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Thèses sur le sujet « Children with social disabilities – Education – Finland »

Auteur : Grafiati

Publié le 10 mars 2023

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1

Kilpi, Elina A. « The education of children of immigrants in Finland ». Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:9ae6dfc5-bda6-4d6f-8780-c97abab350e9.

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This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.

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Wong, Fung-ying, et 王鳳英. « Self concept of physically handicapped students : effects of personal and social education ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956853.

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Wong, Fung-ying. « Self concept of physically handicapped students : effects of personal and social education / ». [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671571.

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4

Terra, Amy Ann. « Connections : Social media and parents raising children with profound multiple disabilities ». Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3665.

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Parenting plays an important role in many adult lives. Parenting a child with profound multiple disabilities results in a distinct parenting experience. This qualitative phenomenological study examined the role of social media in the lives of parents raising children with profound multiple disabilities. Five parents raising children with profound multiple disabilities were interviewed, and resulting themes were identified. Consistent with previous research, parents described the initial adaptation to their child’s disability-related needs as the most challenging period of their parenting to date. Adaptation was followed by an acclimation to a new normal of their parenting experience. Parents described moving from medical crises, feelings of isolation, and unfamiliarity with resource systems to becoming empowered through interactions with other parents raising children with profound multiple disabilities, both in-person and through social media. Parents focused on three areas with their social media efforts: their own social needs, their child’s social needs, and their child’s disability-related needs. To address disability-related needs, parents used a social media bricolage approach to create a composite of social media group memberships that reflected their child’s complex medical, disability and intervention profiles. Parents described social media use as daily and essential to their functioning both personally and within their parenting. However, parents prioritized in-person social connections and utilized social media to make and maintain relationships both online and in-person. Parents expressed awareness and deliberate use of privacy settings in using social media. Parents described common pitfalls to social media use and described engaging in disability awareness through social media. Parents described social media as providing a sense of community through which they became empowered in their parenting. They also networked through in-person and virtual social interactions. Social media provided these parents with a networked community empowerment experience as they parented their child with profound multiple disabilities.

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Hagar, John. « Social capital : differences between families of children with and without disabilities / ». free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904844.

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6

Clark, Karin. « The social worker as facilitator in inclusive education ». Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/376.

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7

Herbranson, Marcheta. « Activities to increase the social awareness of learning handicapped children in kindergarten ». CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/158.

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8

Kim, Won-Kyung. « Schooling for educationally disadvantaged children ». Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2191.

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This research is aimed educationally disadvantaged at examining children and the characteristics of providing some helpful proposals for them. I am particularly interested in how tracking affects their self-concept and behavior, covertly as well as overtly, and what teachers can do to help enhance their self-esteem in the classroom. My basic argument is that by building the students' self-concept, teachers will help students become motivated to succeed not only in school, but also in their daily lives.

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9

Chan, Yuk-king Sally. « Play and social interaction of children with disabilities in an inclusive child care centre ». Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35325690.

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10

Strong, Elizabeth Joyce. « Parents' Perceptions of Transition and Postsecondary Services for Their Children with Disabilities ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5268.

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Students with intellectual and other disabilities who age out of transition programs or graduate from high school may experience marginalization as young adults. There exists scant literature on the perceptions of parents about access to employment and services for their adult children with disabilities. The purpose of this qualitative study was to explore how parents perceived educational services, financial burdens, social isolation, and lack of access to employment for their children with intellectual and other disabilities. Critical disability theory and transformational theory constituted the study's conceptual framework. The research questions concerned how parents perceived access to services related to financial assistance, postsecondary education, employment, and vocational consultation. The design was a case study with a purposefully selected sample consisting of 5 parents from a Western U.S. state. Data sources included field notes, interviews, and artifacts. A field log, newspaper articles, and interview transcriptions were gathered, sorted, and categorized into themes. Results of the study revealed that employment gaps for adults with disabilities decreased with better knowledge about disability strengths, social capital, employer and employee diversity training, and competitive employment opportunities. A position paper was developed based on study findings, which was targeted to employers and included information on the reasons for a business to embrace diversity in the workplace. Business leaders' promotion of social enterprises that enable community inclusion and financial independence for people with disabilities may result in a positive paradigm shift towards equitable employment as a positive social change outcome.

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11

Boyd, Andrea. « Cooperative learning in preschool settings : enhancing the social integration of young children with disabilities ». Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2065.

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An examination was made of the effectiveness of cooperative learning as a strategy for enhancing the social acceptance of preschool children with disabilities who had been included in a mainstream educational setting. Preschool groups accommodating children with special needs were randomly assigned to one of three experimental conditions - cooperative play and social skills training, social skills training on1y, or control (no intervention). Children in the cooperative play programme received significantly higher levels of social acceptance than did those in the social-skills or regular preschool programmes. Moreover, the cooperative play group showed significantly more positive and more frequent social interactions with nondisabled peers than did the children in the other groups. It was also found that following the intervention the children in both the cooperative and social-skills treatment groups were rated significantly higher than were those in the control group on social skills and social play posttest measures. The results thus indicate that the use of structured cooperative play yielded an incremental effect over social-skills training in furthering the social integration of preschool children with disabilities in mainstream settings. The finding that increased social acceptance occurs in situations where social-skills training is undertaken within a framework of structured cooperative play was discussed terms of its implications for the social inclusion of young children with disabilities in integrated educational settings. It was noted that if participation in mainstream preschool settings is to be of real value for young children with disabilities, programmes designed to maximize social acceptance, such as structured cooperative play and social-skills training, need to be utilized to facilitate social interaction. Indeed, in the absence of strategies to enhance social integration, the placement of young children with disabilities in mainstream educational settings may well place such children at risk with respect to their social development.

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12

Bockler, Tina. « Legal advocacy program for low-income children with disabilities| A grant proposal ». Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527679.

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13

Mead, Anne McKee. « The ABC Program and its impact on Columbus, Ohio students : a follow-up study / ». The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513406592.

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14

Chio, Fong-i. « Evaluation of social skills training for mild grade mentally handicapped children ». Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.

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15

Gourd, Karen Miller. « Freire's liberatory model of education : transformation at the classroom level / ». Thesis, Connect to this title online ; UW restricted, 1998. http://hdl.handle.net/1773/7794.

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16

Daniels, Carol D. « Functional behavioral assessment in the general education setting / ». free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052169.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2002.
Leaves numbered after leaf 76 are inconsistant in numbering or not numbered at all. Typescript. Vita. Includes bibliographical references (leaves 71-75). Also available on the Internet.

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17

Goodwin, Lorna. « The inclusion of children with physical disabilities in physical education : rhetoric or reality ? » Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.

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18

McKay, Ralston William. « At school with looked after children : a study of the views of children in public care ». Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.

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This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.

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19

Chan, Yuk-king Sally, et 陳玉琼. « Play and social interaction of children with disabilities in an inclusive child care centre ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35325690.

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20

Rotheram-Fuller, Erin Jill. « Age-related changes in the social inclusion of children with autism in general education classrooms ». Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=954000141&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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21

Horne, Debra Theupiena. « Strategies and guidelines for educators to deal with behaviour problems ». Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53601.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: The increase in violence in our society has a huge impact on learning in some schools. Learners become more and more disruptive and educators experience schools as an unsafe environment. This causes an impediment to learning and teaching. Even educators who have a wealth of experience find it difficult to control and discipline learners in a constructive and positive way. Because of their lack of knowledge and skills, many educators shift their responsibility to teach social skills to the parent whom they believe should actually be responsible for the discipline of their children. The realization that academic achievement and discipline goes hand in hand has compelled educationists and psychologists to address disciplinary problems. Educators are also aware that parents and the education department expect all learners to receive quality education. A definite need has, therefore, arisen to support educators to deal with the youth at risk, disruptive learners, those who are at risk of dropping out, and those who are being expelled or suspended. The purpose of this research is, therefore, to develop guidelines and strategies for educators to deal with disruptive behaviour in the classroom. Many strategies have been developed In the past to address disruptive behaviour. Despite implementing these strategies, disruptive behaviour is on the increase. The research revealed that the failure of these strategies can be attributed to their punitiveness and the emphasis that was placed on control and compliance. These strategies also have failed, because it did not teach the learners insight in their selfdefeating behaviour and how it impacts on themselves and others. The Life Space Crisis Intervention (LSCI) strategy was developed to support educators to teach these learners self-control' skills by teaching them to gain insight in their destructive behaviour. According to the LSCI model the behaviour of learners can be grouped according to the six central issues: • Displacement of Conflict • Lack of Social Skills • Peer Manipulation and Vulnerability to Peer Influence • Anti-social Behaviour without Guilt • Irrational Beliefs • Impulsivity with Guilt. The LSCI Model was structured in such a way to give educators a clear guideline how to support disruptive learners and youth at risk. Although educators were given a clear cognitive map to apply the LSCI strategy, research revealed that they were not very successful in teaching learners the necessary skills to apply self-control and to become resilient. To apply the LSCI model successfully, it is crucial for educators to acquire the appropriate skills to teach learners to gain insight in their self-defeating behaviour and to apply self-control. The assumption can be made that educators do not only need guidelines, but they also need the necessary skills to teach learners to apply self-control. They also need to know what specific strategies are needed to support a learner that exhibit a specific central issue. The researcher attempted to develop strategies and guidelines for educators to deal with the following central issues: • Peer Manipulation and Vulnerability to Influence • Impulsivity with guilt and • Anti-social behaviour without Guilt This research attempted to draw upon the vanous literature, and where necessary developed strategies to support educators by looking at what skills educators need to support disruptive learners and what strategies can be implemented to teach these learners insight in their self-defeating behaviour.
AFRIKAANSE OPSOMMING: Die toename in geweld in ons samelwing het 'n groot impak op leer in ons skole. Leerders raak al hoe meer ontwrigtend en opvoeders ervaar skole as onveilig. Selfs opvoeders wat jare ervaring het vind dit moeilik om leerders op 'n konstruktiewe en positiewe manier te beheer en te dissiplineer. Omdat hulle die kennis en vaardighede ontbreek, skuif baie opvoeders hul verantwoordelikheid om leerders sosiale vaardighede te onderrig na die ouers. Hulle glo dat ouers verantwoordelik is vir die dissiplinering van hul kinders en nie die skool nie. Omdat opvoeders en sielkundiges besef dat akademiese prestasie en dissipline hand aan hand gaan, het dit hulle genoop om dissiplinêre probleme wat ervaar word aan te spreek. Opvoeders is ook bewus van die feit dat ouers en die onderwys departement verwag dat alle leerders kwaliteit opvoeding en onderwys moet ontvang. 'n Behoefte het dus ontstaan om opvoeders te ondersteun in die hantering van risiko leerders, gedragsmoeilike leerders, diegene wat moontlik mag uitval op skool en diegene wat uitgeset of geskors word. Die doel van hierdie navorsing is dus om riglyne en strategieë vir opvoeders te ontwikkelom ontwrigtende gedrag in die klaskamer te hanteer. In die verlede is verskeie strategieë ontwikkelom ontwrigtende gedrag aan te spreek. Alhoewel hierdie strategieë geïmplementeer word, neem ontwrigtende gedrag in die klaskamer toe. Navorsing het bewys dat die mislukking van hierdie strategieë toegeskryf kan word aan die feit dat dit te ingestel was op straf, beheer en onderworpenheid. Die feit dat hierdie strategieë gefaal het, kan ook toegeskryf word aan die feit dat dit leerders nie insig in hul destruktiewe gedrag en watter invloed dit op hulself en ander het, geleer het nie. Die "Life Space Crisis Intervention" (LSCI) strategie was ontwikkelom opvoeders te help om leerders seltbeheersingsvaardighede aan te leer deur vir hulle insig te gee in hul destruktiewe gedrag. Volgens die LSCI model kan leerders se gedrag in ses sentrale gedragspatrone gegroepeer word: • Verplasing van konflik • Gebrek aan sosiale vaardighede • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Irrasionele denke • Impulsiwiteit met skuldgevoelens Die LSCI model is op so 'n manier gestruktureer dat dit opvoeders duidelike riglyne bied hoe om gedragsmoeilike en hoe risiko leerders te ondersteun. Alhoewelopvoeders 'n duidelike kognitiewe raamwerk gegee IS om die LSCI strategie toe te pas, het navorsing getoon dat hulle me baie suksesvol was om leerders seltbeheersingsvaardighede aan te leer om hul meer weerbaar te maak nie. Dit is noodsaaklik dat opvoeders toepaslike vaardighede bekom om hierdie leerders insig in hul destruktiewe gedrag te leer, sodat hulle die nodige seltbeheersing kan toepas. Daar kan van die veronderstelling uit gegaan word dat opvoeders nie net die nodige riglyne benodig nie, maar dat hulle ook die nodige vaardighede benodig om leerders te leer hoe om seltbeheersing toe te pas. Dit is ook belangrik dat hulle moet weet watter spesifieke strategieë nodig is om ondersteuning te bied aan 'n leerder wat 'n spesifieke gedragspatroon openbaar. In hierdie navorsing sal daar gepoog word om strategieë en riglyne vir opvoeders te ontwikkelom die onderstaande sentrale aspekte te hanteer: • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Impulsiwiteit met skuldgevoelens Die navorsing poog om deur literatuurverkenning na bestaande strategieë te kyk, en waar nodig, strategieë te ontwikkel wat opvoeders sal help om leerders wat ontwrigtend is, te ondersteun. Daar salook gekyk word na watter vaardighede opvoeders nodig het en watter strategieë kan geïmplementeer word om hierdie leerders insig in hul destruktiewe gedrag te gee.

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Mbengashe, Nosipho Theodora. « The impact of unemployment on grade R learners in Stephen Mazungula primary school in the Nelson Mandela Metropole ». Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/12560.

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The biggest problems facing South Africa is high rate of poverty. There are many reasons behind the high levels of poverty, and one of them is unemployment rate. Poverty is felt by particular groups, especially pro poor. Researchers brought to our attention that there is a link between poverty, children health and their school performance. According to the Millennium development goals, eradication of poverty, achieve primary education, empower women, and reduce mortality rate link together. For these goals to be achieved, full responsibility of women as life carriers should be taken into consideration as role players in upbringing children lives. Women health should be catered for better health as they are linked to the unborn and also born babies. In order to learn effectively and successfully one must be in good health. Children raised in poverty are subject to health problems, and at times suffer grave consequences because of some nutrients deficit in their bodies. The descriptive study investigated the impact of unemployment on Grade R learners in Stephen Mazungula Primary School in Nelson Mandela Bay Metropole. To understand the problems faced by learners and make recommendations. The study made use of sources like documents, government laws and policies, books, journals, newspaper articles and internet to promote the best interest of a child.

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Mills, Paulette E. « Effects of classroom composition on cognitive and language development and social behavior of young children with disabilities / ». Thesis, Connect to this title online ; UW restricted, 1994. http://hdl.handle.net/1773/7611.

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Yu, Shing-ip Francis. « Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicapped children ». Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135063.

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25

Eriksson, Lilly. « Participation and disability : a study of participation in school for children and youth with disabilities / ». Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-831-2/.

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26

McGuire-Hamrick, Linda. « The effects of a special intervention program on socioeconomically disadvantaged children ». Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832987.

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The purpose of the study was to investigate the effects of the first three years of a special ongoing intervention program on the academic performance and attitudes of 8th grade participants. Academic growth and current attitudes of students in the program were compared with academic growth and attitudes of a similar group of eighth-grade students. A third group of students was used for comparison purposes. All students involved in the study were eighth-grade students enrolled in a midwestern school district.Major conclusions derived from the findings included: Grade point averages for participants in a Special Intervention Program were significantly higher than CPA's for similar non-participants. In fact, CPA's for Program participants were not significantly different from CPA's for the completely random sample.California Achievement Test scores for participants in a Special Intervention Program were significantly higher than CAT scores for similar non-participants. In fact, CAT, scores for Program participants were not significantly different from CAT scores for the completely random sample.Participation in a Special Intervention Program did not significantly affect students' school attendance, punctuality, or Behavior Rating Profile Scores inasmuch as there were no significant differences between any of the groups studied for those variables.
Department of Educational Leadership

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Karasu, Necdet. « Promoting social and communication skills of children with developmental disabilities a meta-analysis of single-subject design studies / ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232565.

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Thesis (Ph.D.)--Indiana University, School of Education of Special Education, 2006.
"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2940. Adviser: Samuel L. Odom.

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Lerpiniere, Jennifer. « Primary school initiatives for pupils with personal and social development needs ». Connect to e-thesis Move to record for print version, 2007. http://theses.gla.ac.uk/100/.

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Thesis (Ph.D.) - University of Glasgow, 2007.
Ph.D. thesis submitted to the Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

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Harris, Kathleen I. « The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities ». Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092.

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30

Alvord, Cynthia B. « Analytic assistance : the effect of a definition statement and a strategy statement on the conceptual performance of economically deprived preschool children ». Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514854.

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An experimental comparison was made of two treatment conditions: a definition statement and a strategy statement, and a no treatment condition. The effect of these variables on the conceptual skills of economically deprived preschoolers was investigated using six geometric configurations. Twelve preschoolers were selected to participate in the study which was conducted in their Head Start classroom. The study utilized an Adapted Alternating Treatment Design with four experimental phases. Phase I was the no treatment condition, Phases II and III were the experimental conditions, and Phase IV was best treatment only condition. Graphic representations of subject performance data was used to portray intersubject and intrasubject variability.Results indicated that the performance of 10 out of 12 (83%) of the subjects improved with analytic assistance and 8 out of 12 (66%) improved using a strategy statement. A limited number (16%) improved using a definition or after receiving no treatment. The findings also demonstrated that the treatment condition producing the best performance in the presence of the other conditions, continued to produce the best performance in the absence of the other conditions.It was concluded that the use of analytic assistance with strategy statements proved most beneficial with economically deprived children. Additionally, the strategy condition caused increased response latency and reduced off task behavior (i.e. looking around the room or playing with test materials). The few children who performed best during the definition condition or no treatment condition made more errors and objected to using a strategy statement.In sum, this investigation demonstrated that while a small proportion of children responded to other conditions, the majority of the children's performance improved following analytic assistance using strategy statements. More specifically, most of the children performed best with strategy statement assistance; for some, however, such assistance appeared to interfere with the learning task.Perhaps the most important practical implication of the present study was that in teaching concepts, strategies and definitions should not be viewed so much as different types of analytic assistance, but as different amounts of prompting. Thus, teachers should fade from strategy to definition assistance and, finally, to no assistance.

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Anderson, Virginia Homeier. « The Overage Student : Candidate for School Failure ». PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/1270.

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This study, conducted in a suburban school district, examined academic achievement and demographic considerations for a group of students overage for their respective grades. Records of 127 subjects were examined and data collected with respect to student performance on academic indicators of at risk behavior. Indicators were scores on criterion referenced tests in reading and mathematics as well as school absence figures for all subjects. These data were subjected to ANOVA and Chi Square Tests of significance to ascertain if there were differences between the students who were overage due to in-grade retention and those overage for other reasons. Research hypotheses were formulated as null statements which averred there would be no differences within or between groups and further, that there would be no differences between the groups with regard to gender, ethnicity, participation in Federal meal plans and identification as handicapped under the provisions of PL 94-142. Significance was demonstrated only in regard to reading scores of all subjects in the primary research hypothesis. This apparent significance may be due to other factors. The secondary research hypothesis was supported. The demographic hypothesis was supported in regard to gender and minority group membership. CONCLUSIONS AND RECOMMENDATIONS 1. This study supports other research evidence that overage students are at greater risk for failure to complete academically appropriate programs than are their age-appropriate cohort. 2. Indicators of school failure can be seen during the elementary school years in the population of students who are overage for their grades whether or not they were retained in grade. 3. There appears to be no distinction in terms of academic indicators of at-risk performance, absence and demographic considerations between subjects who were retained in-grade and those who were older for other reasons e. g ., starting school a year after the legally permitted age. 4. Disadvantaged, male, minority, and handicapped students were overrepresented in both groups. 5. This study adds validation to the literature which overwhelmingly fails to support retention or other interventions which leave students overage for grade. 6. Schools need to devise and install interventions other than in-grade retention and other practices rendering the student older than the age-grade cohort. 7. Educators should examine district policies regarding overage students and in-grade retention for congruence with research findings as opposed to the tacit belief systems of many educators, parents, community members and legislators.

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Noh, Sunghwan. « Teachers' Negative Comments Toward Youth in Foster Care with Disabilities : How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance ? » PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1082.

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A large proportion of youth in foster care receive special education services, and poor educational outcomes are one of the most important difficulties facing these youth. One potential risk affecting the low educational achievements of youth in foster care and special education could be teachers' negative and stigmatizing comments toward them. Teachers' negative and stigmatizing comments could have negative effects on youths' behaviors, school attitudes and school performance. Yet, research on the nature and the impact of teachers' negative and stigmatizing comments remains limited. Based on labeling and attribution theories, this study investigated the nature and impact of teachers' negative and stigmatizing comments on the school performance of 123 youth in foster care and special education. Qualitative analysis of the youths' IEP documents was conducted, along with longitudinal quantitative analysis of the associations of negative and stigmatizing IEP comments and the youths' school attitudes, behavior, and performance. Qualitative findings revealed that almost three-fourths of the IEPs included one or more negative comments, and that a substantial proportion of teachers' negative comments specifically included stigmatizing features that could convey negative attitudes or perceptions about the youth to others, including subjective or judgmental comments, biased reports from other teachers, low expectations, and little attention to context or reason. Findings from structural equation modeling showed that teachers' negative comments indirectly predicted youths' school absences through a mediational effect of youths' problem behaviors, and the relationship between current and future youth absences was partially mediated through a complex mechanism incorporating both direct and indirect pathways involving youths' school attitudes and problem behaviors. The findings highlight the important predictive and potentially protective roles of teachers' negative comments and youths' school attitudes and problem behaviors on youths' absenteeism.

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Chirwa, Masauso. « Inclusive Education : A Study of Opportunities and Challenges for Children with Disabilities. A case of Zambia ». Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12230.

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Samalot-Rivera, Amaury. « The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders ». Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186774990.

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De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. « The effects of creative drama on the social and oral language skills of children with learning disabilities ». Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

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Williams, Richard Henry. « Die invloed van die internet op die integrasie van rekenaars by 'n laerskool in 'n lae sosio-ekonomiese gemeenskap in Suid-Afrika ». Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06182008-123226.

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Conde, Joann M. « Patterns of verbal communication in children with special needs ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5290/.

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The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasiveness. Results indicated that children with special needs tended to engage in a greater frequency of helping/cooperative/giving statements as opposed to any other verbal statements. Specifically, positive statements as opposed to negative statements classified their verbal interactions. These children also appeared to demonstrate more internalizing behaviors than externalizing behaviors. The influence of children's behaviors on children's verbal statements was examined. Results indicated that children who evidenced a disability in reading or language appeared to engage in a greater frequency of cooperative or helping statements than their non-disabled peers. Intrusive tendencies may be associated with the following: presence of a reading disability, absence of ADHD, and absence of a disability in written expression. Additionally, the conversations of children with a disability in mixed receptive language tended to evidence a greater frequency of neutral statements when compared to their peers without a disability. Externalizing behaviors also appeared to be associated with increased use of considerate and encouraging statements. Findings also suggested that intellectual ability may be related to children's verbalizations, but unrelated to children's behaviors. Intellectual functioning appeared to be directly related to children's use of rejecting statements. Upon comparing these findings to previous literature on the social communication between children with and without special needs, it is unclear whether children with special needs evidence a shared communicative culture or ability to interpret communication patterns, which results in more positive communicative interactions. This study has implications for appropriate educational placement, the formation of children's friendships, and the social communication of children with special needs.

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Kanagawa, Linda Ortmeyer. « A case study examining ecological factors that influence the engagement of young children in an inclusive kindergarten setting / ». free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953869.

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Encubahre, Wossen. « Technology impact assessment : the effectiveness of advanced instructional technology in remedying learning difficulties of disadvantaged youngsters in an urban setting ». PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/541.

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Technological advancement has allowed widespread use of computers. Teachers are using computer based instruction in educating talented and disadvantaged youngsters. Unabated by unsettled issues and claims, computers are introduced to cope with declining enrollment and school revenues; pressure to improve student achievement and cut costs. However, some educators fear two possibilities: computer displacement of teachers; and creating a class of technologically disadvantaged students that could result from a growing gap of access to computers. Another factor is the restriction of disadvantaged students to basic skills. While providing opportunities of a wider application to others. The objectives of this research are: to examine issues about instructional computers; review the academic and economic rationales behind; and, to make appraisals of their instructional and resource effectiveness. A quasi-experimental evaluation research was carried out on two "experimental" groups (CAI and PLL), and a control group (TMI) of Title I schools in Portland. A sample was selected, and multiple criteria of effectiveness assessment, i.e., comparative economic analysis and impact assessment, was conducted using multiple-regression and regression-based covariance analysis on test scores, instructional time, cost figures and other census data. A survey of instructional personnel was also conducted to evaluate courseware quality. Highlights of the findings of the research are the following. Title I students' achievement scores neither the initial nor the final are homogeneous; however, computers foster effective compensatory education; CAI shows a superior instructional achievement and cost-effectiveness. Survey results of instructional personnel confirm this finding. Resource and neighborhood variables explain a significant portion of achievement variation. Instructional time is positively related to but not a linear predictor of achievement. The impact of time also depends on the level of achievement. The expansion of instructional computer use is encouraged, together with recommendations for caution in the selection of courseware/curriculum compatibility. It is also strongly recommended that teachers should be involved in the selection of future instructional technology to assure successful implementation and optimal compatibility of teachers and computers.

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Erret, Marilyn. « The effects of peer administered methods for increasing social interaction between young handicapped and nonhandicapped children ». Scholarly Commons, 1987. https://scholarlycommons.pacific.edu/uop_etds/2145.

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Shelhamer, Susan Smith. « An evaluation of a summer migrant education program ». Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/51931.

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The purpose of this study was to investigate the relationships between school-related behaviors of migrant students enrolled in a summer program and selected factors in the home and school which may interact with academic performance. The research strategy utilized three components to address the research questions: an ethnographic study of selected students, teachers and personnel; a teacher survey with achievement data on students; and paired student-parent interviews. The research questions to be addressed were: (a) What educational needs were reported for migrant students by school personnel and parents? (b) what was the cultural and psychological context of the school for migrant students? (c) How did the educational values of migrant parents and students relate to academic performance and school philosophy? (d) For a migrant population, did the study habits relate to academic performance? (e) what was the relationship of English proficiency to academic performance? (f) what were the strengths and weaknesses of the program as reported by parents and program personnel and as reported through research observations? Crosstabulations and frequencies were used to report interview data. The quantitative component utilized a regression analysis and the Developmental Research Sequence was used for ethnographic analyses. The findings of the study indicated that the summer migrant education programs of Virginia were facilitating the pursuit of education through their programming by providing positive academic experiences. Students exhibited academic gains. In addition, the programs provided an important social function by offering full day programs and individualized health-related services. There was a lack of parental involvement that would "personalize" the program for each family if nurtured. The components of the evaluation design provided for input from a variety of sources for program improvement.
Ed. D.

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Burke, Mack D. « An examination of function-based instructional and antecedent interventions for elementary students with escape-maintained problem behaviors / ». view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

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Lock, Suk-han. « Careers education in s skills opportunity school (SOS) : a case study / ». Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706276.

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Arkley, Harriet H. Baer G. Thomas. « An evaluation of selected transition first grades ». Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8705736.

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Thesis (Ed. D.)--Illinois State University, 1986.
Title from title page screen, viewed July 19, 2005. Dissertation Committee: G. Thomas Baer (chair), John L. Brickell, Taimi M. Ranta, David L. Tucker. Includes bibliographical references (leaves 93-97) and abstract. Also available in print.

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Doveston, Mary. « Building relationships for learning : the role of professionals and paraprofessionals in supporting pupils' learning and social inclusion ». Thesis, University of Northampton, 2016. http://nectar.northampton.ac.uk/9711/.

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The focus of this thesis is a series of seven papers published in peer-reviewed journals over the last eleven years. The thesis takes the form of a critical appraisal of published work linking the data collected and conclusions drawn under an overarching critical framework: ‘Building relationships for learning: the role of professionals and paraprofessionals in supporting pupils’ learning and social inclusion.’ In this thesis I argue that the development of positive relationships is at the heart of learning, teaching and social inclusion and I identify two strands in my research which have investigated this issue. Strand One consists of three publications which explored the use of Appreciative Inquiry (Cooperrider & Whitney, 1999) to investigate and improve working relationships in the classroom. Doveston 2007- Paper 3, reported on my first classroom based action research project implemented in 2003 which identified key themes which were subsequently developed in research carried out in 2004 reported in Doveston and Keenaghan 2006- Papers 1 and 2: solution rather than problem focused exploration of capacity for change and growth, collaborative consultation, and skill development. Paper 1 applied the principles of Appreciative Inquiry to propose a theoretical framework for exploring and developing working relationships in the classroom whilst Paper 2 discussed the findings and implications from classroom projects that had utilised the approach. In the second strand, four publications investigated the development of professional and paraprofessional roles to support learning and social inclusion using semi-structured interviews and surveys. Traditionally relationships in the classroom were forged between pupil and pupil, or pupil and teacher. The evolution of the paraprofessional roles of Teaching Assistant, Higher Level Teaching Assistant (HLTA), Learning Mentor and the professional role of the Special Educational Needs Co-ordinator (SENCo), have positioned the pupil within what can sometimes be a complex web of relationships. The research uncovered a shared commonality of experiences related to the status and recognition, deployment, and preparedness for the role of the SENCo and paraprofessionals explored in Rose and Doveston 2008- Paper 4, Jones, Doveston and Rose 2009- Paper 5, Devecchi et al., 2012- Paper 6, and Brown and Doveston 2014-Paper 7, which affect their ability to support pupils and teachers. The research was located within a qualitative paradigm and three distinct research methodologies are discernible within the seven papers submitted for PhD by published works: Appreciative Inquiry, Narrative Research and Mixed Methods. The principles of Social Constructionism (Gergen, 1973) underpinned the use of Appreciative Inquiry reported in Strand 1 and Narrative Research (Elliott, 2005) in three papers from Strand 2: Rose and Doveston 2008-Paper 4, Jones, Doveston and Rose 2009-Paper 5, and Devecchi et al., 2012- Paper 6. These research methodologies enabled the gathering of rich qualitative data from pupils and the adults who supported them to illuminate and generate new insights into the complex interplay of factors impacting on learning and social inclusion in school and classroom environments. Two further papers (Devecchi et al., 2012-Paper 6 and Brown and Doveston 2014Paper 7) employed a mixed methods approach although Devecchi et al., also employed semi-structured interviews in Phase 2 of the research project. The generation of both qualitative and quantitative data was pertinent in these two studies. Devecchi et al., 2012- Paper 6 was commissioned research and the funding body required quantitative data to help inform their understanding of how HLTAs were currently employed and deployed. Brown and Doveston 2014-Paper 7, used a survey as a starting point for an evaluation of a training programme whose first cohort contained 97 participants. It was the free text responses, however, which proved the most useful in highlighting issues relating to role and status that impacted on the capacity of SENCos and HLTAs to support learning and social inclusion.

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Afana, Margaret Cecilia. « The most appropriate educational placement for seriously emotionally disturbed children in residential care ». CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1191.

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This research project utilized a post-positivist design for the purpose of exploring and determining the most appropriate educational placement for seriously emotionally disturbed children who reside in residential care and who are considered to be "high risk," both educationally and socially. It was the goal of the study, through qualitative research, to establish a basis for the successful education and social integration of SED children.

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Lau, Luen-fong Sandra, et 劉鑾芳. « Severely mentally handicapped school leavers in Hong Kong : preparation & ; placement ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862607X.

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Hersman, Bethany L. « The effects of adventure education on the social interactions of students with disabilities in general physical education ». Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186493320.

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Larson, Mark James. « The use of functional assessment and analysis to accelerate the social communication targets of children with severe multiple disabilities at home and school / ». Thesis, Connect to this title online ; UW restricted, 1998. http://hdl.handle.net/1773/7796.

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McCrary, Donna E. (Donna Evelyn). « Endogenous Constructivist Implications for Methodology : Focus on Young Children with Developmental Delay in the Social and Emotional Domains ». Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279375/.

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The Ecologically-Based Activity Plan (EBAP) is proposed as a method to create a transition between special education and general education. It serves as a tool to help classroom teachers assess the environment of the class and as a method for embedding instruction within the naturally occurring context of the endogenous constructivist classroom. In this study the EBAP was used to reduce aggressive behavior and increase prosocial behavior among five children who displayed developmental delays in the social and emotional domains.

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