Tesis sobre el tema "Disables"
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1
Webb, John David. "A rhetorical study of Eastside Christian Church and Del Amo Christian Church as a means of ascertaining what enables and/or disables a congregation /". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487677267730623.
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2
Richardson, Emma V. "Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor". Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/26422.
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It is imperative that individuals with physical impairments maintain an active lifestyle to enhance various aspects of well-being and overall quality of life. This population, however, are also one of the most sedentary in society. One identified reason for this is the ableism which exists in many fitness establishments that promotes acceptance of one particular body; the strong, physically athletic, muscular body is given value. Individuals who do not align to his particular physical reality may be subject to discrimination which can have a detrimental effect on their psycho-emotional well-being and deter them from exercising. Surprisingly, there is an increasing number of disabled individuals who are becoming gym instructors and further integrating themselves into a space which is deemed to oppress them. The purpose of this PhD is to explore these individuals' journey from gym clients to gym instructors. Framed by interpretivism and with particular focus on narrative inquiry, various qualitative analysis techniques were applied to explore 1) participants experiences exercising in the gym, 2) participants' motivations to be gym instructors, 3) how participants made sense of their gym instructor training and, 4)what impact participants perceived they had in the gym as instructors. This thesis has made original contributions to the literature by crafting a deep understanding of disabled people s experiences in the gym and why people enact social missions. For example, this thesis contextualizes disability in the gym and identifies that despite the numerous health benefits disabled people experience by exercising in this space, the psycho-emotional disablism they are subject to acts as a barrier for individuals to exercise here. Importantly, although disablism acted as a barrier to continued exercise for participants, it was also a facilitator in their decision to become a gym instructor. Essentially, participants described their own negative gym experiences as fuelling their desires to enact positive change in this space and do social missions in the gym. To be a gym instructor, participants went through a training programme specifically designed to train disabled people to embody this role. At this training, participants initially experienced a sense of validation and belonging through peer group exercise and were able to craft a collective story which allowed them to resist the oppressive disablism they experienced in the gym. However, as training continued and evolved so too did the narratives participants crafted to make sense of their experiences. Instead of one united story, participants crafted two conflicting narratives which redefined their relationship with each other and InstructAbility, and ultimately determined why some participants continued their training and others did not. For those who did continue to become fully qualified gym instructors, they felt they had a positive influence in promoting inclusion, exercise and diversity in the gym. In light of these findings, there are several practical recommendations for exercise practitioners, rehabilitation specialists, gym managers and those prescribing exercise to disabled people. Implications are aimed at improving exercise promotion and experiences of exercise in the gym for disabled people. For example, disabled gym instructors could be a way to bridge the perceived experiential gap between disability and the gym as they exhibit an alternate way of being which is accepted in this space. Through their experiential knowledge of disability and practical knowledge of exercise, these individuals can also relate to disabled clients in a way that non-disabled instructors cannot. Disabled gym instructors, however, can educate non-disabled gym instructors in how to train someone with an impairment. Equally, a more critical attitude to promoting exercise to disabled people is called for. Specifically, to steer away from disabling expectations and narratives of disabled people s motivations to exercise and move towards more realistic, enabling strategies and narratives to facilitate disabled peoples exercise behaviour.
3
Sellick, Jayne Margaret. "Becoming disabled". Thesis, Durham University, 2014. http://etheses.dur.ac.uk/9471/.
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This thesis examines the becoming of disabled people’s identities, illustrating the multiple and complex temporalities that shift and move in flux as disabilities, health conditions and illnesses change over time. Understanding disability as an unfolding process of continuous change, the thesis forwards the concept of ‘becoming disabled’ as tying together disabled people’s lived and embodied experiences. An unfolding participatory qualitative research methodology was developed with eight participants and their partners. Four methods were chosen by participants to explore their experiences: drawing participatory timelines, taking photographs through photovoice, talking in conversations and writing diary entries. The research process itself moved back and forth, overlapping and churning through cycles of participation, action and reflection, shaping the subsequent findings, which are arranged under four key themes. ‘Becoming emotional’ explores the gendered and emotional temporalities of events, such as diagnosis, accident and injury, to everyday acts that shape the future. ‘Becoming well’ illustrates the affective capacity of material items to facilitate day-to-day and lifelong recoveries. ‘Becoming mobile’ discusses the pace, speed and rhythm of walking and wheeling. ‘Memories’ of disability, health conditions and illnesses continue to unfold, shaping new possibilities and new futures. The thesis concludes that becoming disabled is an underlying, always present and unfolding process of continuous change, which differs to the fixed and categorical basis of ‘being disabled’ which has characterised much research. Becoming disabled is always reaching forward and never complete, emphasising the intricacies of time, the temporalities, the moments, the transitions and the trajectories of becoming, in everyday life and across the life course. The research sought to examine the everyday practices and processes that shape disabled people’s identities; and to explore the role of the past, the present, and the future in disabled people’s lives. Suggestions are made for future research.
4
Majiet, Shanaaz. "'Disabled women must stand up': exploring the leadership experiences of disabled women in disabled people's organisations in Zimbabwe". Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/12352.
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Includes bibliographical references.The aim of this study was to analyse the experiences of disabled women in leadership positions in DPOs in Zimbabwe. The literature review focused on the crosscutting issues of (1) leadership, gender and disability. (2) women and disability in Zimbabwe. and (3) the current structure of DPOs in African countries in relation to gender.
5
Deal, Mark. "Attitudes of disabled people toward other disabled people and impairment groups". Thesis, City, University of London, 2006. http://openaccess.city.ac.uk/17416/.
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This research set-out to: a) investigate attitudes of disabled people (adults) toward other disabled people; and, b) attitudes of disabled people toward different impairment groups. Comparative data from a non-disabled sample was also collected. Two new attitude rating scales were developed for this research: the General Attitude Scale Toward Disabled People (GASTDP) and the Attitude Toward Impairment Scale (A TIS). Both scales achieved acceptable levels of internal and external reliability. Positive attitudes toward disabled people were found from both the disabled (M = 41.08; n = 193) and non-disabled samples (M = 39.29; n = 120). However, a hierarchy of impairment also appears to exist, with the disabled sample producing a rank ordering of most accepted to least of Deaf, Arthritis, Epilepsy, Cerebral Palsy, HIV/AIDS, Down's Syndrome and Schizophrenia. The nondisabled sample rank ordering was the same for five of the seven impairment groups, with only Cerebral Palsy and HIV / AIDS being placed in reverse order. The GASTDP contains two sub-scales (Subtle and Blatant Prejudice subscales). Statistically significant results between the two sub-scales were found for both the disabled and non-disabled samples, suggesting people tend to hold subtle forms of prejudice toward disabled people. The discussion therefore utilises the term aversive disablism, based on aversive racism. This theory argues that whilst people may be reluctant to express negative attitudes toward disabled people, they may also support policies that are disablist, i.e. segregated housing. The contact hypothesis, whereby contact with members of a minority group influence attitudes, was not supported by the data. This thesis recommends further research into subtle forms of prejudice toward disabled people from an in-group perspective and attitudes toward different impairment groups.
6
Carter, Elizabeth A. "Phonetic Ambiguity Perception in Reading Disabled and Non-disabled Children and Adolescents". VCU Scholars Compass, 1986. http://scholarscompass.vcu.edu/etd/4400.
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There are speculations that disabled readers may fail to correctly decode written words because they are insensitive to language's phonetic form. This insensitivity is presumed by some to be due to a speech perceptual deficit. The purpose of the current study was to assess differences between disabled and non-disabled adolescents and elementary school students in their perceptual accuracy in decoding phonetically ambiguous speech. The effects of two processing factors derived from previous research, priming and word form (e.g., Spencer & Carter, 1982), were also examined to assess how perceptual processes may differ between groups. Clinical evidence of some verbal problems persisting in adolescent disabled populations and evidence of compensatory differences between elementary and adolescent readers on earlier phonetic coding tasks prompted the inclusion of alI four age group by reading group combinations. Results reveal no reading group differences of either age grouping. The results are discussed in terms of design considerations, previous pertinent speech perception research, and similarity of responses to those of normal subjects in Spencer and Carter (1982) and Carter and Zoller (1983). With an examination of two dependent measures and a qualitative analysis of errors, no reading group differences were found. Therefore, it Is suggested that explanations involving speech perception may not appropriately address the problems of disabled readers with problems in word decoding.
7
Bailey, Ruth. "Disabled people's healthcare encounters". Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4238.
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This thesis is about impairment, disability and health. Placed in the context of Disability Studies, it engages with the theoretical debates about how disability and impairment should be conceived. In doing so it pays particular attention to the embodiment of impairment and its relation to health matters. It also identifies and discusses the reasons for the apparent reluctance of Disability Studies to engage with health issues. The main source of data is interviews with 28 disabled people from Edinburgh and the Lothians. Using semi structured interviews, participants were encouraged to talk about their experiences of using healthcare including the access barriers they faced, the expertise they developed to manage their health care encounters and how these encounters mediated and were mediated by their lived experience as disabled people. A secondary source of data is autoethnographic writing. Through reflexivity, an assessment is made of the value and validity of using this method to explicitly incorporate the researcher’s own experiences in to the data and its analysis. Similarly reflexivity is deployed to consider the methodological issues that arise from the researcher being disabled and encountering access barriers during the research process. There were three sets of findings from the research. First, participants’ body talk suggested that in everyday life impairment and maintaining good health can be understood as something which is done by the embodied self to the body. This doing is often a taken-for-granted activity. It is also mediated through a number of factors including emotions, disabling barriers and broader social and economic structures. Second, participants’ accounts of the access barriers they faced when using the NHS suggested that there are two categories of access needs, the macro and micro. While macro needs such as ramped or flat access to premises were anticipated and routinely met without participants having to take any action, participants often felt they had to take the initiative to ensure their micro needs, such as the need for a hoist, were met. Some micro access needs were particular to a healthcare context and often emerged during diagnostic tests or treatment procedures. Healthcare professionals had to have sufficient skills and confidence to respond effectively to these clinical micro needs. The third set of findings was that some participants developed expertise to enable them to access the appropriate services to meet their needs and form a high quality relationship with healthcare professionals. However, other participants recalled situations where their expertise was not respected and felt abandoned by the NHS. The first set of findings has implications for theoretical development in Disability Studies. More work is needed to connect the doing of impairment to theoretical approaches found in sociology of the body and to empirically explore the nature and scope of impairment doing, The second and third set of findings have implications for current healthcare practice particularly in the context of the NHS’ responsibility under the Disability Discrimination Act.
8
Sinyagovska, A. I. "Devices for the disabled". Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40585.
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Some people are not able to use ―standard‖ devices that we
use in our daily activity. Some devices have been especially
developed to lower these differences. Some disabilities mean that the
input devices need to be placed at convenient location for person.
9
Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.
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Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.
10
Lee, Carolyn Patricia. "Taxonomic and frequency associations in memory in learning-disabled and non-disabled children". Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186061.
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This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items were associated by frequency and one in which items were related taxonomically; within each word list, half of the items were primary category members or frequency associates and half were secondary category members or frequency associates. It was hypothesized that younger, non-disabled children would rely more on frequency associations and that older, unimpaired subjects would tend to organize the material categorically. Learning disabled subjects were predicted to show impairments in the ability to form both frequency associations and categories during recall, particularly for the secondary items. These results were not found. Younger, non-disabled subjects organized words categorically as proficiently as their older peers, and LD children's categorization abilities were comparable to non-disabled subjects'. The only item type for which LD subjects showed significantly less clustering than non-disabled subjects was secondary frequency associates, which were viewed as representing the periphery of the knowledge base. The principal difference between this study and previous, similar research was the use of individual, child-generated word lists. Because all words were highly familiar and meaningful to the children, relationships between most of the items were probably quite salient, more so than in other studies using adult-generated words as stimuli. Thus, this study indicates that LD children are not impaired in their ability to recognize and utilize semantic structure to facilitate learning if material is highly meaningful and familiar to them.
11
Lightman, Ira. "DISABUSE". Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481729.
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This creative writing document, DISABUSE, chronicles the impact of formerly repressed incest memories upon its male writer, just prior to beginning work on the Ph.D. in Creative and Critical Writing at the University of East Anglia. The male writer's interests prior to beginning this work were, among others, Modernism, especially Poundian Modernism, translation from the French, the setting of words to music, using personae, formalism and language games. The impact of the formerly repressed incest memories causes the writer to draw on these as means of articulation, and also quiz them. Have his interests brought him to this pass? Or has he arrived there because they finally failed to keep him from it? If so, have they ironically provided him with means to face it? The document DISABUSE is a collage of four parts. Three of them, "A Progression", "The Little I Can Do" (a song-cycle), and "Non-Fictions", are themselves collages. Each more or less resembles the form of a conventional contemporary poetry collection, being a set of one to five page pieces using different poetic or experimental poetic forms. The other part, "Incest", is a three-section permutation upon the same data, originally composed by improvising onto a spreadsheet computer program for data management, graphs and tables. This collage of collages suggests connections have been made by putting the parts together in the order offered, but this has been by choices sometimes systematic, sometimes intuitive and sometimes arbitrary. This collage form thus reflects the way of seeing childhood (and human growth) that most appeals to the author, as a symbiosis of experiences shaped by belief, intuition and the intervention of other beings and chance. Nevertheless, some distinctions are made; some things are called damaging and unjust, but other things are looked for beside it. Writing such a collage was his way of constructing some kind of honest self-audit, best suited to him. He can hope that the resourcefulness inspires some, the craftsmanship appeals to others. The writer goes a little way to explaining his practice in an afterword, "posttalkscript": an exact transcription of a six hour improvised dictation about DISABUSE (and about writing DISABUSE) composed a year after finishing and shaping the collage. He offers initial insights into both writing and incest recovery gained from the process of writing and coming back to the work after a rest: insights on the role of institutions in encouraging or stalling incest recovery in students experiencing incest symptoms or repressed memory retrieval while also growing and working (other than asking them to withdraw to another place to work solely on healing); insights on the discussion of incest in literary and theoretical work; insights on poetics, and how to make (difficult) poetics seem relevant and analogous to other areas, and them to it. The writer, however, makes no pretence to offering either a system or indeed a systematised social thesis. His principal work has been to produce a creative document and reflect upon it. Despite that document's sometimes contentious and tendentious style, its purpose is not to raise issues and then reflect in a seasoned way upon those issues. That would be sociology, for which the writer is not qualified and is not subjecting himself to examination in order to be qualified. The purpose of the "posttalkscript" is to attempt the difficult work of the writer seeing himself as others might see him, and attempting (not always expertly) to offer a feel of who wrote DISABUSE, so that it be easier to attend to its poetry and writerly endeavour. Part of the writer's character is to feel he is at his best when trying to stir thought, not convert others wholesale to his own thought. DISABUSE shows this part of the writer's character temporarily repressed (to, the writer believes now, its limit) to expose a taste for aggressive didacticism (which can stir thought! ) like that of his some of his own favourite writings, of which he offers readings thought DISABUSE. Both DISABUSE and "posttalkscript" are endnoted, and there is a full bibliography.
12
Emiroglu, Bulent Gursel. "Online Communication And Discussion Environment For The Visually Disabled Students At A Public University". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609841/index.pdf.
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This study aims to discover the perceptions of the visually disabled students at a
public university in Ankara, Turkey for attending and participating in an online
communication and discussion environment on the Web to access information and
establish social relationships with others. The purpose of this research is six folds:
(1) to investigate the current status of the visually disabled university students at a
public university in Ankara, Turkey for accessing and using computers and the
Internet, (2) to learn the kind of web sites that those students prefer to visit on the
Internet, (3) to discover the topics and subject they prefer to see in the Web forum that
will be designed and developed for them, (4) to identify the topics and subjects in
the Web forum that those visually disabled university students mostly visited for
reading, replying and adding new titles under them, (5) to show the effects of the
Web forum on the participants for accesing information and establishing social
relationships with others, (6) to learn the views and opinions of those visually
v
disabled university students about that Web forum after actively participating and
spending meaningful time in it.
In this study, mixed research method is used. The participants of this study were
the visually disabled students of a public university in Ankara, Turkey and found
by the researcher with the help of an academician colleague working in the Special
Education Department under the Faculty of Education in that university. In that
university, there were totally 39 visually disabled students and 36 of them accepted
to be enrolled in this study on a voluntary basis.
Within the scope of the study, &ldquoEnabledForum - EngelsizForum&rdquo
was designed and developed by the researcher as a communication and discussion environment for those visually disabled university students for enabling them to establish social relationships with others via submitted posts for the topics and subjects of the forum. Moreover, this forum helped those visually disabled university students for accessing up-to-date information from the Web based sources. Finally, the usage logs of the &ldquo
EnabledForum - EngelsizForum&rdquo
helped the researcher to analyse and report which topics and subjects were mostly interested by those visually disabled university students.
13
Ivy, Robert J. "Personality patterns and vocational interests of learning disabled and nonlearning disabled high school students". Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39929.
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There is a lack of research based data in the field of learning disabilities, especially at the secondary level. The purpose of this study was to evaluate personality configuration patterns and vocational interests through the administration of the Myers-Briggs Type Indicator, Abbreviated Version (AV) and the Self-Directed Search, Form E (EASY) for learning disabled (LD) and non-learning disabled (NLD) students. The sample included 90 LD students and 100 Non-LD students grades 9 through 12 in a large suburban school system. Research questions considered: (1) differences in personality and vocational interest between LD and NLD students; (2) age and gender of LD and NLD students in relationship to vocational interests; (3) relationship between personality patterns and vocational interests between LD and NLD students. Treatment of the data used both descriptive and inferential statistical analyses. Analyses relied on categorical data, and the chi-square test was the statistical test used. Demographics provided data on groups regarding ability level and reading achievement scores related to occupational preferences and gender characteristics. Results indicated that no significant personality differences existed between LD and NLD adolescents. It was found, after looking at all possible interactions between vocational preferences and personality, age, grade, and gender, that significant differences occurred with gender and vocational preferences for both LD/NLD groups. Additionally, EI and TF differences in vocational preferences existed for LD and NLD students. EI and TF differences between LD and NLD career preference showed LD I's and T's prefer mechanical careers, whereas NLD I's and T's prefer teaching and sales. This is correlated with gender preference of LD males for mechanical (non interactive careers), whereas NLD prefer interactive careersEd. D.
14
Walker, Alexis Philbin. "Parenting Stress: A Comparison of Mothers and Fathers of Disabled and Non-Disabled Children". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2686/.
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This study compared perceived levels of parenting stress between mothers and fathers of children with Attention-Deficit Hyperactivity Disorder (ADHD), children with developmental disabilities, and normally developing children. The relationship of certain demographic variables, such as Socio-economic Status (SES), number of children, years married, parent age, and child age, as well as social support with parenting stress was also examined for mothers and fathers of these three groups. Identification of factors related to parenting stress in fathers was of particular importance for this study, as fathers are often an underrepresented group within parenting research. Identifying effective methods for predicting high levels of parenting stress is important, as stress has been linked to psychological well-being, potential for abuse, and a greater likelihood of poor adjustment for both parent and child. Results from the present study comparing reported stress levels between groups of parents were supportive of previous studies indicating that parents of children with ADHD and developmentally disabilities experience significantly greater parenting stress, specifically with respect to child characteristics. Significant gender differences were also found between mothers and fathers in terms of parent characteristics related to stress. Fathers reported greater stress in the areas of attachment, while mothers reported more parent role restrictions. Additionally, significant negative relationships were found between parents' perceived helpfulness of informal social support and parenting stress scores in both mothers and fathers, affirming positive effects of social support on stress. Helpfulness of informal social support was also significantly predictive of parenting stress in both mothers and fathers across both the child and parent domains of the PSI, although, it had more predictive power with regard to parent related contributors to parenting stress. Family demographic factors, including age of the child and SES demonstrated some predictive power of parenting stress in mothers. Mothers with younger children and lower SES were more likely to report greater parenting stress. Implications of these results and future directions for research are also discussed.
15
Bezzina, Lara. "Disabled voices in development? : the implications of listening to disabled people in Burkina Faso". Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12100/.
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Development discourse and practice have generally ignored, even silenced, people with disabilities. In response, this thesis draws on the case of Burkina Faso to bring geographies of development and disability into dialogue with postcolonial theory, which seeks to recuperate the voices of the marginalised and oppressed. It adopts a mixed ethnographic methods approach, including participatory techniques and interviews, in order to understand the lived experiences of disabled people in Burkina Faso. The thesis first examines the general context of Burkina Faso and the different aspects of Burkinabe life and society in which disabled people’s lives unfold. These aspects are interlinked with the perceptions of disability in Burkina Faso, both in how society perceives disability and in how disabled people view themselves. These perceptions, which are explored subsequently, affect the lived experiences of disabled people, which are often not taken into account by development practitioners who intervene in disabled people’s lives using western models and ideologies. Furthermore, development interventions influence the creation and functioning of grassroots disabled people’s organisations, and here the thesis looks at the challenges these organisations face with regard to their heavy dependence on external partners as well as the lack of ‘organisational spirit’. Finally, the thesis examines disabled people’s perceptions of development and the emphasis on economic independence as an essential element in a disabled person’s life to challenge the predominant perception of disabled people as a burden. It highlights the significance of opening up spaces in which disabled people’s voices can be heard, using techniques such as participatory video, and the significance of having these voices heard by development practitioners. The findings indicate that there is a need to theorise disability from Global South perspectives, as well as to facilitate development through an engagement with the voices and agency of disabled people.
16
Holmes, William Paul. "Voice input for the disabled /". Title page, contents and summary only, 1987. http://web4.library.adelaide.edu.au/theses/09ENS/09ensh749.pdf.
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Thesis (M. Eng. Sc.)--University of Adelaide, 1987.Typescript. Includes a copy of a paper presented at TADSEM '85 --Australian Seminar on Devices for Expressive Communication and Environmental Control, co-authored by the author. Includes bibliographical references (leaves [115-121]).
17
Leung, Herman y 梁漢銘. "Rehabilitation centre for the disabled". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982499.
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Bunt, Sarah. "The adoption of disabled children". Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2854.
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The research has set out to examine the motives that contribute towards the decision to adopt a disabled child. Increased knowledge about placing disabled children for adoption is particularly important as they are regarded as the category hardest to place (Adoption Register 2009). Despite the wide gaps in knowledge, the negativity associated with the social construction of disability has been seen as a cause of disabled children’s disadvantage (Cousins 2009). Synthesising a Critical Realist framework with Grounded Theory methods; to examine both the efforts of local authorities to place a disabled child for adoption, as well as the narratives of those adopters who take on disabled child. The findings reveal that social workers often take a tentative approach to placing a disabled child, which impacts upon adoption outcomes, both in the way they represent disabled children and in the way they recruit and assess adopters. The Rationalistic Habitus is a concept used to reflect the way social workers reason their way through particular issues before arriving at a practice judgement. The study, also examines the narratives of adopters and their journey through the process of adopting a child with a significant impairment. Instances where adopters embark on adopting a disabled child are significant because they are making a decision in opposition to a prevailing discourse where disabled children are conceptualised as a burden to their families (Jordan and Sales 2007). An examination of these adopter’s motives requires one to think more deeply about how motives are processed. By focusing on the Habitus and reflexivity this research has attempted to bring new insights into how people process the prospect of becoming a parent to a disabled child. However, while the decision to adopt a disabled child might appear unconventional it is not so abnormal that we cannot make sense of their motives. The lifelong nature of the adoption role demonstrates that commitment is at the heart of these adoptions. The notion of a Commitment Habitus is reflected when adopters express an innate drive to nurture. In effect, this research contends that the motive to adopt a disabled child is wrapped in an orientation to invest in social relationships.
19
Fu, S. (Siqi). "Disabled people and E-inclusion". Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201504031314.
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The fast developing technologies can benefit disabled people from many ways. However, it also formed new gap to them and caused their lives to be marginalized by the digital society. The purpose of this research was to find out issues and problems disabled people meet in the e-Society.
A literature study was conducted as the research method by trying to follow the principles of systematic literature review method. 51 articles were collected from the online publication database to support this research.
The results found out that the reasons caused the exclusion of disabled people are because of the issues of affordability, impairments of disabled people and social phenomenon. The price of mainstream technologies in the market is not affordable to the majority number of disabled people since the low employment rate and low income level keep most of them living in poverty. On one hand, the impairments of disabled people not only affect their lives and works, but also limited their ability to have the access to various technologies. On the other hand, the design of technologies has not fully covered the needs of disabled users, which causes many challenges and problems during the experiment of technologies. Moreover, due to the average low level of education, disabled people are lacking of technical knowledge in how to use ICT, especially in the group of female and senior people with disabilities.
The most important finding in this research paper demonstrates that more than half of the articles mentioned the issue of lacking awareness in disabled people. The situation of exclusion of disabled people in today’s digital world can be changed if the whole society could pay more attention to their challenges and problems.
20
Wester, Gry. "Doing justice to the disabled". Thesis, University of London, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499044.
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Leung, Herman. "Rehabilitation centre for the disabled". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949706.
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LIU, MINGYUAN. "Disabled: Media, Fashion and Identity". Thesis, Sydney College of the Arts, 2019. http://hdl.handle.net/2123/20106.
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Lamb, Callum Douglas. "Mobility system for disabled people". Thesis, Queensland University of Technology, 1997.
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24
Croft, David D. "An examination of the cognitive structural complexity of non-disabled peoples implicit knowledge of physically disabled people : implications for attitudes towards physically disabled people /". Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09P/09pc941.pdf.
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Collins, William C. "The effects of time on employment selection test performance : learning disabled versus non-learning disabled". Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/28673.
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Lalkhen, Yusuf. "A phenomenological understanding of self-esteem in physically disabled adolescents in a non-disabled environment". Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03202006-141911.
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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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Orenstein, Myrna. "Imprisoned intelligence the discovery of undiagnosed learning disabilities in adults /". Click here for text online. The Institute of Clinical Social Work Dissertations website, 1992. http://www.icsw.edu/_dissertations/orenstein_1992.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1992.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Brown, Scott Anthony. "Student perceptions of the efficacy of learning disability support services". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467885891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Dumas, Shelley White. "Participant perceptions in using a person-centered planning process to access services and supports /". Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Hill, Shirley. "A comparative study of the experience of disabled and non-disabled students on professional practice placements". Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/d1776c40-d835-4e86-b6b8-b2a45a76430f.
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The experience of disabled students in UK higher education has been the subject of research for many years, particularly following legislation in 2001 that introduced responsibilities on universities to make reasonable adjustments for disabled students. Most of this research has focused solely on the experience of disabled students, and typically only within one discipline, with limited comparison with their non-disabled peers; particularly in the context of students’ experience on practice placements where professional competencies are developed and assessed. This thesis therefore sought to address this gap in the research by investigating the experience of disabled and non-disabled students on practice placements across six professional disciplines, utilising a mixed methods research design. Students at a Scottish University who were studying medicine, nursing, dentistry, education, social work or community education were invited to participate in an anonymous online survey and a follow-up semi-structured interview. These particular disciplines were selected on the basis of enabling comparison with previous research and also to explore the dichotomy between the social and medical approaches to disability; and the potential impact of these approaches on the experience of disabled students. Over 350 students responded to the survey from all six disciplines and a total of 21 interviews were conducted with disabled and non-disabled students. The results were also compared with the student placement feedback obtained independently by the individual disciplines involved in the research. Many students provided positive feedback on their placement experience and clearly valued this as preparation for their future careers. The students’ relationship with their placement supervisor was also clearly an influence on the quality of their placement experience. However, statistical analyses revealed that disabled students’ overall rating for their placement experience was lower than that of non-disabled students, and that disabled students experienced more difficulties on placement. Subsequent thematic analysis of students’ qualitative responses revealed that, although disabled and non-disabled students reported similar issues, these were exacerbated for some disabled students by the nature of their impairment or the attitudes of others to disability. Indeed, there was evidence that a medical model approach to disability was more prevalent in the disciplines of medicine and nursing. It was also clear that some disabled students did not identify with the terms ‘disabled’ or ‘disability’. The results of this study highlighted in particular the need for a review of disability disclosure procedures in the placement context and for clarity in the role and responsibilities of placement staff. Recommendations for practice are identified that aim to enhance the placement experience of all students and to remove any barriers to access; ensuring disabled students are not disadvantaged in the placement context and their needs are appropriately met.
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Kelleher, Anne L. "Caring for disabled husbands : wives' perspectives". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29698.
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There is presently an increasing trend towards deinstitutionalization of several different populations, including physically disabled adults. Although a variety of staffed resources provide for alternative care, 'home' and 'family' remain the primary resource in the community based care system.
Given that the family of the 1980's has a decreased capacity to care due to such factors as increased mobility and loss of extended family networks we must be concerned with the continued viability of this resource. And, given that 'family’ is often a euphemism for 'nearest female relative' and that women's role in society has changed markedly in recent years the issue of women as caregivers is one of particularly urgent concern.
This study is based on extensive interviews with eight women caring for disabled husbands. The interview schedule and methodology facilitated descriptive data regarding caregiving tasks as well as a comprehensive exploration of what was problematic about the day to day reality of caregiving for these women.
The data analysis identified struggling with the 'role' of wife-caregiver, isolation and a changed marital dynamic as primary themes in the process of caregiving.
This study provides some insight into what is problematic about caregiving for these wives and some suggestions for improving social work practice and providing more effective services in relation to this population.Arts, Faculty of
Social Work, School of
Graduate
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.
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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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Castle, Frances Rhoda. "Disabled social workers : contribution and difficulties". Thesis, Staffordshire University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440358.
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Hudson, M. H. "Disabled people and labour market disadvantage". Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604719.
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This dissertation considers how and why the labour market disadvantage of disabled people persists. Unpacking debates about how disabled people and labour market disadvantage can be conceptualised it reviews how theoretical insights from labour economics and sociology/disability studies can enrich a social model of disability. Drawing on the concepts of social claims and capabilities, the main task becomes one of exploring how a range of social actors and institutions are involved in enabling or constraining the capabilities that may facilitate the economic functioning of disabled people. Having noted the diversity embodied in the social category disabled people the emphasis is on capturing at least some of this diversity. This is done by exploring the experiences of people in the communities in which they live their everyday lives within the changing context of the labour market and public policy. The research uses an empirical base of material drawn from two localities in East London and Greater Manchester. It is interview based developing case studies at a number of levels: employed and non-employed disabled people, local employment projects and support services and public and private sector employers. Issues around the benefit system, and economic security, emerge as particularly prominent in the lives of the non-employed. Via an exploration of policy and practice, the quality of and balance between supply and demand-side policies that are ostensibly geared towards moderating the incidence and experience of labour market disadvantage are questioned. In so doing, there is criticism of the accounting framework that underpins capitalist employment relations and public policy . In concludes that both the supply and demand sides of the labour market are of fundamental importance in nourishing capabilities. There is a need to develop a policy framework that has a focus on how capabilities can be enabled with more pro-active measures to acknowledge and address inequalities of circumstance and the desire of disabled people to participate.
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Young, Sadie. "Personal constructs of intellectually disabled people". Thesis, Manchester Metropolitan University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262355.
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The main focus of this thesis is to investigate the mental worlds of intellectually disabled people. It is intended to provide information about how members of this population construe their environments and how recent changes in the philosophy of care have affected their construct systems. Personal construct theory is used as the model that underpins the studies in the thesis and a modified version of repertory grid technique is developed and used to explore physical and social aspects of each subject's environment. After a pilot study was conducted to establish the viability of using modified rep grid techniques with this population, a longitudinal study over a four year period investigated the social constructs of 15 intellectually disabled residents. Eight were still in an institution at the end of the study and seven had moved into the community during that period. A comparison group of eight staff were sampled at the beginning of the longitudinal study. Information is made available concerning the size and complexity of each subject's construct system. It was found that the size and content of the construct systems of intellectually disabled people is limited relative to the comparison group and does not change significantly over four years. construct systems were analysed using two computerbased programs that solved the patterns of interrelationships and a graphic presentation of the network of significant correlations between constructs was completed. It was found that the graphic presentation was adequate for the intellectually disabled respondents but not for the comparison group. No difference was found between the community-based group of intellectually disabled people and those still resident in the hospital after four years. A further study with 17 intellectually disabled people, parents and non-parents, found no difference in their construct systems of children. These results are discussed in the context of the present philosophy and practice of normalisation and social role valorisation.
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Meredith, Sandra K. "Accessing Disabled Student Services| Students' perspectives". Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527731.
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The purpose of the study was to explore the perceptions of university students with disabilities and the factors that contribute to or deter them from accessing Disabled Student Services. The sample was based on availability and convenience and consisted of 36 students. A self-administered survey was used.
The results indicated that students tended to seek services to access accommodations and to learn more about services that can help them succeed. They tended to delay seeking services in order to have a fresh start in college and due to their fear of stigma. Individuals with mental health disabilities were less likely than other students to report self-determination and support and more likely to experience stigma.
Social workers can play a vital role in assisting students with disabilities in identifying their specific barriers and in assisting them to access programs and services in a postsecondary education setting.
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Goodwin, Michael John. "Navigational assistance for disabled wheelchair users". Thesis, University of Portsmouth, 1999. https://researchportal.port.ac.uk/portal/en/theses/navigational-assistance-for-disabled-wheelchair-users(5797931f-06f3-4b9f-a7e5-cc63357a8a50).html.
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Previous low cost systems of navigational assistance for disabled wheelchair users have provided little more than simple obstacle and collision avoidance, or follow a pre-defined fixed route defined by a white line or a buried wire. Other research has used complex high cost multi-sensor mode systems closely resembling industrial, military or space exploration applications. These systems used natural features or artificial beacons to produce accurate maps of the operating environments. The progress of the vehicle is monitored and corrected using multisensor techniques such as vision cameras, odometry and triangulation from beacons located in the environment. Such systems have required modification of the operating environment and have resulted in a fully autonomous vehicle providing little or no overall control by the user. Whilst proving the technical feasibilty their cost and complexity has not resulted in practical and affordable solutions for the wheelchair user. The purpose of the present study was to bridge the gap between these two previous areas of research and to provide navigational assistance at an affordable cost. Low cost ultrasonic sensors enabled a wheelchair to operate in an unknown (i. e. previously unmapped) environment whilst leaving the user in overall control. Hardware modifications to a commercial powered wheelchair enabled data from ultrasonic arrays and the user's joystick to be interrogated and mixed by a computer to provide appropriate signals for the wheelchair drive motors. A simulation program was created to interpret the sensor signals that would be generated from the various conditions likely to be encountered by a wheelchair and to develop the various control strategies. The simulation was able to differentiate between the various environmental conditions and select the appropriate action using the newly created control algorithms. The sensor data interpretation modules together with the control algorithms, from the simulation, were incorporated into a practical system for controlling the wheelchair. In tests data from the sensors was used to detect and evaluate localised changes in the environment and used to determine appropriate signals for the drive wheel motors. In the tests it was found that the wheelchair controller and the geometry of the wheelchair resulted in a degradation of the expected wheelchair response. This was overcome in two ways: firstly by modifying the control algorithm and secondly by changing the wheelchair geometry.
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Salgård, Kajsa y Josefina Raza. "Aid for Disabled People in India". Thesis, KTH, Maskinkonstruktion (Inst.), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-143117.
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Indien är ett utvecklingsland med en ekonomisk tillväxt som ökar inom industri- och tjänstesektorn. Tyvärr verkar inte tillväxt och utveckling nå ut till funktionshindrade och fattiga människor. Under två månader genomfördes en fältstudie i norra delen av Indien; ett arbete som inleddes i Sverige där systemet för hjälpmedel undersöktes. Studien i Indien innehöll intervjuer, en användarstudie och flera besök för att undersöka situationen och starta utvecklingen av en prototyp. Målet var att utveckla en rullstol som lämpar sig för funktionshindrade i Indien och skapa en prototyp för användartestning. Produktutveckling ägde rum under hela projektet; målgrupp och krav på rullstolen kom fram genom brainstorming. Undersökningarna och fältstudien visade att det är en betydande skillnad mellan hur systemet för funktionshindrade personer fungerar i Indien jämfört med Sverige. De flesta av användarna i Indien hade en trehjuling som i grunden är en rullstol men med ett hjul i fronten och annan styrning. Som förbättringar ville användarna erhålla bättre ergonomi och säkerhet. Det slutliga konceptet har en ergonomiskt riktig sittställning, konstruktionen är lägre och mindre än den befintliga trehjulingen. Material för prototypen inhandlades på en marknad och en cykelverkstad i Kanpur. Prototypen jämfördes med den befintliga trehjulingen som är den typ av rullstol som kom närmast konstruktionen av prototypen. Denna jämförelse visade att prototypen är mindre, har ett sänkt underrede och en ny teknik för styrning. Nästa steg i utvecklingen skulle vara att expandera fältstudien, konstruera nästa prototyp och utföra ytterligare användartester.India is a developing country with an economic growth that is increasing in the industry and service sector. Unfortunately the growth and the development do not seem to reach out to disabled and poor people. During two months a field study was conducted in the northern part of India; the work begun in Sweden where the system of aid was investigated. Research in India contained interviews, a user study and several visits to investigate the situation there and to start a development of a prototype. The aim was to develop a wheelchair suitable for disabled people in India and to create a prototype for user testing. Product development took place throughout the project; target group and demands on the wheelchair was formed through brainstorming. The investigations and field study showed that it is a significant difference between how the system concerning disabled people and aid works in India in comparison with Sweden. Most of the users in India had a tricycle, which is basically a wheelchair with one wheel in the front and with different steering. As improvements, better ergonomics and safety was asked for. The final concept have an ergonomically correct sitting position, is lowered and smaller than the existing tricycle. Materials for prototyping were gathered at a market and a cycle repair shop in Kanpur. The prototype was compared to the existing tricycle, which is the type of wheelchair that came closest to the construction of the prototype. This comparison showed that the prototype is smaller, has a lowered undercarriage and a completely new technique of steering. Next step in the development could be to expand the field study, construct another prototype and conduct further user testing.
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Byron, Katie. "Disabled parents living without their children". Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7374.
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This portfolio has three parts: a systematic literature review, an empirical paper and appendices. Part one is a systematic literature review in which the empirical literature relating to factors influencing decision making within the child protection context is reviewed. A systematic search of eight databases identified fourteen relevant studies. The findings suggest decisions within child protection are influenced by a range of factors. These factors cluster around the case, the decision-maker, the organisation and society. The implications of the findings emphasise the importance of reflective decision making practices. Future research is urgently needed in this area to increase understanding and facilitate better decisions that help children and their families. Part two is an empirical paper, which explores the experiences of parents with intellectual disabilities following their children entering the looked-after system. Semi-structured interviews were conducted with six parents and their experiences analysed using interpretative phenomenological analysis. Five super-ordinate themes emerged. The results highlight the need for the development of a different protocol for removing children and supporting parents with intellectual disabilities. Areas for future research are also discussed. Part three comprises the appendices which support the first two parts of this portfolio. This section also includes a reflective statement of the research process.
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Alajlouni, Ruba. "Membrane binding properties of Disabled-2". Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/76980.
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Disabled-2 (Dab2) is an adapter protein that interacts with cell membranes and it is involved in several biological processes including endocytosis and platelet aggregation. During endocytosis, the Dab2 phosphotyrosine-binding (PTB) domain mediates protein binding to phosphatidylinositol 4,5-bisphosphate (PIP2) at the inner leaflet of the plasma membrane and helps co-localization with clathrin coats. Dab2, released from platelet alpha granules, inhibits platelet aggregation by binding to the °IIb? integrin receptor on the platelet surface through an Arg-Gly-Asp (RGD) motif located within the PTB domain. Alternatively, Dab2 binds sulfatides on the platelets surface, and this binding partition Dab2 in two pools (sulfatide and integrin receptor-bound states), but the biological consequences of lipid binding remain unclear. Dab2 binds sulfatides through two basic motifs located on its N-terminal region including the PTB domain (N-PTB). We have characterized the binding of Dab2 to micelles, which are widely used to mimic biological membranes. These micellar interactions were studied in the absence and presence of Dab2 lipid ligands, sulfatides and PIP2. By applying multiple biochemical, biophysical, and structural techniques, we found that whereas Dab2 N-PTB binding to PIP2 stabilized the protein but did not contribute to the penetration of the protein into micelles, sulfatides induced conformational changes and facilitated penetration of Dab2 N-PTB into micelles. This is in agreement with previous observation that sulfatides, but not PIP2, protect Dab2 N-PTB from thrombin cleavage. By studying the mechanism by which Dab2 targets membranes, we will have the opportunity to manipulate its function in different lipid-dependent biological processes.Master of Science
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Murillo, Lafuente Iblin Edelweiss. "Experiences of Bolivian Disabled Activist Women". University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588613995048859.
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Sonali, Laxmi Shah Sonali Laxmi. "Career success of disabled high-flyers". Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6878.
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The aim of this qualitative study is to identify what factors a group of professional disabled people perceived had influenced their career success, and how they define career success. The study is based on subjective accounts of thirty-one disabled highflyers: men and women from different social and ethnic backgrounds, with congenital or acquired physical impairments, and hold occupational positions in Social Class I or H of the Registrar General's classification of occupations. This work looks at the extent to which the disabled high-flyers perceived career choice and progression, childhood, education, disability, and personality to be significant to their career development and success, and how they define success. Using the data collected from semi-structured interviews, this research provides an indepth insight of the journey travelled, by each of the thirty-one disabled people, from childhood to achieving career success in adulthood. The study shows that oldstyle careers, operating in stable and supportive organisations are sometimes more beneficial to disabled people than some forms of new careers known as `boundaryless' and which require more flexibility and moving from place to place. It indicates the existence of the `glass ceiling' in many sectors of the economic market, showing it to cause disabled people to redirect their original career choice. The study also shows that individuals with congenital disabilities were often likely to follow more of a boundaryless approach of career progression in order to meet their initial career aspirations. It also found that, disability was not only sometimes a causal attribute of re-directed career progression, but also, at times, a precursor of career choice and success. However being disabled was not always the cause of career change and re-direction. Several of the disabled people perceived their career to have developed much the same as that of their non-disabled colleagues. This thesis recognises the role of education in the career and life success of the disabled high-flyers. The advantages and disadvantages of mainstream and segregated education are highlighted. Although segregated education does indeed restrict the educational and therefore, occupational choices of young disabled people, it is nonetheless considered to be essential to the social, physical and psychological development of disabled children. This work offers the idea of link schools and partial integration to facilitate disabled students to achieve life goals at the rate of their nondisabled peers. The career orientation of the female disabled high-flyers, particularly those with childhood disability, was unlikely to be influenced by their gender. It seems that disability was the master status, overriding all other attributes, including gender. However this was not a negative thing. It was found that disabled women are not only capable of achieving a status equal to non-disabled women in the home, but also have the potential to compete with non-disabled men in the workplace and succeed in gender atypical careers.
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Anum, Priscilla. "Living with a disabled child : Experiences of families with disabled children in the Dangme West District (Ghana)". Thesis, Norges teknisk-naturvitenskapelige universitet, Psykologisk institutt, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13590.
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The general observation of the plight of disabled children and their families in Ghana necessitated this study, which aimed to delve into the experiences of families with disabled children in Ghana as a means of bringing to light what it means to have and live with a disabled child in the Ghanaian context. Using semi-structured interviews as guide, participant observations, informal conversations and narrative analysis, this study explored the experiences of four families with disabled children in the Dangme West District. It explored their experiences of living with the child, drawing on the practical, social, and economic challenges encountered, how they are coping in the face of these challenges, and their perceptions as regard the future of the child. Background data was gathered from institutions and the various communities of the participating families. The focus was mainly on the main caregivers, who in this case happen to be the mothers, but other members of the family were also engaged in informal conversations. Findings show that these families experience stigma, financial strain, strain on family relationships, and lack of institutional support. These findings were discussed mainly through the lenses of the two sub-models of the social model of disability; the cultural model which shed light on the stigma and stigmatization that these families experienced and the structural model, within which the lack of institutional support was discussed. It was recommended that much more need to be done by disability organizations and government institutions to educate the Ghanaian society on the causes of disability through the mass media and also remove negative images of disabled people from the media. Other suggestions include the need for early intervention structures, resourcing of schools and preschools that can accommodate disabled children, and the establishment of parent support groups.
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Tardif, Annette M. "Reported psychological distress and willingness to utilize mental health services for disabled and non-disabled university students". Thesis, New Mexico State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10679320.
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Disabled students graduate from post-secondary education at a lower rate than non-disabled students. It is unknown if disabled and non-disabled students experience equal access to mental health services. This mixed methods study compared participants' reported psychological distress and willingness to utilize mental health services among disabled and non-disabled university students (N=96) and analyzed qualitative data regarding barriers and supports to utilizing mental health services. Disabled students reported more psychological distress and higher willingness to utilize mental health services than non-disabled students. These findings support the importance of promoting mental health care for disabled postsecondary students.
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Logan, Nicola I. "Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children". Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.
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Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that of non-learning disabled children. In this study, it was hypothesised that parents would have different attributional, emotional and behavioural responses to aggressive challenging behaviour in a learning disabled child in comparison to a non-learning disabled child, on account of the child's learning disability. Design: A questionnaire method was used to analyse within-subjects and betweensubjects differences on measures of attributional, emotional and behavioural responses to vignettes of aggressive challenging behaviour in learning disabled and non-learning disabled children. Method: Fifty-four parents of children with aggressive challenging behaviour (20 with a learning disabled child and 34 with a non-learning disabled child) took part in the study. Participants read two vignettes depicting a learning disabled and a non learning-disabled child with aggressive challenging behaviour. They were then asked to complete questionnaire measures of attributional, emotional and behavioural response in relation to each vignette. Results: In comparison to aggressive behaviour in the non-learning disabled child, participants rated the learning disabled child's aggressive behaviour as being due to more global, more stable and less controllable causes, and reported that they would respond with less negative emotion and less punitive discipline strategies. No group differences (i.e. comparing parents with a learning disabled child and parents with a non-learning disabled child) were found in attributional, emotional or behavioural responses to the two vignettes. The results are discussed with reference to previous research findings and clinical implications. Consideration is also given to the methodological shortcomings of the current study and suggestions for future research are made.
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Moore, Anne-Marie. "The role of the designer in the facilitation of meaningful play between disabled and non-disabled children". Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/17543/.
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User-centred design seeks to respond to the needs and aspirations of the end user at each stage of the design process. Yet when attempts are made to engage children as users in the design process, the pre-existing power differentials between adults and children can lead to the silencing of children’s voices. As disabled children are amongst the most marginalised of an already disempowered group, for them, this problem is further compounded. This calls for a new approach towards user-centred design with disabled and non-disabled children. This thesis draws upon the methodological aspects of Together Through Play - a three-year, interdisciplinary research project at the University of Leeds, which sought to develop understanding of children’s needs and aspirations for playing together. It reflects upon the processes that led to the emergence of rich, sociological data through this case study. How to encourage designers to truly listen to the voices of disabled children and how to effectively convey the aspirations of disabled children to product design and development teams, became key emergent issues. With the intention of addressing the power imbalance between designers and children in the design process, the researcher employed and adapted methods of cooperative inquiry, an approach to creating new technologies for children, with children (Druin, 1999). Reflections upon the methods employed are used to inform a set of guidelines for design curricula for interaction design (IxD) with children and child computer interaction (CCI) researchers seeking to work in the area of user-centred design with disabled children in the future.
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Kincer, Karen Kay Dunkley. "Factors that influence adjustment to postsecondary institutions as perceived by students with learning disabilities in Virginia". Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135210/.
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Lippold, Tessa. "The significance of social support and close relationships for people with learning disabilities". Thesis, n.p, 2000. http://ethos.bl.uk/.
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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.
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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months.
Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes.
Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate