SLIP) : the theoretical background and outline of the programme." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.121516.
Full textAbstract:
The general aim of the thesis is to show how The Situational Language Intervention Programme (SLIP) was formulated in order to include the
critical factors of: the cognitive abilities and linguistic
characteristics of the intellectually handicapped; pragmatics, semantics
and syntax and the four models of language acquisition; the criteria
that guide language intervention programme development; the use of
precise and systematic teaching methods that stimulate the use of
language in the students' environment. The general objective of both
SLIP and this thesis is to show how to increase moderately to severely
intellectually handicapped adolescents' language-communication through
the appropriate use of the forms of language applied to its functions in
a specific range of situations.
Chapter Two of the thesis is concerned with the cognitive abilities of
intellectually handicapped people and the implications of intellectual
handicap on communication and language development. In addition it
discusses, stage by stage, the positive and negative markers of language
acquisition. These markers illustrate to the teacher the signs of
linguistic retardation at each stage of language learning.
The contents of Chapter Three provide an outline of the four models of
language acquisition, i.e. Pragmatic, Semantic/Cognitive,
Psycholinguistic/Syntactic and Behavioural. Those models contribute to
our understanding of how language develops and illustrate to us the
complex nature of language acquisition. In addition, this discussion
documents the past and current research viewpoints and draws our
attention to the limitations that existing theories have in providing a
"full�blown" model of language acquisition. Furthermore, Chapter Three
is stating that the recent analysis of language-training for
communication disordered and intellectually handicapped students has
shown that a more balanced study of the semantic and pragmatic factors in
language acquisition is emerging. This chapter is urging teachers to
re-analyze, re-evaluate and modify their language intervention programmes
by integrating the syntactic, semantic and pragmatic factors.
Both the contents of Chapters Two and Three are demonstrating that it is
necessary to address the theoretical viewpoint and academic findings both
of which are important aspects of the role of the interventionist. They
have to be addressed if the teacher is to make judgments concerning the
efficacy of different models in attaining certain goals. Such factors
govern the utilization and integration of certain approaches and
procedures.
The contents of Chapters Four and Five discuss how the language
interventionist can lead the intellectually handicapped student into
increased language usage and communicative competence. Chapter Four is
concerned with the current critical issues and developments in:
curriculum and programme design for the moderately/severely
intellectually handicapped adolescent; criteria to guide programme
development and direction of language intervention; direct instruction
techniques; augmentative communication systems and their basic programme
guidelines.
Chapter Five outlines the framework of the Situational Language
Intervention Programme (SLIP) which was designed and implemented by the
author. The content and procedures utilized by SLIP are greatly
influenced by the contents of Chapters Two, Three and Four. This
influence is demonstrated in the discussion concerning SLIP's: aims and
objectives; content and design decisions; selection of forms to be
taught; sequencing; teaching procedures and methods of instruction.
Chapter Five also discusses the implementation of SLIP.
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Vlachos, Catharina Johanna. "Developing and managing a vocational training and transition planning programme for intellectually disabled learners." Thesis, 2008. http://hdl.handle.net/10500/709.
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Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme.Educational Studies
D. Ed. (Educational Management)
Books on the topic "Intellectually handicapped students"
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Mental retardation: A lifespan approach to people with intellectual disabilities. 8th ed. United States: Prentice-Hall, 2004.
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Mental Retardation and Intellectual Disabilities: Teaching Students Using Innovative and Research-Based Strategies. Prentice Hall, 2005.
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Hardman, Michael L., and Clifford J. Drew. Mental Retardation: A LifeSpan Approach to People with Intellectual Disabilities, Eighth Edition. 8th ed. Prentice Hall, 2003.
Find full textBook chapters on the topic "Intellectually handicapped students"
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Epler, Pam L. "Case Study Analysis of an Adaptive Academic School Service Delivery Model With Multiple Disabilities/Handicapped Students." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 599–607. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch031.
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This chapter focuses on multiple disability (MD) or multiple handicapped (MH) students. Being considered equal to their grade- and age-level peers is essential for MD/MH students. Thus, in this chapter, use of the adaptive academic service delivery model with MD/MH students is examined through a case study within a junior and high school setting. This chapter includes a discussion about the causes and characteristics, the educational placement and instructional strategies, and the eligibility criteria for students with multiple disabilities or multiple handicaps. The chapter concludes with a discussion about future trends for MD/MH students and service providers.
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Dadure, Pankaj, Partha Pakray, and Sivaji Bandyopadhyay. "Game-Based Learning." In Machine Learning Approaches for Improvising Modern Learning Systems, 50–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5009-0.ch003.
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The continuous growth in the development of interactive technologies has lighted up the game-based learning applications. The game-based learning applications motivate the students to enhance their knowledge and improve the overall student learning experience. Learning with fun and entertainment is the prime aspect of any interactive platform. The skills and knowledge learned by game-based learning are kept longer than traditional learning methods. In addition, an efficient learning method involves students completely in what they are doing. The game-based learning application is very helpful for the physically handicapped students to reveal their intellectual ability. This chapter discusses how the game-based learning applications impacts the Indian education system, national and international status of game-based learning, challenges of game-based learning, existing game-based learning applications, and present and future impacts of game-based learning applications on the Indian education system.
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Yamashita, Satsuki, Hayato Ishida, Hidetaka Yukawa, Hisaaki Yoshida, Chiyo Koizumi, Yusuke Yamauchi, Mahito Funaki, and Shigeru Ikuta. "School Activities With Educational Robot to Facilitate Student Learning." In Handbook of Research on Using Educational Robotics to Facilitate Student Learning, 209–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6717-3.ch008.
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The teaching of programming and its basic concepts even to young children has a crucial influence on the development of their cognitive functions and blends the lessons in the class with real life. In this chapter, school activities with educational robotics performed at both the special-needs education school and general public school were described. The students with mild intellectual disabilities and physically handicapped at the special needs school could build the robots nicely using small blocks and move them as they wanted through coding. The intellectual disabled students usually do not have enough long-term memory and are weak in abstraction but could develop the ability to actually understand logical thinking through hands-on learning with educational robotics. Through the present activities, the students including the public school could become aware of various goods around them programmed with coding and connect the learning in class to the real world.