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1
Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.
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Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.
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While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
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Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.
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Thesis (MEd)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.
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Candy, Judith. "Early education : experiences and perceptions of minority group parents and young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/783.
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In Australia there has been little research into the experiences and perceptions of education of parents from different minority groups whose young children attend school in this country. This study investigated the experiences that overseas born parents from non-English speaking backgrounds have of their own and their children's education in countries outside Australia, experiences of their children's early education in Australia, as well as those of their young children between 6 and 9 years of age attending school in this country. Despite marked differences in educational policies and practices operating in the participants' countries of origin, almost all parents in this study had experiences of education in childhood which were unlikely to be conducive to the building of warm and friendly future relationships with teachers and schools. Feelings of fear and hostility due to the extremely formal role methods, repressive discipline, and harsh corporal punishment administered by authoritarian and often cruel teachers, particularly in early primary years, were consistently described as pervasive elements in the education of most of the parents participating. In contrast, many aspects• of education in Australia were regarded as superior, however unsatisfactory communication, lack of awareness and interest demonstrated by schools and teachers meant that many of these parents also had negative experiences of education in this country. Dissatisfaction with their children's progress resulting in feelings of powerlessness due to the perceived lack of information, concerns about insufficient academic rigour, motivation and discipline were a source' of anxiety for many participants. Discussions with the young children of participants revealed their preferences for non academic activities outside the classroom, and those involving creativity •and/or• motor skills. Children's dislikes related mainly to relationships with their peer group, with difficulties in making /retaining friendships, bullying and racism as issues of concern. Relationships with teachers seemed to be both positive and negative, however little help with problems concerning the peer group seemed forthcoming, and minimal evidence of positive affirmation of the cultural and linguistic differences of these children was noted. Recommendations and implications include the need for teachers and schools to develop more cultural awareness in order to understand the differing perspectives of linguistically and culturally diverse families, and appreciate the role that parents’ prior experiences of education play in the formation of attitudes towards their children’s education. The importance of improving relationships, building authentic collaborative partnerships between teachers and minority group parents, and providing more information about school goals and programmes with opportunities to discuss these freely, is stressed. The use of overseas born parents’ expertise and home experiences both as resources to facilitate optimum outcomes for their children, and a means of increasing respect, understanding and trust between linguistically and culturally diverse families and the “mainstream” school population, is also strongly recommended.
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Kuaka, Kennedy Born. "Views and experiences of children with disabilities and their parents regarding school attendance." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5838_1318490189.
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The study population was children with physical disabilities who were not attending school and their parents. A sample of 19 participants was purposefully selected. A qualitative approach was used to explore the participants" attitudes, cultural beliefs, and challenges related to school attendance of children with physical disabilities. A content analysis approach was used for data analysis after translating and transcribing raw data from Tonga into English. The data were coded, categorized and themes of the content identified. Ethical procedures included, obtaining permission from the University of Western Cape, the Ministry of Community Development and Social Services in Zambia and Rural Health Centre. Signed consent from parents, consent from parents stating that their children can participate and assent from children was obtained. Anonymity and confidentiality of participants was emphasized and participants were reminded that their participation was voluntary. Participants had the freedom to withdraw without any prejudice. The results indicated positive attitudes of children and their parents towards school attendance of children with disabilities. The traditional and religious beliefs of parents did not influence or contribute to children with disabilities not attending school. The main reason why most children with physical disabilities were not attending school in Mazabuka district was due to physical and social barriers.
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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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Larson, Brooke Noelle. "Preferred developmental disabilties among prospective adoptive parents." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3288.
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This study was done to examine prospective adoptive parents' perceptions of one particular group of special needs children waiting for adoption: those children with developmental disabilities. The results will give social workers information that will help provide training and informational meetings to prosepctive parents in regard to the child's age and developmental disabilities.
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Wogqoyi, Mirriam Ntombesoka. "Knowledge, attitudes and practices of parents/guardians of children with disabilities on abuse of children with disabilities, in the Willowvale area, Eastern Cape Province, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20400.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Child abuse is a problem worldwide and also a serious problem in South Africa. Recent statistics revealed an increase in reported cases. Incidence of abuse is difficult to determine accurately but there might be a million children involved annually (Berkow 1977: 1040). Available research indicates that disabled children across all types of disabilities are at a greater risk of all forms of abuse than non-disabled children. The causes of child abuse are complex and involve social factors. The general effect of poverty, unemployment, alcohol and drug abuse are likely to be associated with child abuse. In addition the disability and its effects on the child and family as well as wider societal views of disability exacerbates the risk for disabled children and make apprehending and bringing perpetrators to justice more difficult. But, the topic requires further exploration. Thus the study evolved with the aim to explore parents‟ and caregiver‟s knowledge, attitudes and practices towards the abuse of children with disabilities in the Willowvale area of the Eastern Cape of South Africa. A qualitative, descriptive study with a small quantitative component was done. The sample consisted of 24 participants, identified through snowball sampling, in five purposively sampled study areas in the Eastern Cape. Data was collected in March 2009 through a self-designed questionnaire that focused on knowledge of abuse and a focus group discussion in each site. Content analysis of data according to pre-determined themes was done. Results indicated low levels of knowledge on abuse as well as difficulties defining the concepts of disability and abuse. However, participants had a general awareness of the presence of abuse of children with disabilities and could provide many an example from personal experience. In addition participants indicated challenges with reporting of abuse such as being unsure what constitutes a criminal offence, what the lines and procedures of reporting are, being scared of the perpetrator and his or her family, being scared of losing social support and poor support from the police and legal system. It is recommended that customized education programs on disability and child abuse are developed and implemented for both parents of children with disabilities in the study communities as well as the communities at large. Developing and implementing these educational packages can be structured along community based rehabilitation guidelines. The current study participants can form the core group to represent children with disabilities. Implementation, monitoring and evaluation can be linked to local rehabilitation projects. In addition various local and provincial departments such as social services, health, education and safety and security must collaborate to develop and assist with implementing the education programs and materials.
AFRIKAANSE OPSOMMING: Statistiek dui op `n toename in kindermishandeling. Die probleem kom wêreldwyd voor en neem ook in Suid Afrika ernstige afmetings aan. Spesifieke insidensiesyfers is moeilik bepaalbaar, maar dit wil voorkom asof `n miljoen gestremde kinders jaarliks mishandel word. Die risiko van mishandeling is groter vir gestremde kinders as vir nie-gestremde kinders. `n Komplekse interaksie tussen sosio- ekonomiese faktore soos armoede, werkloosheid, alkohol- en dwelmmisbruik kan dikwels met kindermishandeling geassosieer word. In die geval van gestremde kinders dra die effek van die gestremheid op die kind en familie, sowel as gemeenskappe se negatiewe houding teenoor gestremde kinders, by tot die risiko vir mishandeling en vergroot die uitdaging om die oortreder op te spoor en suksesvol te verhoor. Daar is egter steeds verskeie onduidelikhede oor die onderwerp en verder studie is nodig. Die huidige studie het beoog om ondersoek in te stel na die kennis, houdings en optrede van ouers en voogde van gestremde kinders in die Willowvale area van die Oos-Kaap, Suid-Afrika, ten opsigte van mishandeling van gestremde kinders. `n Kwalitatiewe beskrywende studie met `n klein kwantitatiewe komponent is gedoen Vier en twintig ouers of voogde van gestremde kinders uit vyf plekke in die Willowvale-gebied het aan die studie deelgeneem. Die studieplekke is doelbewus geselekteer en die deelnemers is deur middel van sneeubalseleksie geïdentifiseer. Data-insameling is deur middel van fokusgroepbesprekings en `n vraelys oor kennis van kindermishandeling in Maart 2009 gedoen. Die inhoud van die fokusgroep-besprekings is volgens voorafbepaalde temas geanaliseer. Die resultate dui daarop dat die deelnemers beperkte kennis van kindermishandeling het. Hulle het ook gesukkel om begrippe soos gestremdheid en kindermishandeling te definieer. Hulle was egter bewus daarvan dat mishandeling van gestremde kinders voorkom en kon vele voorbeelde uit eie ervaring opnoem. Volgens die data het deelnemers verskeie probleme met betrekking tot die aanmelding van kindermishandeling ervaar. Die probleme sluit onsekerheid oor wanneer mishandeling `n kriminele oortreding is, watter prosedure om te volg om mishandeling aan te meld, vrees vir die mishandelaar en sy/haar familie, vrees dat die gemeenskap hulle sal verwerp, asook onvoldoende ondersteuning van polisie en regssisteme in. Na aanleiding van die bevindinge word aanbeveel dat `n opvoedingsprogram oor gestremheid en kindermishandeling saamgestel en in die studiegemeenskappe geïmplimenteer word. Die program behhort op ouers en voogde van gestremde kinders sowel as op die breër gemeenskap te fokus. Deelnemers aan hierdie studie en bestaande gemeenskapsrehabilitasieprojekte kan genader word om die proses te bestuur. Voorts moet plaaslike en provinsiale regeringsverteenwoordigers van Gesondheid, Gemeenskaspontwikkeling, Opvoeding sowel as Veiligheid en Sekuriteit betrokke wees by die ontwikkeling, implementering en monitoring van die opleiding.
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Pang, Fung-cheung Irene. "A study on parental attitudes towards sexual behaviours of persons with mild or moderate grade mental retardation at Aberdeen Rehabilitation Centre /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115625.
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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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Xiong, Mao. "Hmong parents' attitudes, perceptions of disability, and expectations of children with disabilitites a qualitative study of its impact on academic performance /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007xiongma.pdf.
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Baisley, Ana Maria. "Understanding the experience and needs of foster parents caring for medically fragile children." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2386.
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The purpose of this study was to develop a better understanding about the experiences and needs of foster parents who care for medically fragile children and indentify characteristics related to providing quality care.
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Uridge, Lynsey. "The use of the internet as a bibliotherapeutic tool for parents with children with disabilities or special needs : an exploratory study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/283.
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There is little Australian-based research looking at the use of the Internet as a bibliotherapeutic tool for parents with children with disabilities and special needs. This research used a small population of parents with children with diverse disabilities and investigated their Internet usage for information, their use of support groups and the triggers that made them seek information.
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Jesser, Georganna Hemingway. "Effect of the severity of autism on parental marital satisfaction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2388.
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This was a quantitative research project whose goal was to compare the level of autism and its affect on the parental relationship. Further, it sought to look at different family attributes of the subject child to see how they affected the marital satisfaction as well. The findings indicate that the hypothesis was correct, that the level of severity of autism does negatively affect the parental marital satisfaction.
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Hyman, Claire Louise. "Parents' perspectives of their children's transition from a mainstream to s special school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86319.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner.
AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.
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Webber, Heidi. "Exploring perspectives of South African fathers of a child with Down syndrome." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13535.
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A mere glance at a family photograph of the Victorian era leaves little doubt of the position of the figure exuding impervious, authoritarian detachment. Austere, rigid and solemn, it is not hard to guess who cast the shadow over the picture. Arrestingly imposing in his role as backbone of the family, this is the nineteenth century legacy image of the father. However, the last century has seen fatherhood redefine itself and the more liberal, lenient and openly loving figure replaced the strict patriarchal model. In contemporary times, fathers are regularly seen comfortably behind a stroller, outdoors with children on their shoulders, at home tousling with their children, and considerably more involved in school and social events. Unashamedly, fathers have moved toward both acknowledging and displaying a softer paternal image. By definition fatherhood is a decidedly individual concept and a unique experience, involving much more than being the male parent in a family, the family protector, or the provider of paycheques. Although the past decade has seen a surge of research and interest in fatherhood with an increased recognition that the involvement of fathers contribute to the well-being, cognitive growth and social competence of their children, there remains a deficit in research on the experiences, perceptions and involvement of fathers of children diagnosed with Down syndrome. And whilst most of this knowledge base is extrapolated from studies about the mother’s experience, true understanding requires that fathers are studied directly. Mothers and fathers respond differently to the pressure associated with raising a child with Down syndrome and literature supports the common view that men are less likely and easy to engage in therapy than women, are less likely to attend therapy, or seek help for physical or psychological problems. For fathers of any differently abled child, the distance between the idealized fathering experience and the actual one may be enormous. Based upon the patriarchy model of the family, in many conventional homes, the wife and mother is like a thermometer, sensing and reflecting the home’s temperature, whilst the father and husband is like the home’s thermostat, which determines and regulates the temperature. The equilibrium of the father plays an important role in his ‘thermostat settings’ to set the right temperature in the marriage and his family. Having a differently abled child is almost never expected and often necessitates a change in plans as the family members adjust their views of their own future, their future with their child, as well as how they will henceforth operate as a family.Some fathers may experience uncertainty about their parenting role of a child diagnosed with Down syndrome, often resulting in peculiar behaviours of the father. This may include engrossing themselves into their work, hobbies, sport, and so forth, almost abdicating their duty as father; believing that the mother knows best (sometimes using their own lack of knowledge as a cop-out); or, they simply withdraw because the mother takes such complete control of every aspect of the child that the father feels inadequate, superfluous, and peripheral as parent. Each parent grieves the ‘loss’ of the child they expected in their own individual way. However, such a highly emotive situation may be compounded by the following aspects: the undeniable pressure of caring for the differently abled child; the additional financial burden; a waning social life; and, the incapacity to cope emotionally whilst invariably displaying the contrary purely to create the illusion that they are indeed coping. Fathers need to develop strategies and skills to cope with the very real and practical needs of parenting their child with Down syndrome, to furthermore minimize relationship conflict and misunderstanding, and to support their child’s optimal development. How these specific issues are embraced and managed may dramatically influence the peace and harmony of family life as well as the marital relationship. This study explores the perspectives of fathers of a child with Down syndrome to ultimately support this unique journey as they navigate their way through “Down”town Holland, as illustrated in the analogy to follow.
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Pang, Fung-cheung Irene, and 彭鳳祥. "A study on parental attitudes towards sexual behaviours of persons with mild or moderate grade mental retardation at AberdeenRehabilitation Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31249036.
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Fok, Chun-wing Daniel, and 霍俊榮. "Home-school collaboration and parent education for students with physical disabilities: a school-basedstudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27708068.
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Hawes, Janelle M. "An examination of fathers' satisfaction with the legal system: Exploring the concept in relation to fathers' experience with the Family Law Court of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/822.
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Although the importance of fathers' post divorce contact with their children has been linked with a better outcome for the children and is valued by society, studies in the United States and Australia have suggested that up to 30 percent of fathers do not maintain regular contact with their children post divorce. To date, the literature has focused mainly on demographic variables and some personal characteristics of the father. An area, which has been neglected, is the influence of fathers' perception of legal proceedings and rules on their contact with their children post divorce. This study aimed to explore the underlying concepts of satisfaction and examine fathers' perception of satisfaction in relation to their experience with the Family Court of Western Australia. This was done by utilising qualitative research methodology. Twenty·four fathers were interviewed using an interview schedule adapted from Tyler (1988). Results from the present study indicated that fathers' satisfaction was primarily influenced by a favourable outcome in relation to contact with their children. Factors found to result in dissatisfaction included fathers’ feelings that their father role had been eroded, a perceived bias by the family law system in favour of the mother, and a lack of legal assistance and limited availability of legal personnel. In order to clarify a number of issues, a subset often fathers from the original sample were re-interviewed. Further analysis confirmed that fathers' unresolved issues in relation to their separation; strong emotions including anger and distress during the court process; and unrealistic expectations in relation to contact with their children, made dissatisfaction with the legal system, and in particular court outcomes, more likely. This research suggests that early intervention for fathers is needed to allow them to address any unresolved issues surrounding their separation, and the emotions such as anger and grief that often follow separation. Services, which provide legal assistance and direction prior to entering and during legal proceedings, also appear to be necessary.
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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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De, la Rey Lezanne. "Die geboorte van 'n baba met 'n kongenitale deformiteit van die lip en/of harde en sagte palatum : psigo-sosiale implikasies vir die gesin." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52773.
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Thesis (MSocialWork)--Stellenbosch University, 2002.ENGLISH ABSTRACT: In this study an explorative and a descriptive design has been implemented with the aim of obtaining knowledge, insight, and understanding of the psycho-social implications of a cleft lip and/or cleft palate for the individual child as well as the family. The motivation for this study was a result of the lack of knowledge on the psycho-social adjustments of an individual/child with a cleft lip and/or cleft palate and his/her family. The researcher became conscious of this lack during a full preliminary inquiry and this lack has been confirmed by the Department of Social Work as well as the Department of Maxillo-Facial-and Oral Surgery at Tygerberg Hospital. The aim of this study is therefore to create guidelines concerning social welfare interference in families after the birth of a baby with a cleft lip and/or cleft palate, in order to improve psycho-social functioning. The literature study included occurrence and incidence, embryological development, etiology of cleft lip and/or cleft palate as well as the psycho-social implications for the individual/child and the family. The medical aspects, namely the etiological and embryological development of cleft lip and/or cleft palate only serves as a background for the medical social worker that forms part of the interdisciplinary team of a cleft palate/lip clinic. This research focuses primarily on the psycho-social implications of a cleft lip and/or cleft palate on the individual/child as well on the family. The literature study also included the theoretical perspectives which determine the social worker's task and the system and strength perspective has been focused on. These perspectives have been implemented according to the development-aimed approach. The researcher decided to involve ten pre-school children with congenital deformity, between the ages of one month to six years as well as their mothers, who are from the service area of the Tygerberg Hospital in the research. The study was determined by a combination of qualitative as well as quantitative research methods, namely structured interviews as well as structured questionnaires. The results of this research confirmed the results of the literature study to a great extent, namely that individuals/children with a congenital deformity, as well as their families, are a highrisk group for psycho-social problems. These psycho-social problems indicate relationship problems in the family, cognitive problems for the individual/child as well as social adjustment problems for the individual/child and the family. Therefore the results gave an indication of what the content of intervention programmes for this target group should be. The recommendations focused on three areas, namely general recommendations concerning prenatal clinics where the cleft lip and/or cleft palate should be identified, general recommendations concerning guidelines for the social worker before intervention in the target group starts and recommendations with the aim of creating guidelines for social welfare intervention, in order to limit the psycho-social implications on the individual/child. The recommendations include further research in order to address society's ignorance concerning cleft lip and/or cleft palate. This research should focus on the development of social welfare programmes which, by primary prevention, aim at improved informing the society of this deformity.
AFRIKAANSE OPSOMMING: 'n Verkennende sowel as 'n beskrywende ontwerp is in hierdie studie geïmplementeer ten einde kennis, insig en begrip oor die psigo-sosiale implikasies van 'n gesplete lip en/of verhemelte vir individu/kind sowel as die gesin te verkry. Die motivering vir hierdie studie het na vore gekom weens die leemte rakende kennis oor die psigo-sosiale aanpassings van 'n individu/kind met 'n gesplete lip en/of verhemelte en sy/haar gesin. Die navorser het van hierdie leemte bewus geword tydens 'n volledige voorondersoek en hierdie leemte is deur die Departement Maatskaplike Werk sowel as die Departement Kaak- en Mondchirurgie te Tygerberg Hospitaal bevestig. Die doel van hierdie studie is dus om riglyne daar te stel ten opsigte van maatskaplike intervensie met gesinne ná die geboorte van 'n baba met 'n gesplete lip en/of verhemelte, ten einde psigo-sosiale funksionering te verbeter. Die literatuurstudie het die voorkoms en insidensie, embriologiese ontwikkeling, etiologie van gesplete lip en/of verhemelte sowel as die psigo-sosiale implikasies vir die individu/kind en die gesin ingesluit. Die mediese aspekte, naamlik die etiologiese en embriologiese ontwikkeling van gesplete lip en/of verhemelte dien slegs as agtergrond vir die geneeskundige maatskaplike werker wat deel vorm van die interdissiplinêre span van 'n gesplete verhemelte/lip kliniek. Hierdie navorsing fokus primêr op die psigo-sosiale implikasies van gesplete lip en/of verhemelte op die individu/kind sowel as op die gesin. Die literatuurstudie het ook die teoretiese perspektiewe wat die maatskaplike werker se taak rig, ingesluit en daar is op die sisteem- en sterkteperspektief gefokus. Hierdie perspektiewe is aan die hand van die ontwikkelingsgerigte benadering geïmplementeer. Daar is besluit om tien voorskoolse kinders met kongenitale deformiteit, dus tussen die ouderdomme van een maand tot ses jaar sowel as hul moeders, wat vanuit die Tygerberg Hospitaal se diensarea afkomstig is, by die ondersoek te betrek. Die ondersoek is deur 'n kombinasie van kwalitatiewe sowel as kwantitatiewe navorsingsmetodes, naamlik gestruktureerde onderhoude sowel as gestruktureerde vraelyste, gerig. Die resultate van hierdie ondersoek het tot 'n groot mate die bevindinge van die literatuurstudie bevestig naamlik dat individue/kinders met 'n kongenitale deformiteit, sowel as hul gesinne, 'n hoë risikogroep vir psigo-sosiale probleme is. Hierdie psigo-sosiale probleme dui byvoorbeeld op verhoudings-probleme in die gesin, kognitiewe probleme vir die individu/kind sowel as sosiale aanpassingsprobleme vir die individu/kind en die gesin aan. Die resultate het dus 'n aanduiding gegee van wat die inhoud van intervensieprogramme vir hierdie teikengroep behoort te wees. Die aanbevelings het op drie areas gefokus naamlik algemene aanbevelings ten opsigte van voorgeboorteklinieke waar gesplete lip en/of verhemelte geïdentifiseer moet word, algemene aanbevelings ten opsigte van riglyne vir die maatskaplike werker voordat intervensie met die teikengroep begin en algemene aanbevelings ten einde riglyne daar te stel vir maatskaplike intervensie, sodat die psigo-sosiale implikasies op die individu/kind beperk word. Die aanbevelings sluit in verdere navorsing ten einde die onkunde van die samelewing ten opsigte van gesplete lip en/of verhemelte aan te spreek. Hierdie navorsing moet fokus op die ontwikkeling van maatskaplikewerk-programme wat deur primêre voorkoming die samelewing beter aangaande die deformiteit inlig.
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O'Hara, Deborah Gwyn. "The effects of childhood Autistic Spectrum Disorder on mother's reports of closeness to their sons." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2514.
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Kwong, Hung-piu, and 鄺熊標. "The needs of integration & inclusive education in the Hong Kong context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961678.
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Govender, Nancy. "Attitudes of parents towards their mentally retarded children: a rural area examination." Thesis, 2002. http://hdl.handle.net/10530/220.
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A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts (Clinical Psychology) in the Department of Psychology University of Zululand, 2002.This study examined attitudes of parents towards their mentally retarded children in rural areas of Zululand. The study sample was obtained from a local hospital, a clinic and a special school for the mentally retarded in the Zululand area. The findings of this study revealed that parents in rural areas of Zululand have positive attitudes towards their mentally retarded children. There were no differences between the attitudes of mothers and fathers with both parents having more positive attitudes. This study further revealed that parents in rural areas of Zululand loved and accepted their mentally retarded children. However, the majority of parents were found to be disappointed by having a mentally retarded child and expressed feelings of embarrassment. In the light of these findings further research areas is recommended with the aim of using such information to build appropriate and successful rehabilitation and intervention programs for mentally retarded children and their parents.
National Research Foundation (NRF).
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Cloth, Allison Hope. "Navigation efficacy among parents of public school children with special needs." Thesis, 2006. http://hdl.handle.net/2152/3580.
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Whitman, Melissa J. "A comparison of oral health attitudes and behaviors between parents of handicapped children and parents of non-handicapped children a thesis submitted in partial fulfillment ... dental hygiene education and administration ... /." 1989. http://books.google.com/books?id=w389AAAAMAAJ.
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Sandford, Heather M. "Integration of children with severe and multiple disabilities into regular pre-school and school settings." Thesis, 1989. http://hdl.handle.net/2440/109247.
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Neilands, Judith. "Teacher and parent partnerships: the role of common understandings in successful transition to school of children with disabilities." Thesis, 2015. http://hdl.handle.net/1959.13/1294049.
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Research Doctorate - Doctor of Philosophy (PhD)The background to this exploration of transition to school partnerships between parents and teachers in NSW, Australia from 2012-2013, was large-scale systemic change in disability education at both State and Federal levels. This has had implications for parents, teachers and educational managers working together to provide good educational outcomes for children with disabilities. Starting school is a particularly important test of how well new procedures are being managed and implemented to support parents and children. In a two-year study of eight families transitioning their young children with disabilities to school, parent and teacher partnerships were the subject of a series of qualitative interviews with individual parent, teacher and executive partners from preschools and then schools. Participants detailed helpful and unhelpful elements of partnerships at interpersonal, professional and organisational levels of the transition to school process, producing data that could be interrogated across people, time, place and process, in a study informed by the theorising of Bronfenbrenner. The eight families’ experiences of partnerships were reported in relation to how well their partners were able to meet family needs, produce good child and parent transition outcomes, and minimise emotional upset and feelings of isolation. Good transition outcomes for children and families were investigated using NVivo coding and matrix queries; the interview data were able to reveal themes of importance to parents individually and as a group, and also to show a consensus view of what all partners can do to produce good transition outcomes for children. It was agreed by participants in the study, that at a parent-teacher partnership level teaming, shared understanding, understanding own role and communication were most important to successful transition. At the professional practice level it was essential to know parent goals, develop personal skills, show empathy for the parent partner, and to have a partner who understood their role. Organisations did best when they had developed quality processes, made clear their intentions and goals, created a positive school climate, and were the beneficiaries of focussed leadership. Conversely, poor transition experiences were linked to the absence of the positive processes above. At the parent-teacher partnership level lack of teaming, poor shared understanding, not understanding own role and poor communication contributed to poor outcome or experiences. At the professional practice level the common negative features were; not knowing parent goals, undeveloped personal skills, lack of empathy for the partner and partner skills wanting. Organisational deficits were; poor quality transition processes, unclear intentions and goals, negative school climate and unfocussed leadership. The study demonstrated strong links between these features of partnerships and good outcomes for children and parents. Where partners reported the same features absent or poorly executed, there were clear links to poor outcomes. This study made a case for more supports at the three levels of partnerships- partnership, professional practice and organisational- to promote common understanding and role clarity. In eight case studies there was evidence that variability in practices had a clear impact on families over the two year period, suggesting that parents, teachers and schools could benefit from clear and consistent transition guidelines which address the skills and knowledge needed in the new era of disability support and education post 2014.
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You, Hyun-Kyung. "Korean American mothers of children with disabilities : adaptation process and positive transformation." Thesis, 2003. http://hdl.handle.net/1957/32489.
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This study examined the experiences of five Korean American mothers in
Oregon and California who have children with disabilities using qualitative research
analysis. The mothers' adaptation processes were individually analyzed, and these
mothers' overarching experiences were discussed with three major themes: (a) caring
for family cohesiveness, (b) needs for social and professional support, and (c) positive
transformation of life through religion
Adaptation to the children's disabilities was a process for these participants.
All mothers had their own demands, resources, and subjective interpretations of their
situations. Analysis of the qualitative data disclosed that these five Korean American
mothers transformed the negative life events of having children with disabilities into
meaningful opportunities to grow personally and spiritually. These immigrant mothers'
care-commitment for their families' cohesiveness strengthened their life long coping
process. Several married mothers perceived emotional support from their husbands.
Most of the mothers expressed the need for social support due to their immigrant status.
These five Korean American mothers tried to adapt to their situation of raising a child
with a disability within their intact family members. Two mothers from California
utilized emotional and informational support from Korean parent support groups,
which are more readily available in that state due to the large number of Korean
American families with children with disabilities. Despite the lack of social and
professional support, many of the mothers perceived their experiences of having
children with disabilities positively through their religious beliefs. Raising a child with
a disability reportedly strengthened the mothers' religious faith, and their strong
religious beliefs gave them courage to successfully adapt to their situations. Several of
the mothers stated that their worldviews were also changed.
Although this study was limited to five participants, it yielded an enhanced
understanding of Korean American mothers who have children with disabilities and
provided direction for future research and practice. The findings suggest that special
education providers should emphasize and support the strengths of a child's major
caregiver.Graduation date: 2004
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Canevaro, Ana M. "Latina mothers' perceptions about their children's reading-related learning disabilities." Thesis, 2004. http://hdl.handle.net/2152/2142.
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Sello, Theresia Mamakonyane. "An orthopedagogical perspective on the attitudes of Xhosa parents toward the education of their cerebral palsied children." Diss., 1995. http://hdl.handle.net/10500/17710.
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Parents of cerebral palsied children have the duty of
educating and leading their children towards adulthood.
Parents, as educators, must know about cerebral palsy
and its effects on the child and the whole family. The
success of the parents in assisting the child is
influenced by numerous factors.
One factor is the manner in which parents understand
·themselves as parents of a cerebral palsied child. Such
an understanding directs their behaviour positively or
negatively. Another factor is the involvement of parents
in the child' life. Involvement demands perseverence,
dedication, and understanding of cerebral palsy.
Parents may also experience feelings of frustration or
acceptance. Experience influences the quality of
relationships as well as the parents' view of life and
the quality of their educational role. If parents lack
understanding, have an apathetic involvement and
unpleasant experiences, the progress of a cerebral
palsied child towards adulthood will be hampered.Teacher Education
M. Ed. (Orthopedagogics)
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"子女選擇「機構式療養」照護失能父母之硏究." 1999. http://library.cuhk.edu.hk/record=b6073791.
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卓春英.論文(博士)--香港中文大學, 1999.
參考文獻 (p. 403-448)
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Zhuo Chunying.
Lun wen (Bo shi)--Xianggang Zhong wen da xue, 1999.
Can kao wen xian (p. 403-448)
Zhong Ying wen zhai yao.
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Baloyi, Busisiwe Helen. "The attitude of the Tsonga community towards the cerebral palsied and the orthopaedically handicapped child." Thesis, 2014. http://hdl.handle.net/10210/9174.
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M.Ed.Chapter One constitutes the heart of this study which entails the statement of the problem, prevailing attitudes and beliefs in the Tsonga community, attitudes and feelings of parents whose children are handicapped. This chapter also gives the aim, delimitation, method and plan of the study. Chapter Two elucidates what cerebral palsy and orthopaedic handicap are. It is a thought provoking and interesting chapter since it gives definitions, occurrence and causes of cerebral palsy and orthopaedic handicaps. Types of cerebral palsy such as spasticity, athetosis, rigidity, tremor and mixed type are clearly indicated. This also applies to orthopaedic handicap, where handicapism like poliomyelitis, dwarfism, tuberculosis of the spine, amputation of a limb or limbs, spina bifida, muscular dystrophy, scoliosis, osteogenesis, rachitis, kwashiorkor and congenital deformities are discussed in detail. Cerebral palsy and orthopaedic handicap occur during four different stages, i. e. pre-natal, para-natal,neo-natal and post-natal stages . Chapter Three gives the traditional attitudes of the Tsonga communi ty towards cerebral palsied and orthopaedically handicapped children. The chapter first elucidates terms which also constitute the heart of this dissertation. It highlights the treatment of handicapped children by the ancient Greeks, Romans, Hebrews, and also the Sothos, Zulus and Tsongas...
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Schoeman, Daleen Emely. "Ouers se belewing van die invloed van 'n serebraal gestremde kind op die huweliksverhouding." Thesis, 2007. http://hdl.handle.net/10500/1815.
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In this qualitative study the focus lies on parents' experience of the influence of the cerebral palsy child on the marital relationship.
This research aimed at determining the way in which parents experience the influence of the cerebral palsy child on the marital relationship. To reach the required goal, a number of objectives were set. This included setting up a theoretical framework by way of a literature study as well as consultation with experts in the field of cerebral palsy children, semi-structured interviews with parents of cerebral palsy children, analysing of data and conclusions and recommendations according to the parents' experiences.
Five married couples participated as respondents during the study. Semi-structured interviews were conducted with all the participants. Each of the interviews was video-recorded and transcribed. Main themes, sub-themes and categories were identified in the transcriptions and studied in relation to the existing literature. True to the qualitative nature of the study, the aim was not to generalise the findings, but to give each couple the opportunity to tell their story.Social Work
Thesis (M. Diac. (Spelterapie))
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Steytler, Johanna Louise. "Die effek van die etikettering van 'n kind met aandagtekort/hiperaktiwiteitsversteuring op die moeder." Thesis, 2011. http://hdl.handle.net/10210/4195.
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M.Ed.Attention -Deficit/ Hyperactivity disorder (AD /HD) is a diagnostic label which is used by more and more professional people to identify children with behavioral and scholastic problems. Although the AD/HD label may be very useful for communication between professional people, it could lead to generalisations and stereotyping as certain qualities are granted to a person on account of the label that is attached to him without taking him as an individual into account. The labelling of people may even result in changed perceptions and behaviour towards the person who is labelled. This study investigates the mother's perceptions of her AD/HD-labelled child in order to ascertain the effect of this label on the way she perceives, disciplines and handles her child. The study commenced with a theoretical framework in which AD/HD as a diagnostic label is discussed. The origin and development of the label, as well as the uses and abuse thereof, is discussed. Altemative views on AD/HD are also outlined. The theoretical framework is followed by a chapter conceming the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative design was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of in depth interviews. The data was analysed by using a phenomenological approach. Literature was used to compare and complement the data. The data is reported in the following chapter. Examples of raw data from transcriptions are presented. Finally, the consolidated data is interpreted. The results of this study showed that although mothers' perceptions and expectations of their AD /HD-child vary considerably, they correlate with the amount of information which is communicated during the diagnosis. Mothers who are treated with empathy and understanding and who receive more information on the meaning of the diagnosis, tend to perceive their child and his abilities in a more positive way .. The labelling of the child as AD/HD results in an improved relationship between mother and child. Mothers also tend to be more protective of and involved with their child to such an extent that it may negatively affect other relationships in the family. Labelling also influences the mother's perception of herself, because neither she nor the child can be blamed for his unruly behaviour and/ or academic failure. The study concludes with the thought that professional people doing the labelling should work through the content and meaning of the label with the parents in order to help parents form a realistic perception of their AD/HD child.
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Soko, Tozi Gladness. "The effects of the mildly or moderately retarded child on the family." Thesis, 2014. http://hdl.handle.net/10210/10250.
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Keun, Rothea. "The perceptions of parents from disadvantages backgrounds of their role in preparing their children for school." Diss., 2013. http://hdl.handle.net/10500/13718.
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A child's early years are vital for development. The first few years of life is a period of rapid physical, mental, emotional, social and moral growth and development. This is a time when young children acquire concepts, skills and attitudes that lay the foundation for lifelong learning. During this time, parents are the primary influence on a child’s development and learning. The more parents are involved with their children, the more positive learning and general life outcomes occur. Different factors have been linked to children’s readiness to learn as they enter school. These include family characteristics such as the income level of the child’s household, parent education, and family structure. Other experiences in the home and community also linked to children’s readiness to learn include the quality of their relationships with parents, educational activities at home, and opportunities to participate in recreational or educational activities.
Research has shown that poverty in early childhood can prove to be a handicap for life. Studies have revealed that many children under the age of five, living in poverty, annually fail to reach their full cognitive and social potential and do not have the necessary knowledge, skills and attitude to engage effectively in formal schooling once entering Grade 1. In the light of this, parents are in a key position to establish a suitable environment and to provide experiences during the early childhood years, whereby their young children can grow and develop to reach their fullest potential.
This study is aimed to determine the way parents from disadvantaged backgrounds perceive their role, in their children’s early development and preparation for school. A selected group of parents of preschool children from disadvantaged communities in an area northeast of Tshwane participated in focus group discussions. Through the information obtained from the study, crucial limitations and needs regarding parenting and school preparation were identified. Based on these findings, the necessity for an effective and helpful parental guidance and intervention programme for these disadvantaged communities were recognized. If parents become more knowledgeable about early childhood development and school readiness, by expanding and improving their parenting skills, they might largely improve the development and learning abilities of their preschool children. It is therefore recommended that this study forms the foundation in the development of an intervention programme, which addresses the needs of these parents and provides support to equip them in their roles, in preparing their preschool children for school.Early Childhood Education and Development
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Keun, Rothea. "The perceptions of parents from disadvantaged backgrounds of their role in preparing their children for school." Diss., 2013. http://hdl.handle.net/10500/13718.
Full textAbstract:
A child's early years are vital for development. The first few years of life is a period of rapid physical, mental, emotional, social and moral growth and development. This is a time when young children acquire concepts, skills and attitudes that lay the foundation for lifelong learning. During this time, parents are the primary influence on a child’s development and learning. The more parents are involved with their children, the more positive learning and general life outcomes occur. Different factors have been linked to children’s readiness to learn as they enter school. These include family characteristics such as the income level of the child’s household, parent education, and family structure. Other experiences in the home and community also linked to children’s readiness to learn include the quality of their relationships with parents, educational activities at home, and opportunities to participate in recreational or educational activities.
Research has shown that poverty in early childhood can prove to be a handicap for life. Studies have revealed that many children under the age of five, living in poverty, annually fail to reach their full cognitive and social potential and do not have the necessary knowledge, skills and attitude to engage effectively in formal schooling once entering Grade 1. In the light of this, parents are in a key position to establish a suitable environment and to provide experiences during the early childhood years, whereby their young children can grow and develop to reach their fullest potential.
This study is aimed to determine the way parents from disadvantaged backgrounds perceive their role, in their children’s early development and preparation for school. A selected group of parents of preschool children from disadvantaged communities in an area northeast of Tshwane participated in focus group discussions. Through the information obtained from the study, crucial limitations and needs regarding parenting and school preparation were identified. Based on these findings, the necessity for an effective and helpful parental guidance and intervention programme for these disadvantaged communities were recognized. If parents become more knowledgeable about early childhood development and school readiness, by expanding and improving their parenting skills, they might largely improve the development and learning abilities of their preschool children. It is therefore recommended that this study forms the foundation in the development of an intervention programme, which addresses the needs of these parents and provides support to equip them in their roles, in preparing their preschool children for school.Early Childhood Education and Development
M. Ed. (Specialisation in Guidance and Counselling)
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Sello, Theresia Mamakonyane. "Guidelines for guidance programmes for Xhosa parents with children with cerebral palsy : and orthopedagogical perspective." Thesis, 2007. http://hdl.handle.net/10500/1711.
Full textAbstract:
This research investigated the need of Xhosa parents with children with cerebral palsy in the
Eastern Cape for support through specially designed parent guidance programmes. The
research problem that was investigated was: Do Xhosa parents with children with cerebral
palsy need guidance programmes, and what guidelines can be given pertaining to such
programmes? The aim was to determine whether Xhosa parents needed guidance
programmes and if so, to provide guidelines that addressed this need. A literature study was
done and thereafter a survey was conducted using a questionnaire with closed items to
collect data from 180 Xhosa parents with children with cerebral palsy living in the rural areas
of the Eastern Cape's former Transkei. They were sampled by using a non-random
(purposive) sampling method. One hundred and two (102) parents (out of the total of 180)
answered the questions in the questionnaires and returned them by mail. The same types of
questions were used to interview 54 parents. The data was analyzed by a statistical analyst
by Microsoft Excel spread sheets. Data was presented in the form of tables and pie charts
and the researcher interpreted the outcomes in the light of the literature and her own
indigenous knowledge of the Xhosa community.
The implications of findings for all Xhosa parents with children with cerebral palsy are that
they lack knowledge of issues such as cerebral palsy, inclusive education and how to deal
with their children with cerebral palsy. Relationships within the family and the community are
affected because of the children's cerebral palsy. Moreover, Xhosa parent guidance
programmes are not available in the Eastern Cape or in other provinces in South Africa. As
a result, guidelines are provided which may be used for constructing Xhosa parent guidance
programmes.Educaional Studies
(D.Ed. ( Education Management))
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Mathebane, Mbazima Simeon. "Towards indigenous social work practice guidelines for assisting African families raising children with Down syndrome." Thesis, 2017. http://hdl.handle.net/10500/22929.
Full textAbstract:
Text in EnglishIt is common knowledge that the social work profession in Africa, including its theories, methods, and models, has been implanted from the global North (Europe) and North America. Scholarship within social work has confirmed that there are challenges of relevance and appropriateness of Westernised social work interventions, and consequently, their effectiveness in a context outside the Euro-North American axis. It is against this backdrop that the researcher explored the African family, its experiences, and its coping strategies when raising a child with Down syndrome as well as the nature of social work services they received and whether such services were congruent with the family’s existential condition and subjectivities. A retrospective qualitative study following a phenomenological design was conducted. Research data were collected from a sample drawn using purposive and snowball techniques, through the use of semi-structured interviews. Qualitative data analysis process adapted from Terre Blanche, Durrheim and Painter (2006:33) was used. The findings revealed the existence of a paradoxical relationship between Eurocentrism underlying social work practice and the Afrocentric worldview. The typical African family raising a child with DS was found to be characterised by a unique form and structure consistent with a clan system different from the conventional Eurocentric concept of family. It was also found that despite the pressure and assault exerted by modernity, colonization and apartheid on the traditional African clan system, it remained resilient and retained its unique character distinct from the western nuclear family system. In relation to dealing with challenges associated with raising a child with DS, the African clan’s concerns were found to transcend pre-occupation with the etiology and treatment of the condition as emphasized in the western paradigm. Without discounting the significance of the etiology and treatment of the condition, the African clan draws on its spirituality and affection to consider the purpose and function of the condition in the bigger scheme of things. Social work as a helping profession seemed to be unpopular amongst African clans raising children with DS. The findings were used to develop indigenised social work practice guidelines for social workers assisting African families raising children with DS.
Social Work
Ph. D. (Social Work)
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Cotterell, Elize Marcella. "The perspective of parents of learners with learning disabilities regarding the implementation of inclusive education in independent schools in the Western Cape : a case study." Diss., 2015. http://hdl.handle.net/10500/21554.
Full textAbstract:
Using a qualitative case study method, this study sought to understand parents’ perceptions of the implementation of inclusive education that their learning disabled children experienced at independent schools when compared to the guidelines for implementing inclusive education as provided for by the Department of Education’s Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011. In line with universal human rights movements and South African law, the inclusion of learners with learning disabilities or learning barriers into mainstream classrooms is necessary to enable them to succeed. South Africa adopted a policy of Inclusive Education in 2001 with the policy document, ‘The Education White Paper 6 on Inclusive Education’. This document paved the way for new approaches to teaching, learning and assessment. To achieve the intentions of the Department of Education (DoE) the Department of Basic Education has published numerous guidelines for addressing inclusion in the classroom. This research focused on the most recent guideline entitled ‘Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011’ by focusing on curriculum differentiation and accommodation for learners with learning difficulties
Independent schools maintain that they are not obliged to follow the DoE’s policy documents and guidelines because they are independent. The question is, do they have their own protocols in place to replace those of the DoE? However, the argument is that independent schools should be held accountable for the effective learning support of learners in their schools that experience barriers to learning by having the same or similar policies and guidelines as those of the DoE. The researcher used the guidelines provided by the DoE as a benchmark for the implementation of support measures in inclusive education to study the practices and specific support offered to learners experiencing learning problems in independent schools.
The research revealed that the absence of explicit guidelines at independent schools creates uncertainty among parents. The researcher concluded that when independent schools do not deliver the anticipated appropriate support, parents are powerless to demand more effective support for their children. The opinion of the parents was that the implementation of inclusive education at independent schools can be advanced by the adoption of guidelines that are similar to those in use at public schools.Inclusive Education
M. Ed. (Inclusive Education)
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Correia, Rita Maria Durães da Silva. "As atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais." Master's thesis, 2018. http://hdl.handle.net/1822/59513.
Full textAbstract:
Dissertação de mestrado em Educação Especial (área de especialização em Intervenção Precoce)A finalidade deste trabalho de investigação é conhecer e analisar as atitudes dos pais com filhos em idade pré-escolar sobre a inclusão de crianças com Necessidades Educativas Especiais (NEE). Para este estudo a amostra selecionada foi constituída por pais e mães de crianças, entre os 3 e os 5 anos de idade que frequentaram Instituições Particulares da Segurança Social (IPSS) e instituições de ensino público no ano letivo 2017/2018. O instrumento de recolha de dados utilizado neste estudo foi o Parental Attitudes Towards Kindergarten Inclusion Scale (PATKIS), adaptada de Tafa e Manolitsis (2003), traduzido por um profissional e validado por especialistas da área das Necessidades Especiais. Os dados foram apresentados e analisados quantitativamente. Perante os resultados obtidos neste estudo conclui-se que: todos os pais concordam com a inclusão de crianças com NEE na sala do seu filho; a variável pessoal género teve influência nas atitudes dos participantes, sendo que, as mães mostram atitudes menos concordantes do que os pais; a variável pessoal profissão teve influência nas atitudes dos participantes, sendo os participantes com categoria profissional de professor, profissional de saúde ou bancário, que mostram mais concordância com a inclusão; a variável pessoal habilitações teve influência nas atitudes dos participantes, sendo os participantes com formação no ensino superior que têm atitude mais concordante para com a inclusão; a variável institucional, tipo de ensino que o seu filho frequenta, teve influência nas atitudes dos participantes, sendo que, os pais cujos filhos frequentam Instituições Particulares da Segurança Social (IPSS) têm atitudes mais concordantes para com a inclusão; a variável institucional existência de crianças com NEE na sala do seu filho, teve influência nas atitudes dos participantes, sendo que os participantes que na sala do seu filho têm crianças com NEE têm atitudes de maior concordância para com a inclusão; os pais não identificam o tipo de NEE presentes na sala e a fiabilidade do instrumento de recolha de dados é positiva. Com este trabalho o conhecimento sobre esta temática aumentou, verificando-se a necessidade de educar para a inclusão, trabalhando com as crianças, com os pais, com os profissionais e com todos os que fazem parte do mundo da crianças, salientando a importância do trabalho das equipas de Intervenção Precoce, que contactam diretamente com todos os intervenientes no processo de inclusão.
The purpose of this research is to know and analyze the attitudes of the preschool children parent’s about the inclusion of children with Special Educational Needs. For this study, the selected sample was completed by parents of Children aged between 3 and 5 years old. wich attended Particular and Governmental Kindergarten during the academic year of 2017/2018. The data collections instrument used in this study was “Parental Attitudes towards Kindergarten Inclusion Scale” PATKIS, adapted by Tafa and Manolitsis (2003), translated by a professional and validated by specialist in the area of Special Needs. The data were presented and analyzed quantitatively. The data were presented and analyzed quantitatively. With the results obtained in this study it is concluded that all parents agree to include children with Special Educational Needs in their child's classroom; the personal variable gender had an influence on the participants' attitudes, with mothers showing less consistent attitudes than fathers; the personal variable professional practice had influence on the attitudes of the participants, being the participants with professional category of teacher, health or bank professional, that show more agreement with the inclusion; the personal variable qualifications had influence on the attitudes of the participants, being the participants with higher education that have more positive attitude towards the inclusion; the institutional variable, type of education that the child attends, had an influence on the participants' attitudes, and the parents whose children attend Particular Kindergartens have more concordant attitudes towards inclusion; the institutional variable, the existence of children with Special Educational Needs in their child's classroom, had an influence on the attitudes of the participants, and the attendees who in their child's classroom have children with Special Educational Needs have attitudes of greater agreement with the inclusion; the parents do not identify the type of Special Educational Needs present in the classroom and the reliability of the data collection instrument is positive. With this research we increased the knowledge of this theme, by verifying the need to educated towards inclusion, working with children, parents, professionals and all the intervenient of children world, pointing out the importance of the Early Intervention Teams work wich contact directly with all the intervenient in the Inclusion process.
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Godfrey, Celia. "Responses to an early childhood educational intervention with disadvantaged families: an exploratory study." Thesis, 2006. https://vuir.vu.edu.au/1467/.
Full textAbstract:
Recent decades have seen an expansion of the early intervention field, particularly with children who are deemed at risk of adverse outcomes due to socio-economic or other disadvantage. Early educational intervention has taken many forms, but those involving both the child and parent together have been shown to have the strongest effects. Additionally, intervention in the early years, enhancing the child’s ability to engage with formal schooling, has been found to have a lasting impact not just on the educational trajectory of the individual, but also on the life opportunities which become available. This thesis reports an investigation of the implementation of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program in a regional city in Victoria, Australia. Here, for the first time, this intensive, graduated, two-year program was delivered to a group of Australian-born families experiencing trans-generational poverty and educational disadvantage. The administering agency trained para-professionals from the community who undertook fortnightly home visits to instruct parents in a standard curriculum designed to enhance the learning readiness of their children. Parents, in turn, delivered the program in daily sessions to their children aged four and five. On alternate fortnights this instruction was provided at group meetings for parents. Following previous research, it was expected that HIPPY would result in positive outcomes in terms of cognitive and socio-emotional functioning for children. The experience of parents and staff were also explored as part of the process evaluation. Implementation issues were documented, and their relevance to program outcomes was considered. Analysis of complementary qualitative and quantitative data showed that children made substantial gains in several areas. Interviews with parents revealed that HIPPY was enjoyable and achievable, and contributed to children’s increased confidence, early learning, and familiarity with schoolwork. Formal psychological testing demonstrated clear gains for children in terms of their early school skills and socioemotional development, although results in the areas of general cognitive development, school readiness, and academic self-esteem were inconclusive. Process evaluation found that HIPPY was relevant and feasible in this population and highlighted several key aspects of program implementation. Findings are discussed in the light of international literature in the early intervention area, and implications for future practice and research are drawn out.