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Dissertations / Theses on the topic 'Youth with disabilities Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

Zinck, Lana Catherine. "Parent-youth relations and adjustment of youth with and without learning disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18416.

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Youth with learning disabilities (LD) are at risk for difficulties in academic, social-emotional and behavioural domains. Cohesive and flexible family relationships are protective for youth at-risk, including youth with LD, although there is little empirical research on families of youth with LD. The purpose of the present study was to build on the area of parent-child relationships and adjustment of youth with LD and determine whether specific aspects of parent-child communication including, clarity, open emotional expression, and problem solving are associated with various aspects of adjustment in youth with and without LD, beyond that predicted by parental control and involvement. Fifty-two youth with LD and a matched group of 52 youth without LD (NLD) completed measures of social, emotional, and behavioural adjustment, as well as questionnaires related to their relationships with their mothers and fathers. Report card grades were obtained as a measure of academic competence. Results revealed that the parent-child relationship variables differentially predicted various domains of adjustment for youth with and without LD. For youth with LD, perceptions of problematic maternal control and involvement significantly predicted emotional distress and behaviour problems, and were inversely related to psychosocial adjustment. The communication variables did not significantly contribute to the prediction of any adjustment area. In contrast, for youth without LD, perceptions of problematic maternal control and involvement only predicted behaviour problems. However, perceptions of poor maternal problem solving and clarity of communication predicted a significant and unique amount of variance in emotional distress and psychosocial maladjustment, respectively. Surprisingly, poorer maternal problem solving was also predictive of academic adjustment for NLD youth. Overall, the results suggest that youth with and without LD appear to benefit from a different kind of support
Les adolescents qui éprouvent des difficultés d'apprentissage (DA) ont plus de risques que les autres de présenter des problèmes scolaires, socio-émotionnels et comportementaux. Bien que des relations familiales unies et flexibles constituent un facteur de protection pour les adolescents à risque en général, il y a peu de recherches empiriques portant spécifiquement sur les familles d'adolescents avec des DA. Le but de cette étude était d'exploiter les domaines des relations parent-enfant et de l'adaptation des adolescents avec des DA afin de déterminer si certains aspects de la communication parent-enfant comme la clarté, l'expression des émotions et la résolution de problèmes, sont associés à divers aspects de l'adaptation des adolescents avec ou sans DA, au-delà de ce qui est prédit par le contrôle et l'implication des parents. 52 adolescents avec des DA et un groupe de contrôle de 52 adolescents sans DA ont complété des échelles d'adaptation sociale, émotionnelle et comportementale et des questionnaires sur leur relation avec leurs parents. Les compétences scolaires ont été mesurées grâce aux notes du bulletin scolaire. Les résultats révèlent que les aspects de la relation parent-enfant prédisent de manière différente l'adaptation des adolescents avec ou sans DA. Pour ceux aux prises avec des DA, la perception d'une implication et d'un contrôle maternels problématiques prédit de manière significative la détresse émotionnelle et les problèmes de comportement, et sont inversement reliés à l'adaptation psychosociale. Les variables relatives à la communication n'ont pas contribué significativement à l'adaptation dans quelque domaine que ce soit. Par contre, chez les adolescents sans DA, la perception d'une implication et d'un contrôle maternels problématiques prédit seulement les problèmes de comportement. Cependant, les difficultés de la mère à résoudre des problèmes et à communiquer clairement prédis
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2

Pressé, Cindy. "Exploring healthy experiences of youth with physical disabilities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103608.

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This phenomenological study explored the lived health experiences of seven children with physical disabilities and associated secondary conditions. The children, between 9-13 years, attended the same elementary school. Semi-structured interviews were conducted with the children. Child experiences were sought through a scrapbook interviewing technique where photographs were utilized as prompts to enhance participant recall and reflection (Harvey et al., in press). Rich discussions were generated to capture the essence of the health for each child. The children were actively engaged in this visual approach to qualitative research methodology which assisted in the co-construction of their own health reality through a collaborative research process with the primary researcher (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Thematic analyses were conducted on the verbatim transcriptions of the interviews. Four themes emerged from the data: (a) my scrapbook, (b) what I do during my free time, (c) people around me, and (d) what helps me and what doesn't. The results demonstrated the effectiveness of the unique scrapbook interviewing technique to gain a child-driven understanding of the conception of health. The results also reflected the importance of family members, the leisure activities of the children, and the affordances and constraints that enabled or constrained the children to incorporate healthy behaviors. Data triangulation, member checks, audit trail, peer-review, and researcher reflexivity were used to establish trustworthiness of the children's stories. The children with physical disabilities told positive stories about health that may help to create child-friendly physical activity and health interventions at home, school, and community.
Cette étude phénoménologique a permis d'explorer des expériences de santé vécues par sept enfants ayant des déficiences physiques et les effets secondaires qui s'y rattachent. Les enfants, âgés entre 9 et 13 ans, fréquentaient la même école primaire. Des entrevues semi-structurées ont été menées auprès de ces derniers. Leurs expériences ont été recueillies dans un portfolio, dans lequel des photographies ont été utilisées afin d'inciter les participants au rappel et à la réflexion (Harvey et al., in press). De riches discussions ont été générées afin de faire ressortir l'essentiel de la santé. Ceux-ci ont été activement engagés dans cette approche visuelle de la méthodologie de recherche qualitative, ce qui a aidé à la co-construction de leur propre réalité concernant leur santé et ceci grâce à un processus de recherche en collaboration avec le chercheur principal (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Des analyses thématiques ont été réalisées sur les transcriptions textuelles des entretiens. Quatre thèmes ont émergé à partir des données : (a) mon portfolio, (b) ce que je fais durant mon temps libre, (c) mon entourage et (d) ce qui m'aide, ce qui me nuit. Les résultats ont démontré l'efficacité de la technique unique d'entrevue à travers le portfolio afin d'acquérir une compréhension de la conception de la santé auprès des enfants. Les résultats reflètent également l'importance des membres de la famille, des loisirs des enfants, des capacités et des contraintes qui ont permis ou empêché ceux-ci à intégrer des comportements sains. Traitement triangulaire des données, suivi des membres, vérification des pistes suivies, évaluation par un collègue et réflexivité des chercheurs ont servi à établir la crédibilité des dires des enfants. Les enfants ont fait part d'histoires positives sur la santé lesquelles peuvent aider à créer des liens parmi les jeunes à travers l'activité physique et des interventions au sujet de la santé, autant à la maison, à l'école que dans la communauté.
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3

Sheftel, Anya. "Motivational Enhancement Career Intervention for Youth with Disabilities." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18490.

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Youth with disabilities experience significant vocational and social hardships. Self-determination, self-efficacy, and critical consciousness are important components of positive post-secondary outcomes for this population. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention (MEGI) that focused on increasing self-determination, self-efficacy, and critical consciousness among high school students with high incidence disabilities. A mixed methods research design was used to explore the relationship between the intervention and the main study variables. A total of 135 high school students and nine interventionists participated in this study. The results of a latent change score model indicated a positive and significant change in students' vocational skills self-efficacy, self-determination, and vocational outcome expectations. Thematic results of student focus group indicated that students experienced an increase in self-determination, awareness of systemic effects on their educational and vocational success, and uncertainty about the future. Additionally, thematic results of the interventionist focus group indicated an increase in students' self-understanding.
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4

Miller, Christina R. "Service-learning and civic efficacy among youth with disabilities." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-05082009-144431.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisor: James E. Hinterlong, Florida State University, College of Social Work. Title and description from dissertation home page (viewed on Oct. 26, 2009). Document formatted into pages; contains viii, 152 pages. Includes bibliographical references.
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5

Reeves, Jessie C. "Educator Perceptions of Transition Programming for Youth with Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7951.

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A local problem exists with transition service providers lacking the skills and knowledge necessary to effectively implement transition planning practices, ensuring youth with disabilities experience positive in-school and post school success. The purpose of this basic qualitative study was to investigate transition service provider perceptions of implementation variables that impact the transition service providers' use of evidence-based practices with youth with disabilities. Kohler, Gothberg, Fowler, and Coyle's Taxonomy for Transition Programming 2.0 was used as the conceptual framework for this study. Interview participants included 5 special educators, 4 general educators, 2 district administrators, 2 child study team members, and 2 guidance counselors. Open coding and thematic analysis were used to analyze the results from 15 participants. Themes that emerged from the results of this study were the need for professional development for educators and the need for assistance with parental engagement in the transition planning process. Results from this study may provide positive social change in the form of data to inform future professional development for schools and districts across the United States regarding how to provide meaningful transitional support to youth with disabilities.
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6

Du, Toit Lorraine Doreen. "Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondere skoolfase." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11092006-132517.

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7

Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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8

Povenmire-Kirk, Tiana Cadye. "Making way through the borderlands : Latino youth with disabilities in transition from school to adult life /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10295.

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9

Seo, Young J. "Outcomes of students with learning disabilities at age 21 and age 24 /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7635.

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10

Morris, Janalee. "Working for equity, issues of employment for youth with disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ53198.pdf.

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11

Giffen, Rebecca Lubarsky Romm. "The effects of art education on low-income youth, youth of color and queer youth." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Giffen_RMITthesis2009.pdf.

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12

Gregorius, Stefanie. "Transitions to adulthood : the experiences of youth with disabilities in Accra, Ghana." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/15835.

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Youth with disabilities are amongst the poorest and most marginalised of young people worldwide. Approximately 80 per cent of disabled young people live in countries of the Global South. Despite a growing body of research problematising youth transitions in situations of poverty and increasing interest in disability issues beyond the Global North, little is known about how youth with disabilities in the Global South make their transitions to adulthood. This thesis addresses this gap by reporting on a qualitative study on the transitions to adulthood of young people with different impairments living primarily in Accra, Ghana. Using innovative, participatory methods, it explores young people s individual narratives within the areas of education, employment, and social and community life, and the ways in which these shape their life trajectories. The study shows that the transitions to adulthood of youth with disabilities in Accra are substantially influenced by disability-related factors and processes that are socio-spatially embedded and intricately intertwined. Disabling social and physical environments restrict disabled young people s participation in education, employment, and social and community life, which increases their vulnerability to marginalisation and exclusion in society. As a consequence, their transitions to adulthood are even more complex, protracted, and uncertain than for their non-disabled peers. Youth with disabilities, however, use a variety of coping strategies to navigate the challenges they face associated with school, work, and social life in their attempts to achieve adulthood. Foregrounding the voices of young people with differing categories of social difference challenges the hitherto existing homogenisation of the lives of youth with disabilities in the Global South highlighting their agency and capabilities as well as the complex ways in which they negotiate transitions during the life-course.
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13

Mahiko, Joy. "Community Connections| Supporting Rural Youth with Disabilities Who Are Work-Bound." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635334.

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Although many public schools in the United States are located in rural areas, the literature on rural youth is extremely limited, and the literature on rural youth with disabilities is practically absent. The purpose of this study was to gather the perspectives of community partners regarding rural school-community partnerships and provide an understanding of (a) the community’s role, (b) how connections in rural communities were formed, and (c) how school-community partnerships can be strengthened. This study added to the existing literature on rural school-community partnerships by providing a deeper understanding of the processes that influence the phenomenon of transition to work for rural youth with disabilities. Employing a basic qualitative research design, information from this study was captured regarding community members’ perspectives on their roles and experience partnering with rural schools to transition youth with disabilities to work. The target population consisted of community members who represented businesses and community organizations who had purposefully connected with a rural school to support youth with disabilities transitioning to work. The sample included 10 participants who took part in semistructured, one-on-one interviews to describe their experiences. Data analysis revealed the roles of the community partners and the processes they used to secure school-community partnerships. The findings indicated that the community played a vital role in transitioning youth with disabilities to work and that it took time for the community partners to adjust to their new roles of supporting youth with disabilities in the workplace. The findings provide valuable insight on how rural schools can sustain, improve, and expand their community partnerships and experiences for students with disabilities. Opportunities for future research include identification of work training opportunities for rural students with disabilities, exploration of the types of transition assessments and work skills that promote transition to work, and research with a larger sample to improve generalizability.

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14

Mooney, Marianne Jr. "Family Contributions to the Work Readiness of Youth with Learning Disabilities." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30623.

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The study identified the contributions families made to the work-readiness of youth with learning disabilities. A qualitative research approach, the in-depth telephone interview, was the primary information-gathering instrument. Two questions were posed to guide the study: 1.What communications or behaviors do families engage in within the contexts of the home, school, workplace, and community that contribute to the work readiness of youth with learning disabilities? 2. What value do these families place on their roles in the development of their youngster's work readiness? Families from the Commonwealth of Virginia were nominated by parent resource center directors as meeting the criteria established for the study. A total of 27 individuals were "purposefully selected" to be interviewed. The participants were family members of employed youth, age 16 to 22, with documented learning disabilities. Telephone interviews were taped, transcribed, coded, and analyzed using Ethnograph and a three-step coding process. A description of major themes and subthemes which emerged from the analysis was presented in narrative and table form. Participant statements were used to illustrate the themes. Participants identified 29 critical work-readiness skills they perceived youth would need for workplace success. These work-readiness skills supported six themes: human relations, work ethic, compoliance, personal qualities, education and training, and independence. Participants identified the various activities, behaviors, and conversations they engaged in to promote work-readiness in their children within four setting: the homes, school, workplace, and community. These actions were analyzed within and among the four settings, and in relation to the themes established. The themes of education and training and independence were the most prevalent. The family's responsibilities for and abilities to develop work-readiness skills were examined, and the types of assistance they had accessed or believed other families could benefit from were identified. Stakeholder groups and their roles and responsibilities in the collaborative effort to develop work skills were identified. Stakeholder roles included provider, teacher, facilitator, nurturer, communicator, and preparer. Participants reflected on the process of preparing youth with learning disabilities for work, determined what they would do differently, and offered advise on work-readiness skill development to other families of children with learning disabilities.
Ph. D.
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15

Ingram, Angela. "A Phenomenological Study of Transgender Youth With Disabilities High School Experiences." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24190.

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The purpose of this study was to gain an in-depth understanding of the lived experiences of transgender youth with disabilties in high school. Utilizing in-depth phenomenological interviews and photography, this study sought to gain insights into how the lived experiences and intersections of transgender and disability identity impact high school experiences. The collection of interview data and photography allowed for a deeper understanding of the essence of the phenomenon under study. The aim was to understand the ways in which the complexities of ‘transgender’ and ‘disability’ identities impact high school experiences. The analysis of the data lead to six key themes including: gender as fluid, society and identity, conflation of identities, mental health, changes in school and difference as strength. This dissertation offers a more complete picture of the needs and barriers transgender youth with disabilities face to inform future research and practice. Results from this study extend the current research and provide a deeper understanding of the needs and challenges of transgendered youth with disabilities. Findings from this study also support implications for how educators work with transgender youth with disabilities and how schools can be more inclusive in meeting their needs.
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16

Dudgeon, Brian J. "Transition and technology reliance : experiences of youth exiting high school /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7677.

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17

Anderson, Alice Glover. "The status of transition services for secondary students with disabilities in Virginia and factors affecting service delivery." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37244.

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This study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished. Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions. Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team. Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services.
Ed. D.
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18

Brawner, Bowen Fouts. "A function-based approach to algebra : its effects on the achievement and understanding of academically-disadvantaged students /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008287.

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19

Bailey, Rita L. Angell Maureen E. "Improving feeding skills and mealtime behaviors in children and youth with disabilities." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064528.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 9, 2006. Dissertation Committee: Maureen E. Angell (chair), James R. Thompson, C. Al Bowman, Stacey Jones Bock, Emily H. Watts. Includes bibliographical references (leaves 203-216) and abstract. Also available in print.
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20

Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.
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21

Huyssoon, William Lee. "Exploratory vocational course for special needs students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1939.

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22

Wilson, Nathan J. "Conditionally sexual constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability /." Connect to full text, 2009. http://hdl.handle.net/2123/5387.

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Thesis (Ph. D.)--University of Sydney, 2009.
Title from title screen (viewed Sept. 15, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Discipline of Medicine, Faculty of Medicine. Includes bibliography. Also available in print form.
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23

Faber, Amanda R. "Assessment of the guidance and counseling needs of at-risk students in an alternative school." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fabera.pdf.

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24

Gerard, Virginia Ann. "Checkmates : a high school targeted intervention for at-risk ninth graders /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.
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25

Levine, Phyllis. "Gender differences in long-term postschool outcomes for youth with mild mental retardation, learning disabilities and no disabilities : myth or reality? /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7616.

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26

Modlin, Susan Jane. "TRANSITION TO ADULTHOOD: THE EXPERIENCE OF YOUTH WITH PHYSICAL DISABILITIES LIVING WITH A SERVICE DOG." Thesis, Connect to resource online, 2008. http://hdl.handle.net/1805/1612.

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Thesis (Ph.D.)--Indiana University, 2008.
Title from screen (viewed on April 23, 2008). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Melinda M. Swenson, Joan K. Austin, Sharon L. Sims, John McGrew. Includes vitae. Includes bibliographical references (leaves 142-161).
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Miceli, Meredith Anne. "The associations among youth characteristics, secondary school experiences, and enrollment in two- and four-year colleges among youth with disabilities." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8762.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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28

Allen, Jennifer. "Bridging the gap program for transition-age youth with disabilities| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523345.

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The purpose of this proposal was to secure funding to implement a new program tailored to the unique needs of transition-age youth (TAY) with disabilities in Orange County. As a result of this new program, TAY with disabilities will receive the extra attention and support they need to increase their independent living skills and thus their likelihood of success as they transition out of the foster care system. An extensive literature review brought awareness of the vulnerability of TAY and the unmet needs of TAY with disabilities as one ofthe more high-risk subgroups of TAY. Consequently, this research led to the design ofthe proposed program to meet the many needs of TAY with disabilities. The Weingart Foundation was identified as an appropriate funding source after conducting an online search for potential funders interested in the targeted population and project. The actu~J1 submission and/or funding of this grant was not a requirement for the successful completion of the project.

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29

Pham, Yen. "The Relationship Between Social Capital and School-Related Outcomes for Youth With Disabilities." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13285.

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This study evaluates a model of social capital where support from parents, peers, teachers, and mentors (SOS) was hypothesized to mediate the link between students' abilities to mobilize support (MOS) and four school-related outcomes: academic, behavioral, emotional, and career outcome expectations. Survey data from 206 high school students with disabilities and 16 special education teachers in six school districts across three states were collected. Results from structural equation modeling, with bootstrap tests of indirect effects, indicated that SOS mediated the links between MOS and two of the four outcomes: emotional well-being and career outcome expectations. Invariance testing revealed significant differences for boys and girls. Implications for research and practice are discussed, including the need to distinguish between social capital and the process of capital formation, and the need to consider the role of students with disabilities in the process of social capital formation.
10000-01-01
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30

Powers, Jennifer L. "Understanding the Development of Self-determination in Youth with Disabilities in Foster Care." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/87.

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Youth in foster care who experience disabilities face many challenges as they transition out of foster care and into adulthood. In order to assist these youth, it is crucial to understand factors that may impact their self-determination, which research links to positive transition outcomes for youth with disabilities (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000). While much of the existing research on the correlates and outcomes of self-determination focuses on young people with disabilities overall, and little is known about whether factors such as abuse, family stressors and extended length of time in care, and frequent placement changes influence self-determination. Exploring predictors of self-determination in youth with disabilities in foster care can be beneficial to researchers and child welfare practitioners who seek to identify effective approaches for helping youth accomplish successful transitions into adulthood. This dissertation examined the extent to which physical and sexual abuse and family stressors, such as unemployment, domestic violence, and homelessness prior to entering care; as well as foster care placement instability and total length of time in care, impact a youth's self-determination. In addition, the influence of demographic features such as race and gender on these associations was examined. Increased understanding of factors that contribute to self-determination can facilitate targeted interventions and services that enhance the lives of youth as they exit out of the foster care system and into adulthood. Overall, the findings did not reveal significant associations between self-determination and physical and sexual abuse, family stressors, length of time in foster care or number of placement moves. Post hoc exploratory analysis, however, detected other significant relationships. For example, above and beyond the main effect association of length of time in care, youth who experienced physical abuse and stayed in care for long periods of time demonstrated higher levels of autonomy. Likewise, youth with a greater number of family stressors in their family of origin, and who experienced longer stays in foster care, also demonstrated significantly higher levels of autonomy above and beyond the main effects of family stressors. These relationships speak to the resiliency and the varying nature of self-determination.
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31

Annison, John Edward, and mikewood@deakin edu au. "The meaning of home: A comparison of the meaning of home as identified by samples of Victorians with, and without, an intellectual disability." Deakin University. Institute of Disability Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.102639.

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This phenomenological study of the meaning of home from the perspectives of people with and without an intellectual disability sought to identify, (a) any common ‘essence’ of meaning held by and, (b) the nature of any differences of perception between, the groups. Purposive samples of 18 people with an intellectual disability and 21 non-disabled people were surveyed using a semi-structured interview to ascertain their experiences of home and 'non-homes'. Inductive analysis of the data revealed a shared understanding of the meaning of home at a fundamental level. This shared meaning of home was found to comprise: the ability to exert control over an area; having a personalised space; feeling content with the living situation; a sense of familiarity with the setting; a set of behaviours and routines usually only enacted when at home; common names and uses for rooms; socialising at home with others; the importance of a positive social atmosphere in the home; and, recognition of places as non-homes because they lacked one or more of these attributes. Further analysis revealed the essence of home is its experience as the place where stress is most reduced or minimised for the individual. The study demonstrates that the concept of stress is superordinate to previously identified concepts considered fundamental to home such as privacy, control and non-homes. Major differences between the two samples were largely differences of degree with people who have an intellectual disability reporting the same fundamental attributes of home as people who do not have an intellectual disability, but in a less elaborated form. Principal among these differences of degree was the notion of control over the home and its derivative elements which encompassed the whole dwelling including its setting for people without an intellectual disability but was very restricted for people with an intellectual disability being largely confined to the person's bedroom. Socialising in or from the home was also very limited for people with an intellectual disability in comparison with that experienced by non-disabled informants with the former group conveying an impression of leading significantly socially isolated lives at home. The major implications of this study are related to the meaning of home per se, to residential service provision to people with an intellectual disability, and to future research.
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32

Holyfield, Cashea. "Demographic Predictors and Reasons for Chronic Absenteeism amongst Secondary Students with Disabilities." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7812.

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Many students in secondary schools are increasingly impacted by chronic absenteeism. Researchers have consistently concluded that students who are chronically absent are likely to experience negative outcomes such as difficulties in academic achievement, learning, sociability, and mental health (London, Sanchez, & Castrechini, 2016). However, despite the implications of chronic absenteeism, research studies that primarily focus on assessing students with disabilities’ (SWDs) reasons for chronic absenteeism are relatively limited. Although there is some existing research that suggests that SWDs are frequently absent due to health-related reasons, transportation issues, and their perceptions of poor school climate (Erbstein, 2014; Humm-Brundage, Castillo, & Batsche, 2017), there are currently no studies that have examined both student and school demographic predictors of chronic absenteeism for SWDs. The current study utilized a sample of 1,009 chronically absent SWDs across eight states in the U.S. to examine demographic predictors of reasons for chronic absenteeism among SWDs. The researcher examined students’ responses to the Reasons for Chronic Absenteeism (RCA) survey. Results indicated that SWDs reported missing school for health-related reasons most frequently, followed by family and transportation reasons. Results also suggested that SWDs’ SES, gender, and race/ethnicity were the most common demographic predictors of reasons for chronic absenteeism. Specifically, students who were lower SES significantly predicted Barriers, Disengagement, and Transportation reasons for chronic absenteeism. Students’ gender significantly predicted Barriers, Disengagement and Health reasons, and SWDs race/ethnicity significantly predicted Barriers, Health, and Transportation reasons for chronic absenteeism. School demographic predictors of chronic absenteeism were limited with schools’ percentage of English Language Learners being the only significant predictor of the reasons for chronic absenteeism. Implications for research and practice are discussed.
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33

Dowty, Gregg. "Significant Adults as Protective Factors: Retrospective Views of At-Risk Youth." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/DowtyG2005.pdf.

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34

Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.

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During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.
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35

Churchill, Joan 1945. ""From vagrant to Carney" : a study of the programs available to young offenders in Victoria's youth training centres, and their relevance in assisting the young people reintegrate back into the community after being discharged from custody." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8456.

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36

Mason, Janice L. Morreau Lanny E. "Effects of peer counseling on students with mild disabilities." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323737.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Lanny Morreau (chair), Patricia Klass, Robert Hemenway, Robert Heiny. Includes bibliographical references (leaves 134-153) and abstract. Also available in print.
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37

Acevedo, Raymond. "Characteristics of independent living program participants and non-independent living program participants." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3110.

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38

Oswald, Gina R. "Predictors of Successful Outcomes of Transition-Aed Youth in Vocational Rehabilitation in the State of Ohio." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271784611.

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39

Jackson, Sabrina Boone McCarty Toni. "The relationship between perceptions held by students with mild disabilities of transition services provided in high schools and their vocational program satisfaction, academic achievement, and school attendance." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720808.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lanny Morreau, Toni McCarty (co-chairs), Kenneth Strand, James Thompson. Includes bibliographical references (leaves 110-139) and abstract. Also available in print.
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40

Pennell, Tami. "Students with learning disabilities and post-secondary institutions : transitioning and reasonable accommodations /." Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,167704.

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41

McAllister, Carolyn Anne. "Variables affecting the post high school outcomes of students with learning disabilities." Diss., Connect to online resource - MSU authorized users, 2008.

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42

Tucci, Richard. "The Effects of Exercise and Teaching Intervention on Youth with Behavioral and Emotional Disabilities." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/682.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Education
Physical Education
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43

Zito, Stephanie Theresa Rabren Karen Jackson. "Examining the effects of teaching self-determination skills to high school youth with disabilities." Auburn, Ala., 2009. http://hdl.handle.net/10415/2005.

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44

Monroe, Carolee Ann Novicky. "A follow-up of transitioning students with mild disabilities." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1499.

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45

Collins, Emerald R. "Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500112/.

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Transitions are a natural part of life. Youth grow and develop physically, socially, psychologically, and intellectually during primary and secondary school years. The transition from secondary to postsecondary education is an important transition as youth not only move from high school to college, but also from adolescence to young adulthood. It is a time when young adults naturally desire to become more independent in pursuit of their personal dreams and aspirations. The purpose of this study was to examine the impact that academic, psychological, and social factors on youth with high-incidence disabilities as they strive to make successful postsecondary education transitions. Current trends indicate youth with high-incidence disabilities are graduating from high school and are attending vocational schools, colleges, and universities in increasing numbers. Transition barriers still limit many youth who could otherwise attend institutions of higher education regardless of disability type. Findings suggest academic and psychological factors most significantly predict successful postsecondary education transitions. Recommendations for improved transition planning and parental training are suggested.
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46

Absler, Deborah. "Relationships, connectedness and engagement : a study of the multidimensional components of 'good-enough' collaborative approaches for young people with complex needs and their families /." Connect to thesis, 2006. http://repository.unimelb.edu.au/10187/356.

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The focus of this research is an exploration of the use of collaborative intersectoral approaches to service delivery as a means of improving responsiveness to the complex needs and issues presented by vulnerable adolescents and young people. There are three central domains and contexts that inform this research:- young people with complex needs- their problematic history of access to, and engagement with a particular cohort of service systems and- the common issues that arise when these service systems interact. The central research question that this thesis has explored is:- What are the principles and guidelines that will inform services operating within an integrated collaborative approach for children, adolescents and young people with complex needs? A multi method design informed by an interpretative research paradigm utilising qualitative research methods was used which consisted of:(i) An analysis of key policy directions within Australia, United Kingdom and United States relating to young people with complex needs.(ii) An analysis was undertaken of current local, national and international literature that relates to policy, program and practice for children, adolescents and young people with complex needs.(iii) In-depth interviews conducted with five stakeholder groups involved with an inter-sectoral service initiative consisting of cross-sector care teams providing a therapeutic service to young people living in residential units.
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47

Stumper, Joanna. "Perception of participation after spinal cord injury in youth: comparing self and parent ratings." Thesis, Boston University, 2014. https://hdl.handle.net/2144/21258.

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Thesis (M.S.O.T.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
PURPOSE: Past research has shown discrepancy between parent and child report of health-related outcomes, leading to questions regarding the use of parents as proxy reporters for their children. It is not known whether similar discrepancies exist between child and parent views of the child’s participation following spinal cord injury. It is also unclear how perception of participation in youth after spinal cord injury compares to self-perception of participation for youth without disabilities. The current study investigated these questions. PROCEDURE: A secondary analysis was completed on data collected from children and youth with a spinal cord injury ages 8-21 years (n=381) and their parents using the Shriner’s Participation Scale. The young person’s self-perception ratings of participation were compared to his/her parent’s perception of their participation, and patterns of self-perception of participation among peers without disabilities . ICC’s were conducted to determine levels of consistency among parent-child dyad responses. Responses from a sample of children and youth without disabilities (n=2005) were compared by t-test to those of the youth with a spinal cord injury determine whether there were differences in how often each group reported they are unable to participate in certain activities. SUMMARY OF FINDINGS: Overall low levels of agreement were found between parent and child perceptions of the child’s participation. The highest agreement (average ICC) between parent and child was found in the 14-17 year old age group. There was a significant difference in self-perception of ability to participate in certain activities between the youth with spinal cord injury and their peers without disabilities.
2031-01-01
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48

Opperman, Sannette Beatrix. "The coping responses of the adolescent siblings of children with severe disabilities." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-07172006-103355.

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49

Galloway, Helena Johanna. "'n Maatskaplikewerkintervensieprogram vir die adolessente leerder met spesifieke leerhindernisse." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09112007-112516.

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50

Stevenson, Herbert H. "A study on employment of vocational school graduates with disabilities : how is their transition from school to adulthood? /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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