Thèses : « Hand disabilities »

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Apa, Alissa. « Ball catching strategies in children with and without developmental coordination disorder ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115990.

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The purpose was to examine the ball catching strategies of 15 children with developmental coordination disorder (DCD) compared to 15 of their peers without DCD, and 15 younger children matched on ball skills. A ball catching activity (catching 10 consecutive balls in five different positions) and the developmental sequences proposed by Haywood and Getchell (2005) were used to evaluate movement patterns. Children with DCD caught significantly fewer balls than their peers at the chest and above the head. Children with DCD demonstrated delayed arm action catching on the right and delayed body actions when balls were projected away from body compared to their peers. In addition, development of some body actions of children with DCD was different compared to younger children. Results suggested that children with DCD have not developed accurate and consistent movement patterns.

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Vin, Jerry. « ROBOTIC FINGERSPELLING HAND FOR THE DEAF-BLIND ». DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1100.

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Because communication has always been difficult for people who are deaf-blind, The Smith-Kettlewell Eye Research Institute (SKERI), in conjunction with the California Polytechnic State University Mechanical Engineering department, has commissioned the design, construction, testing, and programming of a robotic hand capable of performing basic fingerspelling to help bridge the communication gap. The hand parts were modeled using SolidWorks and fabricated using an Objet rapid prototyper. Its fingers are actuated by 11 Maxon motors, and its wrist is actuated by 2 Hitec servo motors. The motors are controlled by Texas Instruments L293D motor driver chips, ATtiny2313 slave microcontroller chips programmed to act as motor controllers, and a master ATmega644p microcontroller. The master controller communicates with a computer over a USB cable to receive sentences typed by a sighted user. The master controller then translates each letter into its corresponding hand gesture in the American Manual Alphabet and instructs each motor controller to move each finger joint into the proper position.

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Wajngarten, Danielle [UNESP]. « Validação do instrumento Disabilities of Arm, Sholder and Hand (DASH) em estudantes de Odontologia ». Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/145488.

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Made available in DSpace on 2016-12-09T13:52:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-16. Added 1 bitstream(s) on 2016-12-09T13:55:21Z : No. of bitstreams: 1 000848149.pdf: 1345944 bytes, checksum: 8b9059c55fab140eed1ef06b42e1c4cd (MD5)
Este trabalho teve como objetivo estimar a validade, a confiabilidade e a invariância fatorial da escala Disabilities of Arm, Shoulder and Hand - DASH quando aplicada a estudantes de Odontologia de Araraquara. Para isso foi realizado um estudo observacional do tipo transversal no qual 335 estudantes do curso de graduação da Faculdade de Odontologia de Araraquara UNESP/Brasil preencheram a escala DASH. Para a validade de conteúdo 8 juízes com conhecimento na área de saúde ocupacional analisaram a essencialidade dos itens da DASH e a partir disso calculou-se a Razão de Validade de Conteúdo - RVC. A sensibilidade psicométrica foi avaliada por meio das medidas de resumo e forma. Na análise fatorial confirmatória os índices 2/gl, CFI, GFI e RMSEA foram utilizados para avaliar a qualidade do ajustamento dos três modelos testados: unifatorial, bifatorial e trifatorial. A validade convergente foi estimada por meio da Variância Extraída Média (VEM). A consistência interna foi calculada utilizando-se o Coeficiente alfa de Cronbach padronizado (α) e a Confiabilidade Composta (CC). O nível de significância adotado foi de 5%. Verificou-se que 11 itens da DASH apresentaram valores de RVC abaixo do recomendado e 7 itens não tiverem sensibilidade psicométrica. Na análise 10 fatorial confirmatória verificou-se que os modelos testados não apresentaram adequada qualidade de ajustamento modelo (unifatorial: 2/gl=4,195, CFI=0,520, GFI=0,667, RMSEA=0,102, r2=0,28; modelo bifatorial: 2/gl=2,802, CFI=0,730, GFI=0,794, RMSEA=0,077, r2=0,42; modelo trifatorial: 2/gl=2,020, CFI=0,914, GFI=0,897, RMSEA=0,058, r2=0,51). Em função disso, foi necessário o refinamento dos modelos onde foram removidos 9 itens da escala. Após o refinamento, o modelo bifatorial foi o que apresentou os melhores índices de ajustamento ... (Resumo completo clicar acesso eletrônico abaixo)
This study aimed to assess the validity, reliability and factorial invariance of Disabilities of Arm, Shoulder and Hand-DASH scale when applied in dental students from Brazil. An observational cross-sectional study was conducted with 335 students from College of Dentistry of Araraquara UNESP/Brazil. In order to attend the content validity, 8 occupational health experts analyzed the essentiality of item's DASH, enabling the determination of Content Validity Ratio (CVR). The psychometric sensitivity was assessed by summary measures, asymmetry and kurtosis. For confirmatory factor analysis, the 2/gl, CFI, GFI and RMSEA indexes assessed the goodness of fit of the onefactor model, two-factor model and three-factor model. The Convergent Validity (CV) was estimated from Average Variance Extracted. Internal consistency was calculated using the Cronbach's alpha coefficient (α) and the Composite Reliability (CR). The significance level was 5%. It obtained that 11 items of the DASH presented CVR values below the recommended and 7 items do not have psychometric sensitivity. In confirmatory factor analysis it was found that the models tested did not show adequate quality of adjustment factor (one-factor model: 2/gl=4.195, CFI=0.520, GFI=0.667, 12 RMSEA=0.102, r2=0.28; two-factor model: 2/gl=2.802, CFI=0.730, GFI=0.794, RMSEA=0.077, r2=0.42; three-factor model: 2/gl=2.020, CFI=0.914, GFI=0.897, RMSEA=0.058, r2=0.51). It became necessary to proceed with the refinement of the models, resulting in the removal of 9 items' scale. After this, the two-factor model showed the best adjustment rates in this population (2/gl=1.999, CFI=0.915, GFI=0.897, RMSEA=0.057, r2=0.42, AIC=461.735, BIC=640.467, BCC=469.198). Although the convergent validity has not been adequate AVEphysical function= 0.33; AVEsymptoms= 0.38). The best adjustment...(Complete abstract electronic access below)

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Wajngarten, Danielle. « Validação do instrumento Disabilities of Arm, Sholder and Hand (DASH) em estudantes de Odontologia / ». Araraquara, 2015. http://hdl.handle.net/11449/145488.

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Orientador: Patrícia Petromilli Nordi Sasso Garcia
Banca: Ana Carolina Botta Martins de Oliveira
Banca: Andréa Corrêa Carrascosa
Resumo: Este trabalho teve como objetivo estimar a validade, a confiabilidade e a invariância fatorial da escala Disabilities of Arm, Shoulder and Hand - DASH quando aplicada a estudantes de Odontologia de Araraquara. Para isso foi realizado um estudo observacional do tipo transversal no qual 335 estudantes do curso de graduação da Faculdade de Odontologia de Araraquara UNESP/Brasil preencheram a escala DASH. Para a validade de conteúdo 8 juízes com conhecimento na área de saúde ocupacional analisaram a essencialidade dos itens da DASH e a partir disso calculou-se a Razão de Validade de Conteúdo - RVC. A sensibilidade psicométrica foi avaliada por meio das medidas de resumo e forma. Na análise fatorial confirmatória os índices 2/gl, CFI, GFI e RMSEA foram utilizados para avaliar a qualidade do ajustamento dos três modelos testados: unifatorial, bifatorial e trifatorial. A validade convergente foi estimada por meio da Variância Extraída Média (VEM). A consistência interna foi calculada utilizando-se o Coeficiente alfa de Cronbach padronizado (α) e a Confiabilidade Composta (CC). O nível de significância adotado foi de 5%. Verificou-se que 11 itens da DASH apresentaram valores de RVC abaixo do recomendado e 7 itens não tiverem sensibilidade psicométrica. Na análise 10 fatorial confirmatória verificou-se que os modelos testados não apresentaram adequada qualidade de ajustamento modelo (unifatorial: 2/gl=4,195, CFI=0,520, GFI=0,667, RMSEA=0,102, r2=0,28; modelo bifatorial: 2/gl=2,802, CFI=0,730, GFI=0,794, RMSEA=0,077, r2=0,42; modelo trifatorial: 2/gl=2,020, CFI=0,914, GFI=0,897, RMSEA=0,058, r2=0,51). Em função disso, foi necessário o refinamento dos modelos onde foram removidos 9 itens da escala. Após o refinamento, o modelo bifatorial foi o que apresentou os melhores índices de ajustamento ... (Resumo completo clicar acesso eletrônico abaixo)
Abstract: This study aimed to assess the validity, reliability and factorial invariance of Disabilities of Arm, Shoulder and Hand-DASH scale when applied in dental students from Brazil. An observational cross-sectional study was conducted with 335 students from College of Dentistry of Araraquara UNESP/Brazil. In order to attend the content validity, 8 occupational health experts analyzed the essentiality of item's DASH, enabling the determination of Content Validity Ratio (CVR). The psychometric sensitivity was assessed by summary measures, asymmetry and kurtosis. For confirmatory factor analysis, the 2/gl, CFI, GFI and RMSEA indexes assessed the goodness of fit of the onefactor model, two-factor model and three-factor model. The Convergent Validity (CV) was estimated from Average Variance Extracted. Internal consistency was calculated using the Cronbach's alpha coefficient (α) and the Composite Reliability (CR). The significance level was 5%. It obtained that 11 items of the DASH presented CVR values below the recommended and 7 items do not have psychometric sensitivity. In confirmatory factor analysis it was found that the models tested did not show adequate quality of adjustment factor (one-factor model: 2/gl=4.195, CFI=0.520, GFI=0.667, 12 RMSEA=0.102, r2=0.28; two-factor model: 2/gl=2.802, CFI=0.730, GFI=0.794, RMSEA=0.077, r2=0.42; three-factor model: 2/gl=2.020, CFI=0.914, GFI=0.897, RMSEA=0.058, r2=0.51). It became necessary to proceed with the refinement of the models, resulting in the removal of 9 items' scale. After this, the two-factor model showed the best adjustment rates in this population (2/gl=1.999, CFI=0.915, GFI=0.897, RMSEA=0.057, r2=0.42, AIC=461.735, BIC=640.467, BCC=469.198). Although the convergent validity has not been adequate AVEphysical function= 0.33; AVEsymptoms= 0.38). The best adjustment...(Complete abstract electronic access below)
Mestre

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Da, Silva Pita Anita. « Normative indicators for an isiXhosa-speaking population with disadvantaged education for tests of hand motor function and verbal fluency ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002468.

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The aim of the study was to obtain preliminary normative data for two tests of hand motor function (Successive Finger Tapping and Purdue Pegboard tests) and two tests of verbal fluency ("S"-Words-In-One-Minute and Words-In-One-Minute), administered in English, on a non-clinical sample of black, isiXhosa-speaking unskilled workers with a background of relatively disadvantaged former DET education (N = 33). The sample was equally distributed for gender; educational level was restricted to 11 - 12 years; age range was 18 - 40 years divided further into two age categories (18 - 29 and 30 - 40 years). Results of t-test comparative analyses revealed significant age effects on both trials of the Successive Finger Tapping test in the direction of the younger age group outperforming the older age group, and a marginal but consistent tendency towards poorer performance at an earlier age stage than proposed by the available literature, for the Purdue Pegboard, "S"Words- In-One-Minute and Words-In-One-Minute. Gender effects were only in evidence on the Purdue Pegboard in the direction of females outperforming males. A descriptive comparison of the norms acquired for the present study with available normative data for English first language speaking populations with higher levels and/ or relatively advantaged quality of education revealed consistently poorer performance for the present study. The findings highlight the effect of relatively low levels and/ or poor quality of education on both verbal and non-verbal neuropsychological test performance and confirm the need for demographically specific normative data.

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Green, Janet E. « Using Hand-Held Technologies To Support the Transition of Youth With Intellectual Disabilities Into Adult Roles ». Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706748.

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People with intellectual disabilities (ID) struggle with social interactions that are vital to the development of a high quality of life. Although evidence exists to support the use of technology as cognitive aids for youth with ID, little exists on the use of common hand-held devices for social support. The use of such devices has the potential to level the playing field in adult social roles, helping people with ID make and keep relationships. It is unclear how applications like video chatting might be used to support transition-age youth with ID in adult social roles. Using a framework of modeling (i.e., social learning), generalization across settings (i.e., ecological systems), and self-determination, this single-case study was developed to learn the effect of direct instruction of youth with ID on initiation of and responses to others in adult social roles while using common hand-held devices. Three participants, selected from 9 youth participating in a structured social skills class, were taught to initiate interaction and respond to initiations made by others with modeled support in self-selected adult social settings. Visual analysis of graphed data showed generally increased initiations and responses. Percent of nonoverlapping data (PND) and percent of all nonoverlapping data (PAND) found varied effect size from one participant to the next. Quality of interactions had mixed results across participants. The results found these 3 transition-age youth with ID to be quite adept in their use of common hand-held devices, and they all used them successfully to access support. These findings suggest that the use of well known devices may increase the number of people who can provide social support, reduce the cost of devices and live supports, and reduce the of stigma of having a paid staff shadowing the individual.

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Brummer, Diana Willig. « A study of the relationship between mixed eye-hand dominance and letter/word reversals in learning disabled and normal males ». Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720139.

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The purpose of this study was to investigate the relationship between mixed eye-hand dominance and letter/word reversals in learning disabled and normal readers. Previous research had shown links between mixed dominance and reading disabilities, especially those disabilities related to visuo-spatial deficits. However, due to the different approaches to conceptualizing lateral preferences, the wide variety of methods used to assess laterality, and the heterogeneity of subjects exhibiting reading disabilities, many studies have been contradictory and inconclusive. This study was designed to: assess laterality on a continuum, investigate the specific area of mixed eye-hand dominance, and determine if there is a statistically significant relationship between the degree of mixed dominance and the specific reading problem of letter and word reversals.The research sample consisted of 53 learning disabled males and 44 males from regular education classrooms, randomly selected from a public school system in northern Indiana. Mixed eye-hand dominance was assessed by the General Laterality Factor and the Visual Activities Factor of the Lateral Preference Schedule. The degree of letter/word reversal difficulty was-determined by the Jordan Left-Right Reversal Test. Each subject was administered both instruments either individually or in small groups.The data was analyzed for statistical significance by computing Pearson product moment correlation coefficients. To compare the learning disabled readers and normal readers for significant differences in age and the degree of mixed eye-hand dominance, t tests were conducted. Two research questions were then addressed by examining the findings:Research Question #1: Is there a statistically significant relationship between mixed eye-hand dominance and letter/word reversal errors in learning disabled and normal readers? A statistically significant difference was found between the degree of mixed eye-hand dominance and reversal errors in the learning disabled group. No other statistically significant relationships were found.Research Question #2: Is there a greater degree of mixed eye-hand dominance in learning disabled students than in normal readers? There were no statistically significant differences between learning disabled and normal readers in the degree of mixed eye-hand dominance.It was concluded that there were no statistically significant relationships between mixed eye-hand dominance and reversal errors in normal readers or when groups of normal readers and learning disabled students were combined. There was, however, a statistically significant positive relationship between mixed dominance and reversal errors when learning disabled students were grouped separately. The greater the degree of mixed eye-hand dominance, the higher the reversal error score in learning disabled students.Attempts to develop more sensitive and reliable instruments to assess lateral preferences and specific reading problems were recommended. Additionally, studies investigating the relationship between lateral preferences and reading performance should continue.
Department of Educational Psychology

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Liu, Ying. « Motion extraction, estimation and recognition for people with disabilities utilizing a multi-touch surface ». Access to citation, abstract and download form provided by ProQuest Information and Learning Company ; downloadable PDF file 0.92 Mb., 73 p, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1428202.

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Silva, Hercilia Martins da. « Disabilities of the arm, shoulder, and hand - DASH : análise da estrutura fatorial da versão adaptada para o português ». Universidade Federal de Minas Gerais, 2006. http://hdl.handle.net/1843/MSMR-6XLFSE.

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Disabilities of the Arm, Shoulder and Hand (DASH) is a tool that assesses function and symptoms in the upper limbs from the patient's perspective. It is an instrument that evaluates the upper limb as a functional unit, regardless of the affliction or its location. It has been translated into a number of languages and has proven to be valid and reliable. It has also been used as a function measure in clinical outcome studies. Inter and intra-examiner reliability in patients with rheumatoid arthritis constituted the psychometric properties analyzed. The present study analyzed the behavior of the items on the translated and validated Portuguese version of DASH in a sample composed of patients with chronic or acute illness in the upper limb or limbs. A methodological study was carried out on a sample of 309 patients with repetitive strain injury or previous fractures, constituting two sub-samples. Principal component factorial analysis and discriminative factorial analysis were performed. The sub-samples presented significant differences in average scores regarding gender, age, working condition and location of injury. The KMO (Kaiser-Meyer-Olkin) Test and Bartlett Test (Bartlett Test of Sphericity) showed adequate adaptation of the data to the factorial analysis, which identified 3 factors with Cronbach alphas between 0.77 and 0.94, explaining 59% of the variance in the overall sample. Strong positive and negative correlations were observed among the items of the instrument. The discriminative analysis adequately classified 93% of the patients regarding group of origin and identified eleven items with a discriminative power between groups of individuals who reported symptoms and function (physical dimension). In the present study, DASH proved to be a valid, reliable measure in the identification of different degrees of function and diagnostic groups, enabling discrimination and comparative observation of the behavior of the items in the sub-samples studied.
O Disabilities of the Arm, Shoulder and Hand (DASH) é um instrumento que avalia função e sintomas no membro superior sob a perspectiva do paciente. Trata-se de um instrumento que, independente da afecção ou de sua localização, avalia o membro superior enquanto uma unidade funcional. Já traduzido para diversos idiomas mostra-se válido e confiável e tem sido utilizado em estudos de desfecho clínico como medida de função. As propriedades psicométricas analisadas no estudo que constituiu a versão traduzida e adaptada do instrumento para o português foram confiabilidade inter e intra-examinador em pacientes com artrite reumatóide. O presente estudo analisa o comportamento dos itens da versão do DASH traduzida e validada para o português em amostra constituída por pacientes com doença crônica ou aguda, uni ou bilateralmente, no membro superior. Foi realizado um estudo metodológico em amostra de 309 pacientes apresentando LER/DORT ou fraturas prévias, constituindo duas subamostras. Foram realizadas análise fatorial de componentes principais e análise fatorial discriminante. As subamostras apresentaram diferenças significativas tanto no escore médio do instrumento quanto relacionadas a sexo, idade, condição de trabalho e localização da lesão. O KMO (Kaiser-Meyer-Olkin) e o teste de Bartlett (Bartlett Test of Spherricity) mostraram boa adequação dos dados à análise fatorial, que identificou 3 fatores com alphas de Cronbach entre 0,77 e 0,94 explicando 59% da variância na amostra total. Foram observadas fortes correlações positivas e negativas entre os itens do instrumento. A análise discriminante classificou adequadamente 93% dos pacientes conforme o grupo de origem e identificou onze itens com poder discriminante entre os grupos, que informam sobre sintomas e função (dimensão física). Neste estudo, o DASH revelou-se uma medida válida e confiável na identificação de diferentes níveis de função e grupos de diagnósticos, possibilitando discriminação e observação comparativa do comportamento de seus itens nas subamostras estudadas.

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Voytecki, Karen S. « The effects of hand fidgets on the on-task behaviors of a middle school student with disabilities in an inclusive academic setting ». [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001142.

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Drumond, Adriana Silva. « Exploração do Disabilities Arm, Shoulder and Hand (DASH) através da Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF) e da análise Rasch ». Universidade Federal de Minas Gerais, 2006. http://hdl.handle.net/1843/MSMR-6XGGLC.

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With advances in the health field and consequent elimination and control of a number of acute illnesses, there has been an increase in chronic and/or incapacitating illnesses. This situation has become one of the greatest concerns of health service professionals, clientele and managers, and has led to the systematization of clinical practices so as to facilitate communication among health professionals, clientele and institutions. The use of classifications and standardized measurement tools helps avoids subjective, biased opinions. In 2001, the World Health Organization (WHO) approved the International Classification of Functioning, Disability and Health (ICF) with the aim of providing a scientific basis for understanding and studying health and health-related conditions through determinants and effects. In 2003, the Disabilities of the Arm, Shoulder and Hand (DASH), which is a tool used to measure symptoms and functions of the upper limbs, was adapted to Portuguese. In Brazil, health professionals in the field of rehabilitation especially physical therapists providing care for individuals with musculoskeletal disorders of the upper limbs face the two-fold challenge of implementing the ICF in clinical practice and research, and adopting health measures that are compatible with the model the classification proposes. Thus, the aims of the present study were the following: (1) investigate the possibility of comparing DASH items to ICF categories; and (2) evaluate the psychometric properties of the Brazilian version of DASH through the Rasch methodology, and consequently assess its possible recommendation for clinical use among workers with repetitive strain injuries. A further aim was to describe the degree of functional compromise of such workers, codifying results through the ICF. The results of the investigations are presented in two articles. The first demonstrates that DASH adapts well to the theoretical ICF model. The second highlights the large number of erratic items in the Portuguese version of DASH, that is, items that allow a wide variety of responses and a number of "very easy" items for which the responses are quite predictable. This indicates problems related to the validity of the instrument for this sample. Taking the sample characteristics and the high degree of functional compromise into account, it is possible that the erratic items present different behavior in other groups. As DASH proved to be adapted to the theoretical ICF model, its use in rehabilitation services for individuals affected in the upper limbs can be indicated. For the specific case of workers with repetitive strain injuries, the results should be interpreted with special attention to the erratic items, and the use of DASH together with other instruments and measures may best quality to the clinical findings.
Diante dos avanços na área da saúde e a conseqüente eliminação e controle de muitas doenças agudas, observou-se um aumento de doenças crônicas e/ou incapacitantes. Esta situação se tornou uma das maiores preocupações dos profissionais, usuários e gestores de serviços de saúde e levou a sistematização das práticas clínicas, de modo a facilitar a comunicação entre profissionais, usuários e instituições de saúde. O uso de classificações e instrumentos padronizados evita opiniões subjetivas e tendenciosas. Em 2001, a Organização Mundial de Saúde (OMS) aprovou a Classificação Internacional de Funcionalidade, Incapacidade e Saúde (CIF), com objetivo de proporcionar uma base científica para a compreensão e o estudo da saúde e de condições relacionadas, através de seus determinantes e efeitos. Em 2003, o Disabilities Arm, Shoulder and Hand (DASH), um instrumento usado para medir sintomas e função no membro superior, foi adaptado para o português. No Brasil os profissionais que atuam na área da reabilitação, especialmente os fisioterapeutas que prestam assistência a indivíduos portadores de patologias músculo esqueléticas nos membros superiores, se viram com um duplo desafio: implementar a CIF na clínica e na pesquisa e adotar medidas de estados de saúde compatíveis com o modelo proposto pela classificação. Diante disto, o presente estudo teve como objetivos: (1o) investigar se os itens do DASH podem ser comparados às categorias da CIF; e (2o) avaliar as propriedades psicométricas da versão brasileira do DASH através da metodologia Rasch, e conseqüentemente sua possível recomendação para uso clínico em trabalhadores com Lesões por Esforços Repetitivos/Distúrbios Osteomusculares Relacionados ao Trabalho (LER/DORT), assim como descrever o nível de comprometimento funcional destes trabalhadores codificando o resultado pela CIF. Os resultados da investigação são apresentados em dois artigos. O primeiro mostrou que o DASH se adequou ao modelo teórico da CIF e o segundo apontou grande quantidade de itens erráticos na versão em português do DASH, isto é, itens que permitem respostas muito variadas e alguns itens muito fáceis, nos quais as respostas são bastante previsíveis. Isto indica problemas relativos à validade de constructo do instrumento para esta amostra. Levando-se em conta as características da amostra e o alto nível de comprometimento funcional é possível que os itens erráticos apresentem comportamento diferente em outros grupos. Como o DASH se mostrou adequado ao modelo teórico da CIF, sua utilização em serviços de reabilitação de indivíduos com acometimento nos membros superiores pode ser indicada. Para os casos específicos de trabalhadores com LER/DORT os resultados devem ser interpretados com atenção especialmente quanto aos itens erráticos, e o uso do DASH associado a outros instrumentos e medidas pode garantir a melhor qualidade dos achados clínicos.

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Hung, Hsin-Ling. « Factors associated with the attitudes of nondisabled secondary school students toward the inclusion of peers who are deaf or hard of hearing in their general education classes ». Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110389807.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xx, 344 p.; also includes graphics (some col.). Includes bibliographical references (p. 279-293). Available online via OhioLINK's ETD Center

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Gonzalez, Gabriela. « Making Hard Decisions| Meeting the Needs of Middle School Bilingual Students with High Incidence Learning Disabilities ». Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10817679.

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My study asks the questions: What criteria do teachers take into consideration when they determine the placement of bilingual students with learning disabilities and do they feel competent to make that decision. Current research provides information the important need to focus on bilingual students with learning disabilities. It also provides information about teacher readiness to teach this subgroup and what is being done to help meet their needs. The researcher conducted interviews of two middle school boys and their bilingual and learning resource teachers. Participant teachers and students were observed in a three-month window and interviewed. Due to their difference in English proficiency their classroom placement varied through this year and which may affect their classroom placement in the future. My study answers my questions because we hear firsthand from seasoned teachers in the field and share how they feel about teaching bilingual students with learning disabilities. The question concerning their best classroom placement is also answered by examining and analyzing students' collected data of their academic histories. After various classroom observations, teacher and student interviews and collection of data, the study found that the two boys had similar learning disabilities yet their academic achievements were different. Both learning resource teachers explain that there is a language barrier between them and their bilingual students with learning disabilities. Whereas, the bilingual teacher finds it difficult to detect a learning disability in her students because she is unsure if the student's difficulty in reading stems from a lack of English proficiency or a masked learning disability. The most practical way to find the correct placement for a bilingual student with a learning disability is when a team of educational professionals meet and discuss the particular student's strengths and weaknesses using their field of expertise. Final thoughts are shared of what further research needs to be done and why it is important.

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Olivier, Albert Willem. « Handi-capable a psychosocial adjustment centre for people with spinal cord injuries / ». Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07182006-170751.

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Thomson, Duncan. « Do people with intellectual disabilities experience bias at the hands of the professional trained to support them ? » Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443052.

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Haddad, David, et Casper Strand. « Visual Substitutes for Audio Cues - Providing situational awareness for players with auditory disabilities ». Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20123.

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Spel har förvandlats till en mainstream underhållningskälla och har utvecklats tillsammans med teknologin. Till en nivå som nyttjar en spelares alla sinnen för att fördjupa de i ett spel. Uppmärksamheten kring tillgänglighet inom spel har dock försvagats.Detta examensarbete undersöker de tillgängliga lösningarna som syftar till att hjälpa döva eller hörselskadade, främst när det gäller situationsmedvetenhet genom att ersätta ljud med en visuell representation. De i skrivande stund tillgängliga lösningarna jämförs sedan med resultaten i relaterad forskning och en undersökning som genomfördes för detta arbete. Målsättningen var att hitta vad som fungerade som en visuell representation av ljud, med undersökningssvaren som ger insikt i döva och hörselskadade individers perspektiv på lösningarna.Dessa resultat kan fungera som en referenspunkt för utvecklare som vill implementera en visuell representation av ljud eller liknande funktion i deras spel.
Video Games have turned into a mainstream source of entertainment and have evolved alongside technological improvements. To the point of being able to bring the player immersive gaming experiences that rely heavily on their senses. However, the attention to the accessibility aspects of video games has been lagging behind.This thesis explores the available solutions that aim to help Deaf or Hard of Hearing (DHH) players, primarily in terms of situational awareness by substituting audio with a visual representation. The currently available solutions are then compared with the findings in related research and a survey that was conducted for this paper. The objective was to find what worked as a visual representation of audio, with the survey responses providing insight into DHH players perspective.These findings can serve as a reference point for developers who want to implement a visual substitute for audio or a similar feature intheir game.

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Graziadei, Ann Elizabeth. « Learning outcomes of deaf and hard of hearing students in mainstreamed physical education classes ». Full text available online (restricted access), 1998. http://images.lib.monash.edu.au/ts/theses/graziadei.pdf.

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Mall, Sumaya. « HIV prevention issues for deaf and hard of hearing adolescents : views of parents, teachers, adolescents and organizations serving the deaf community ». Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71737.

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Thesis (DPhil)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Disabled adolescents are vulnerable to HIV infection particularly in countries like South Africa which has one of the largest HIV epidemics in the world. Like able-bodied adolescents, adolescents with disabilities are at a critical stage of their psychosocial and sexual development. They may be at risk of sexual abuse as perpetrators may believe that they are incapable of defending themselves or reporting the crime to the authorities. Deaf or hard of hearing adolescents are vulnerable to HIV/AIDS due to similar risk factors to other disabled adolescents. They also face difficulties in communicating with hearing people and receiving information in sign language, and they share characteristics with minority ethnic groups, which make them hard to reach for HIV prevention campaigns. There is a paucity of research in South Africa investigating the role of schools for Deaf and hard of hearing adolescents in delivering appropriate HIV and sexuality education to their learners. This thesis is an exploratory study and investigates HIV prevention issues for Deaf or hard of hearing adolescents in South Africa. More specifically, I aim to determine the ways in which participants believe schools, health systems and other organizations contribute or fail to contribute to the HIV/AIDS prevention needs of Deaf and hard of hearing adolescents. The study includes qualitative interviews with employees of Deaf organizations, educators of Deaf and hard of hearing adolescents, parents of Deaf and hard of hearing adolescents and Deaf and hard of hearing adolescents themselves in relation to sexuality and HIV related issues. Results indicate that Deaf organizations have an interest in the HIV prevention needs of the Deaf community and in Deaf schools. However they have experienced obstacles in delivering HIV education to learners. These obstacles include communication barriers as well as the fact that religious environments in some of the schools may not always be experienced as conducive to HIV education. Although all educators of Deaf and hard of hearing adolescents interviewed in the previous phase of the study were aware that their learners are at risk of HIV/AIDS, some educators of Deaf and hard of hearing adolescents were constrained by the same issues of morality and religious conviction discussed in the first phase. Some participants had made efforts to produce appropriate HIV and sexuality materials for Deaf learners. Parents of Deaf and hard of hearing adolescents were affected by communication barriers with their children but seemed unaware of the religious ethos of many of the schools their children attended. The Deaf and hard of hearing adolescents knew they could be at risk of HIV/AIDS. Some displayed poor knowledge of HIV transmission. There are a number of issues to be addressed if schools for Deaf and hard of hearing learners are to provide adequate HIV/AIDS prevention information to their learners.
AFRIKAANSE OPSOMMING: Gestremde adolessente is kwesbaar vir MIV-infeksie veral in lande soos Suid-Afrika wat een van die grootste MIV-epidemies ter wêreld het. Soos nie-gestremde adolessente is gestremde adolessente in 'n kritieke stadium van hul psigososiale en seksuele ontwikkeling. Oortreders van seksuele misbruik mag gestermde adolessente beskou as sagte teikens aangesien daar die persepsie is dat hulle minder in staat is om hulself te verdedig of minder geneig is om `n misdaad by die owerhede te rapporteer. Dowe of hardhorende adolessente is kwesbaar vir MIV / VIGS vir redes war soortgelyk is aan die van ander gestremde adolessente. Dowe of hardhorende adolessente vind dit problematies om met horende (nie-gestremde) mense te komminikeer, inligting in gebaretaal te ontvang, en deel eienskappe met etniese minderheidsgroepe wat dit moeilik maak om hulle deur middel van MIV voorkomingsveldtogte te bereik. Daar is 'n gebrek aan navorsing in Suid-Afrika oor die rol wat skole vir dowe en hardhorende adolessente speel in die lewering van geskikte MIV en seksualiteitsopvoeding. Hierdie proefskrif verken en ondersoek kwessies met betrekking tot MIV-voorkoming onder dowe en hardhorende adolessente in Suid-Afrika. Meer spesifiek was die doel van hierdie studie om vas te stel wat deelnemers se persepsies is oor die bydrae of gebrek aan bydrae van skole, gesondheids-en ander organisasies tot die behoeftes van dowe en hardhorende adolessente wanneer dit kom by die voorkoming van MIV/ VIGS. Gedurende die studie is kwalitatiewe onderhoude met die volgende deelnemers gevoer: die werknemers van organisasies vir dowes; die onderwysers van dowes, ouers van dowe en hardhorende adolessente. Die onderhoude het hoofsaaklik gehandel oor seksualiteit en MIV-verwante kwessies onder gehoor gestremde adolessente. Die studie het bevind dat organisasies vir dowes `n belangstelling toon in die behoeftes van dowe gemeenskappe en skole vir dowes wanneer dit kom by MIV-voorkomming. Hulle het dit egter met tye problematies gevind om leerders op te voed oor MIV weens verskeie hindernisse. Hierdie hindernisse sluit in kommunikasie-hindernisse sowel as die godsdienstige etos wat wat in sommige skole teenwoordig is en wat nie altyd bevorderlik is tot MIV-onderrig nie. Alhoewel al die opvoeders van dowe en hardhorende adolessente gedurende die vorige fase van die studie aangedui het dat hul wel bewus is van leerders se risiko vir MIV/VIGS word sommige van hulle beperk deur bogenoemde kwessies van moraliteit en godsdienstige oortuiging. Sommige deelnemers het daarop gedui dat hul pogings aangewend het om geskikte materiaal te produseer wat spreek tot MIV en seksualiteit onder dowe leerders. Ouers van dowe en hardhorende adolessente was bewus van en word beïnvloed deur kommunikasie-hindernisse, maar was nie bewus van die godsdienstige etos van die skole wat hul kinders bywoon nie. Dowe en hardhorende adolessente was bewus daarvan dat hulle die risiko loop om MIV / vigs op te doen, maar dit blyk dat sommige min kennis dra oor MIV-oordrag. Daar is 'n aantal kwessies wat aangespreek moet word voordat skole vir dowes en hardhorendes instaat sal wees om geskikte MIV/VIGS voorkomingsprogramme aanbied te bied wat voldoen aan die behoeftes van leerders.

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Smith, David Michael. « Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children ». Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3115/.

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The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.

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Rosenmann, Gabriel Chemin. « Avaliação de sistemas de digitalização 3D de baixo custo aplicados ao desenvolvimento de órteses por manufatura aditiva ». Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2630.

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CAPES : CNPq
Pessoas com paralisia cerebral apresentam grande diversidade de alterações posturais, sendo mais características as consequentes da espasticidade. Objetivando a otimização do desempenho funcional, juntamente com outros objetivos terapêuticos pode ser prescrito o uso órteses. Neste contexto a manufatura aditiva pode se apresentar como uma alternativa à fabricação de produtos personalizados de Tecnologia Assistiva, tais como as órteses. Para este fim a digitalização 3D é uma etapa importante, considerando que a geometria da anatomia do usuário será a referência para o desenvolvimento do produto em ambiente CAD 3D para posterior fabricação. No entanto os equipamentos de digitalização 3D possuem custos elevados, sendo um dos fatores que dificultam a popularização desta solução. Deste modo este trabalho visa avaliar a utilização de sistemas de baixo custo para realizar a digitalização 3D, no contexto do desenvolvimento de órteses personalizadas para punho, mão e dedos a serem fabricadas por manufatura aditiva. Foi proposto um método estruturado em três fases sendo: definição das ferramentas e sistemas a serem avaliados, definição dos parâmetros para avaliação e dos protocolos de utilização dos sistemas digitalização 3D; avaliação dos sistemas de digitalização 3D de baixo custo a partir da digitalização de uma peça padrão; e avaliação dos sistemas de digitalização 3D de baixo custo aplicados ao contexto de órteses para punho, mão e dedos. Os sistemas selecionados para a avaliação foram o Kinect 360 utilizando o programa Skanect, o sistema Kinect One com o programa 3DScan e o sistema ReMake com uma câmera Canon T3i. Os protocolos para a utilização dos sistemas de digitalização 3D de baixo custo foram: protocolo 1, com marcações visuais apenas no ambiente de digitalização; protocolo 2, com aplicação de adesivos coloridos sobre o objeto; e o protocolo 3, com a aplicação de linhas desenhadas à mão formando um xadrez sobre o objeto. Foi desenvolvida e fabricada uma peça padrão, composta por três elementos (um cone, um cilindro e um cubo seccionado). Para a avaliação dimensional foram considerados os parâmetros altura do cone, diâmetro do cilindro e medidas paralelas aos eixos X, Y e Z aferidas pela distância entre as faces opostas do cubo. Também foi realizada a análise dos desvios utilizando o programa Geomagic e uma avaliação da qualidade onde se verificou visualmente a formação dos vértices e das arestas. Para a avaliação aplicada ao contexto do desenvolvimento de órteses, foi aplicado mesmo procedimento sobre um molde da geometria do punho, mão e dedos confeccionado em atadura gessada. As digitalizações geraram 27 malhas 3D da peça padrão e 9 malhas 3D do molde. As avaliações indicaram que os sistemas Kinect 360 e Kinect One não apresentaram variação significativa entre os diferentes protocolos. Já o sistema ReMake foi o mais sensível, sendo o protocolo 3 o que gerou malhas 3D com os melhores resultados dimensionais e de qualidade em relação a todos os sistemas, com valores variando entre 0,07 mm e 0,27 mm nas análises dos desvios realizadas sobre a peça padrão.
People with cerebral palsy could have wide range of postural changes, the most characteristic are resulting from spasticity. Custom orthosis use can be prescribed in this context aiming increase functional performance and other therapeutic goals. The additive manufacturing is an alternative to the custom assistive products fabrication, such as orthoses. In this context 3D scanning is an important step, considering that the user anatomy is a geometric reference to product development in 3D CAD for further fabrication. However, the 3D scanners have high costs, one of the factors that hinder the popularization of this solution. Thus, this study aims to evaluate the use of low cost systems to perform 3D scanning in the context of custom orthoses development for wrist, hand and fingers to be fabricated by additive manufacturing. A three-phases method was proposed as follows: definition of tools and systems to be evaluated, definition of parameters for assessment, and definition of protocols for using 3D scanning systems; evaluation of low-cost 3D scanning systems using a standard piece; and evaluation of low-cost 3D scanning systems applied to context of orthosis for wrist, hand and fingers. The selected systems for the evaluation were 360 Kinect using Skanect software, Kinect One system with 3DScan software and the ReMake system with a Canon T3i camera. The low-cost 3D scanning systems used protocols were: Protocol 1, with visual markings only on the scanning environment; Protocol 2, with colored stickers application on the object; and protocol 3, with the use of hand drawn lines forming a chess pattern on the object. A standard piece was developed and manufactured, composed of three elements (a cone, a cylinder and a sectioned cube). The cone height, cylinder diameter and parallel measures to axes X, Y and Z were considered as the dimensional evaluation parameters. Also, a Deviations Analysis was performed using Geomagic software and a visual-quality evaluation that observed the formation of vertices and edges. For the evaluation on orthoses development context, the same procedure was applied on a cast of the wrist, hand and fingers. This cast was made of plaster bandages. The procedure generated 27 standard piece 3D mesh and 9 cast 3D meshes. The evaluations indicated that Kinect 360 and Kinect One systems have no significant variation between the different protocols. The ReMake system was the most sensitive, and the protocol 3 generated 3D meshes with the best dimensional and quality results among all systems. The deviations analysis performed on the standard piece indicated errors ranging between 0.07 mm and 0.27 mm for the ReMake’s 3D meshes.

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Björhn, Sofia, et Matilda Nordh. « "Har han blå eller röda ögon?" : En studie om referentiell kommunikation och ordförråd hos personer med utvecklingsstörning ». Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68007.

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Ett flertal studier har undersökt användandet av olika typer av efterfrågan om förtydligande i en referentiell kommunikationsuppgift. Bland annat har skillnader i kommunikationsstrategier mellan barn med cochleaimplantat och normalhörande barn påvisats. Syftet med föreliggande studie var att undersöka huruvida kommunikationsstrategier skiljer sig åt i en referentiell kommunikationsuppgift hos barn med lindrig till måttligutvecklingsstörning och en mentalt åldersmatchad kontrollgrupp. Vidare syfte var att undersöka hur barn med lindrig till måttlig utvecklingsstörning reagerar vid kommunikationssammanbrott, när personen inte har tillgång till en specifik referent. Studien har också undersökt vokabulär hos de båda grupperna och om detta har någon betydelse för vilka kommunikationsstrategier de väljer. I studien ingick två grupper. Den ena gruppen bestod av personer med utvecklingsstörning som har en kronologisk medelålder på 14:9 år, och kontrollgruppen bestod av barn utan utvecklingsstörning med en kronologisk medelålder på 7:8 år. Båda grupperna hade en mental medelålder på 8:6 år. Barnets kommunikativa strategier skattades av logopedstudenter i en referentiell kommunikationsuppgift och ordförrådsdelen i WISC-IV användes för att kunna jämföra ordförråd. Då idén till föreliggande studie föddes ur Ibertsson et al. studie från 2009 Deaf teenagers with cochlear implants in conversation with hearing peers har samma typer av efterfrågan om förtydligande använts som utgångspunkt i analys. Resultaten visade att personer med utvecklingsstörning kan skilja sig i användandet av olika typer av efterfrågningar från en mentalt åldersmatchad grupp. Vissa typer av efterfrågningar korrelerade signifikant med varandra i högre grad inom kontrollgruppen än inom målgruppen. Prestation på ordförrådstestet skiljde sig inte signifikant mellan grupperna. I jämförelse mellan medelpoäng på ordförrådstestet och typ av reaktion, som visar ordförrådets betydelse för hur personerna reagerar på den utbytta referenten, återfanns ett signifikant resultat i målgruppen.
Several studies have investigated the use of different types of requests for clarification in a referential communication task. The purpose of this study was to examine whether communication strategies differs between children with developmental disabilities and mental age matched peers in a referential communication task, and how the children react to a communication breakdown. We tested vocabulary to see if vocabulary correlates with different types of requests for clarification. Our study included two groups. One group consisted of people with development disabilities with chronological mean age of 14:9 years. The other group consisted of mental age matched children with no development disabilities. The mental mean age of both groups was 8:6 years. The children’s communicative strategies were assessed in a referential communication task. The vocabulary was examined with the vocabulary subtest of WISC-IV. Our results indicate that children with mental disabilities differ from mental age matched peers in the use of types of requests for clarification in this study. Different types of requests correlates with each other in both groups. This indicates that the persons in the groups use different strategies in solving the task. The vocabulary was not different between the groups.

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Reid, Denise P. « Stuck Between a Rock and a Hard Place : Exploring the Lived Experiences of College Students Who Do Not Request Accommodations ». Chapman University Digital Commons, 2014. http://digitalcommons.chapman.edu/ces_dissertations/1.

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For this phenomenological study, thirteen participants from two private universities, located in the western region of the United States shared their lived experiences of being a college student who does not request accommodations. The author used recursive analysis to analyze qualitative data from semistructured interviews. Initial codes were combined to create interconnected families of codes. A second level of analysis resulted in seven spaces in which participants described their lived experiences. Findings suggest participants experience various tensions, ranging from incompatible options to competing perspectives, as they negotiate their identify and environment. including the principle of opportunity cost. Recommendations for college administrators and faculty, including Universal Design in higher education are included.

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Helene, Eriksson, et Magnusson Josefine. « ”Han gör min dag bra”... “men det är inte bara glass och ballonger” : En kvalitativ studie om hur lärare och elever beskriver lärar-elev relationer i särskolan ». Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-22038.

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Studien belyser lärar - elevrelationer och har ett relationellt perspektiv. Syftet med studien är att belysa hur lärare och elever på särskolan beskriver lärar-elevrelationer samt vilka likheter och skillnader det finns i beskrivningarna. Den teoretiska utgångspunkten för studien är Aspelins (2018) modell om relationskompetens, där aspekterna kommunikativ kompetens, differentieringskompetens, socio- emotionell kompetens, ett socialt tillvägagångssätt samt ett relationellt tillvägagångssätt, används i den teoretiska tolkningen. Studien är kvalitativ och utgörs av intervjuer med fyra lärare samt sju gymnasieelever i särskolan. I resultatet framkommer att lärarna ser sig ansvariga för relationsskapandet men även eleverna ser ett ansvar i att skapa en bra relation till sina lärare. Elevernas resultat visar att relationskompetensens olika delar kan ses i en lärare som är tydlig, pratar långsamt och visar välvilja med kroppsspråket. Eleverna ser positivt på att läraren är deras vän. Relationskompetensen ses i en lärare som kan balansera mellan humor och allvar i undervisningen, men också i en lärare som väljer bort utskällning för att istället använda verbala eller andra anpassningar. Lärarintervjuerna visar även på att anpassningar i lärmiljön gynnar lärar- elevrelationen. Vidare ses relationskompetensen i en lärare som använder sitt kroppsspråk och sitt röstläge såväl som ett lågaffektivt bemötande gentemot eleven. Lärarna betonar vikten av ett genuint intresse för eleven, de vill skapa trygghet och inge självförtroende och se varje individ utan att “klumpa ihop dem” utefter deras diagnoser. I lärarintervjuerna framkommer det att det är en utmaning utifrån arbetet med relationer att sätta gränser mellan jobb och privatliv. Grundlärarutbildningen har i liten utsträckning gett lärarna förberedelse i relationsskapande.
The purpose of this study is to shed light on how teachers and students in Compulsory and Upper secondary school for pupils with intellectual disabilities, describe their relationships with each other as well as identifying similarities and differences between these descriptions. The theoretical framework for this study is Aspelin's (2018) model of relational competence. Specifically, the aspects of communicative competence, differentiation competence, socio-emotional competence, a social and a relational approach are used in the analysis process. The study is qualitative and consists of interviews with 4 teachers and 7 pupils in an Upper secondary national program for pupils with intellectual disabilities. The results show that the teachers consider themselves responsible for creating relationships, and the students also take responsibility for creating a good relationship with their teachers. The students' results show that the different parts of the relational competence can be seen in a teacher who speaks clearly, slowly and shows goodwill with their body language. The students are positive towards the teacher being a friend. Relational competence is seen in a teacher who can balance between humor and seriousness in their teaching, and in a teacher, who chooses not to raise their voice to reprimand but instead chooses to use verbal communication or other adaptations. The teacher interviews show that adaptations in the learning environment benefit the teacher-student relationship. Furthermore, the relational competence is seen in a teacher who uses their body language and voice position as well as a low arousal approach towards the student. The teachers emphasize the importance of a genuine interest in the student, they want to create a feeling of safety towards the student and instill self-confidence within them and see every individual without "lumping them together" according to their diagnoses. The teachers claim that the establishing of positive relationships also poses a challenge in terms of setting boundaries between their professional and private lives. Finally, the teacher education programs had only provided relational competence training to a small extent.

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Corrêa, Ana Bárbara Assunção Vazquez. « Educação inclusiva no ensino superior : saberes e práticas dos professores do Programa de Pós-Graduação em Ensino de Ciências e Matemática na Universidade Federal de Sergipe ». Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/5096.

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This study looks into the knowledge and practice of professors at the Postgraduate Program of Science and Mathematics Teaching (PPGECIMA) of the Federal University of Sergipe (UFS) concerning the inclusion of people with disabilities in higher education. We examine professors‟ conceptions about inclusive education as seen from the perspective of accessibility and the skill gaps of hard science professors. Also, we have tried to find out the difficulties they experience, and investigated if the need for inclusive classroom practice and lesson-planning with a focus on students with disabilities has translated into adjustments in educational approach. As our method, we have used a qualitative case study and collected data through interviews and document analysis. The sources for our study include Mazotta (1996); Stainback & Stainback (2008); Bueno (2002); Mantoan (1997); Fávero (2002); Fernandes (2014); Santana (2010) et al. We have found that professors at PPGECIMA encounter difficulties working with students with disabilities ranging from poor interdepartmental communication to difficulties dealing with the specific requirements of people with disabilities. Our findings have revealed a need for training and counselling that focus on the specific inclusion strategies. Thus, we have concluded that professors at PPGECIMA have a positive attitude to inclusion but only a very small number of participants had an understanding of how inclusion of students with special needs in higher education works, to the extent that the presence of students with disabilities in the classroom has not led to adjustments in teaching practice. The main difficulties pointed out by our subjects include poor background information about students, changing instruction pace, and lack of qualification to deal with the needs of hard science students with disabilities in higher education. Finally, our study showed that the road to inclusion still stretches a long way ahead.
A presente pesquisa teve como objetivo compreender os saberes e práticas dos professores do Programa de Pós Graduação em Ensino de Ciências e Matemática (PPGECIMA) da Universidade Federal de Sergipe sobre a inclusão da pessoa com deficiência no ensino superior. Para tanto, abordou-se nesse estudo as concepções dos professores no que diz respeito à inclusão através do olhar a respeito da acessibilidade e dos problemas da formação do professor na área de exatas. Buscou-se saber quais foram as dificuldades enfrentadas e se houve mudança na prática pedagógica pela necessidade de incluir alunos com deficiência durante as aulas e no planejamento. Para tanto, utilizou-se o estudo de caso com uma abordagem qualitativa, e como instrumento para coleta de dados, foram utilizados a entrevista e as análises documentais. Como aporte teórico, tomamos os trabalhos de Mazotta (1996); Stainback & Stainback (2008); Bueno (2002); Mantoan (1997); Fávero (2002); Fernandes (2014); Santana (2010), dentre outros. Constatou-se que os professores do PPGECIMA, apresentam dificuldades para trabalhar com alunos com deficiência, uma vez que, nota-se desde a falha na comunicação entre os setores à dificuldade no atendimento especializado para as pessoas com deficiência. Com isso, esse trabalho apresenta a partir das análises, a necessidade de alguns professores em ter acesso a cursos e palestras que orientem o trabalho específico de inclusão. Desse modo, conclui-se que os professores do PPGECIMA percebem a inclusão de modo positivo; no entanto, apenas uma quantidade mínima dos entrevistados tinham conhecimentos sobre a inclusão do aluno com deficiência no ensino superior, de forma que se verificou que a presença do aluno com deficiência na sala de aula não alterou significativamente a prática docente. As principais dificuldades apontadas foram a falta de informação prévia sobre o aluno, as mudanças no ritmo da aula e o despreparo do professor da área exatas para lidar com as demandas do aluno com deficiência no ensino superior. Por fim, percebe-se que para atingir a inclusão ainda é necessário percorrer um longo caminho.

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« Living with physical disability : the experience of patients suffering hand injuries at work ». Chinese University of Hong Kong, 1995. http://library.cuhk.edu.hk/record=b5895470.

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by Yeung Hung Cheng.
Thesis (Ph.D.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves [89-128, 3rd gp.]).
Abstract
Dedication
Declaration
Acknowledgements
Table of Contents --- p.i
List of Illustrations --- p.v
Chapter 1.1 --- The Global Change --- p.2
Chapter 1.2 --- Occupational Injuries and Disability --- p.4
Chapter 1.3 --- The Prevalence of Hand Injuries --- p.10
Chapter 1.4 --- The Importance of the Hand --- p.13
Chapter 1.5 --- Socio-Cultural Considerations --- p.16
Chapter 1.6 --- Focus of the Thesis --- p.19
Chapter Chapter2 --- Physical Disability and Rehabilitation: A Literature Review --- p.23
Chapter 2.1 --- Introduction --- p.23
Chapter 2.2 --- Disability: From Bio-Medical to Social Definition --- p.25
Chapter 2.3 --- "Disabled Role: A Long Term Version of the 'Sick Role," --- p.36
Chapter 2.4 --- Disability as a Loss and Biographical Disruption --- p.39
Chapter 2.5 --- Disability as Social Deviance --- p.45
Chapter 2.5.1 --- To what extent is the life of persons with disabilities negatively affected by the label? --- p.46
Chapter 2.5.2 --- What are the effects of stigmatisation on the stigmatised? --- p.48
Chapter 2.5.3 --- To what extent does the disability affect the interaction between persons with and without disabilities? --- p.53
Chapter 2.5.4 --- Can disabled persons be seen as a minority? --- p.57
Chapter 2.6 --- Disability in the Family Context --- p.60
Chapter 2.7 --- Coming Back --- p.67
Chapter 2.8 --- Rehabilitation: An Integrative Process --- p.74
Chapter 2.9 --- Disability in a Chinese Cultural Context --- p.82
Chapter 2.10 --- Summary --- p.88
Chapter Chapter3 --- Method of Inquiry --- p.93
Chapter 3.1 --- Outlining the Chapter --- p.93
Chapter 3.2 --- Paradigms of Social Inquiry --- p.95
Chapter 3.3 --- The Interactionist Approach and Its Significance in Studying Illness and Disability --- p.93
Chapter 3.3.1 --- Social interaction and meaning construction --- p.100
Chapter 3.3.2 --- Illness and disability: A 'career' perspective --- p.102
Chapter 3.4 --- Objectives of the Study --- p.104
Chapter 3.4.1 --- Overall objective --- p.104
Chapter 3.4.2 --- Specific objectives --- p.105
Chapter 3.5 --- Sampling --- p.105
Chapter 3.5.1 --- Sampling procedure and field work --- p.107
Chapter 3.5.2 --- Basic characteristics of the subjects --- p.109
Chapter 3.6 --- The Interview --- p.112
Chapter 3.7 --- Methodological Issues --- p.113
Chapter 3.7.1 --- Contact with subjects --- p.114
Chapter 3.7.2 --- Conducting the interview --- p.116
Chapter 3.7.3 --- Tape transcribing --- p.118
Chapter 3.7.4 --- Limitations --- p.119
Chapter 3.8 --- Summary --- p.122
Chapter Chapter4 --- Research Findings --- p.124
Chapter 4.1 --- Introduction --- p.124
Chapter 4.2 --- Particulars of Respondents --- p.125
Chapter 4.3 --- The Injury: A Disabled Worker's Reconstruction --- p.128
Chapter 4.3.1 --- Perceived causes of injury --- p.128
Chapter 4.3.2 --- Views on workmen's compensation --- p.137
Chapter 4.3.3 --- Action taken against the employer --- p.140
Chapter 4.4 --- Meaning of Disability --- p.144
Chapter 4.4.1 --- Perception of loss and disruption in the life course --- p.145
Chapter 4.4.2 --- Effect of being labelled as disabled --- p.151
Chapter 4.4.3 --- ´بNormalisation´ة --- p.163
Chapter 4.4.4 --- Effect of disability on social activities --- p.174
Chapter 4.4.5 --- Transcendence --- p.179
Chapter 4.5 --- Returning to the World of Work --- p.182
Chapter 4.5.1 --- Strugglers --- p.183
Chapter 4.5.2 --- Survivors --- p.188
Chapter 4.5.3 --- Achievers --- p.194
Chapter 4.5.4 --- Job-leavers --- p.199
Chapter 4.5.5 --- Summary --- p.202
Chapter 4.6 --- Disablement and Coming Back: Responses and Support of Family and Others --- p.204
Chapter 4.6.1 --- Role changes in family --- p.205
Chapter 4.6.2 --- Family break-up --- p.207
Chapter 4.6.3 --- Support from expressive primary networks --- p.208
Chapter 4.6.4 --- Support from instrumental primary networks --- p.212
Chapter 4.6.5 --- Marriage as a source of support --- p.214
Chapter 4.6.6 --- Reciprocity in support giving --- p.216
Chapter 4.6.7 --- Conflict due to giving or withdrawing support --- p.216
Chapter 4.6.8 --- Support from the work place --- p.219
Chapter 4.6.9 --- Formal support --- p.222
Chapter Chapter5 --- Discussion --- p.230
Chapter 5.1 --- The Injury: A Disabled Worker's Reconstruction --- p.230
Chapter 5.1.1 --- Perceived causes of injury --- p.231
Chapter 5.1.2 --- Workmen's compensation --- p.239
Chapter 5.1.3 --- Action taken against the employer --- p.242
Chapter 5.1.4 --- Conclusion --- p.244
Chapter 5.2 --- Meaning of Disability --- p.247
Chapter 5.2.1 --- Loss and disruption in the life course --- p.248
Chapter 5.2.2 --- Effect of being labelled as disabled --- p.254
Chapter 5.2.3 --- Normalisation' --- p.264
Chapter 5.2.4 --- Effect of disability on social activities --- p.269
Chapter 5.2.5 --- Transcendence --- p.271
Chapter 5.2.6 --- Conclusion --- p.274
Chapter 5.3 --- Returning to the World of Work --- p.279
Chapter 5.3.1 --- Overt discrimination in looking for jobs --- p.288
Chapter 5.3.2 --- Donkey jobs --- p.290
Chapter 5.3.3 --- Hard-working-no-complaint' syndrome --- p.291
Chapter 5.3.4 --- Conclusion --- p.292
Chapter 5.4 --- Disablement and Coming Back: Responses and Support of Family and Others --- p.294
Chapter 5.4.1 --- Role changes and family break-up --- p.294
Chapter 5.4.2 --- Social support and network systems: Its role and limitations --- p.299
Chapter 5.4.3 --- Emotional expressiveness and Chineseness --- p.305
Chapter 5.4.4 --- Support from the work place --- p.308
Chapter 5.4.5 --- Formal support seeking --- p.310
Chapter 5.4.6 --- Conclusion --- p.318
Chapter Chapter6 --- Conclusion
Chapter 6.1 --- Stages in the Disabled Career of Hand-Injured-Workers and Factors Modifying the Career Process --- p.323
Chapter 6.2 --- Understanding Rehabilitation in Social Context --- p.334
Chapter 6.3 --- A Social Agenda for Workmen's Compensation and Disablement in Society --- p.337
Chapter 6.4 --- Limitations and Generalisability of the Study --- p.341
Chapter 6.5 --- Research Direction --- p.344
Appendices
References
References in Chinese

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Ming, Cheng Kuang, et 鄭光明. « Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/35048560330109046622.

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碩士
臺北市立師範學院
身心障礙教育研究所
93
Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities Abstract This study evaluated the efficacy of functional analysis and treatment of hand-mouthing in students with multiple-disabilities. All of the four participants were severely in multiple-disabilities, exhibited in hand-mouthing. A single-subject research with multielement design was used in the study. The independent of the study was functional-based intervention, and the dependent variable was hand-mouthing. Results of the current study were summarized as follows: 1.For the determinant of hand-mouthing, student A (a 9yrs-8mth. boy) and student C (a 7yrs-11mth. girl) were suggested as sensory reinforcement, student D (a 16yrs-5mth. girl) was suggested as social positive reinforcement, and student B (a 14yrs-4mth. boy) was suggested as the combination of sensory and social negative reinforcement. 2.Student D showing a 75%-89% of hand-mouthing and 1%-14% of communication ability. After the intervention of FCT, the hand-mouthing reduce to 4%-13% and having a raise up of 55%-70% in communication ability. 3.The specific function of hand-mouthing in student A was maintained by tactile stimulation, and student C was maintained by tactile and visual stimulation, both of the sources of self-stimulation were hand. Student A showing 60% of hand-mouthing and 2% of communication ability before intervention. However, a result of 2% in hand-mouthing and 68% in communication ability were found after FCT. For student C, 83% of hand-mouthing and 1% of communication ability before intervention. After FCT, hand-mouthing reduced to 10% and communication ability raised up to 52%. 4.Student B exhibited hand-mouthing from 36%-2% and communication ability from 4%-86% in his demand situation. However, in alone setting, hand-mouthing exhibited from 82%-0% and communication ability raised from 1% to74%.

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« Factors influencing the psychological adjustment of the hand injured patients ». Chinese University of Hong Kong, 1990. http://library.cuhk.edu.hk/record=b5886569.

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by Ip Kim-ching.
Thesis (M.S.Sc.)--Chinese University of Hong Kong, 1990.
Bibliography: leaves 45-56.
ABSTRACT --- p.ii
ACKNOWLEDGMENTS --- p.iv
TABLE OF CONTENTS --- p.v
LIST OF TABLES --- p.vii
LIST OF FIGURES --- p.viii
LIST OF APPENDICES --- p.ix
Chapter CHAPTER I- --- Introduction --- p.1
The hand injured patients --- p.1
Social support --- p.5
Locus of control --- p.9
Relation between social support and locus of control --- p.11
Review of the local studies --- p.14
Formulation of the problem --- p.15
Chapter CHAPTER II- --- METHOD --- p.18
Subjects and procedure --- p.18
Instruments --- p.19
Aims of the study --- p.23
Chapter CHAPTER III- --- RESULTS --- p.24
Means --- p.24
Intercorrelations --- p.26
Regression analysis --- p.29
Chapter CHAPTER IV - --- DISCUSSION --- p.34
Influences of locus of control --- p.34
Social support and its interactive effect with locus of control --- p.35
Influences of demographic variables --- p.38
Conclusion --- p.40
Enhancing psychological adjustment of the patient --- p.42
Implication for further study --- p.43
REFERENCES --- p.45
APPENDICES --- p.57

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Cannella, Helen Irene O'Reilly Mark F. « Assessment and treatment of automatically maintained hand mouthing in individuals with developmental disabilities ». 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1873/cannellah09553.pdf.

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Cannella, Helen Irene. « Assessment and treatment of automatically maintained hand mouthing in individuals with developmental disabilities ». Thesis, 2005. http://hdl.handle.net/2152/1873.

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Bianchi, Matteo. « Development and Testing of Hand Exoskeletons ». Doctoral thesis, 2019. http://hdl.handle.net/2158/1154245.

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Robotics is increasingly involving many aspects of daily life and robotic-based assistance to physically impaired people is considered one of the most promising application of this largely investigated technology. However, as of today, hand exoskeletons design can still be considered a hurdle task and, even in modern robotics, providing assistance to those patients who have lost or injured their hand skills, assuring them an independent and healthy life through the design of exoskeleton technologies is, surely, one of the most challenging goal. In this framework, the research activity carried out during the PhD period concentrated on the development of wearable devices, with special focus given to hand exoskeletons which support patients suffering from hand disabilities during the Activities of Daily Living (ADLs). The studied devices have been designed to be also used during rehabilitative sessions in specific tasks trying to restore the dexterity of the user's hands. Starting from current solutions identified within the state of the art, the work was conducted heading to the development of portable, wearable and highly customizable devices. The last aspect will be fully endorsed by the definition of patient-centered design strategies leading to tailor-made devices specifically developed on the users' needs. Two hand exoskeletons solutions will be presented throughout the thesis. The first consists of a compact and lightweight solution which exploits a novel 1-DOF kinematic chain of the finger mechanism to accurately reproduce the physiological finger trajectory. The applicability of topology optimization to the wearable technologies field has then been deeply investigated in the design of the second exoskeleton, which has yielded a high-performance aluminum-alloy solution. The performance of the resulting systems was evaluated by means of simulations and tested during experimental validation campaigns by producing several prototypes which allowed to assess their effectiveness in a real-use scenario; the obtained results were satisfying, indicating that the derived solutions may constitute a valid alternative to existing hand exoskeletons so far studied in the rehabilitation and assistance fields.

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DENG, AN-JIA, et 鄧安捷. « The Effects of Somatosensory Games on Hand-Eye Coordination Ability of Elementary Students with Intellectual Disabilities ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/32290137346306871300.

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碩士
國立臺北教育大學
特殊教育學系碩士班
104
The research aimed at discussing effects of somatosensory game on hand-eye coordination ability of elementary students with intellectual disabilities.A multiple probe designed across subjects were utilized in the study.The subjects of this study were three elementary students with intellectual disabilities.The independent variable was the somatosensory games while the dependent variable was the hand-eye coordination ability, the study employed the Chen's hand-eye coordination ability cognitive reaction test to evaluate the efficiency. Data was collected from three subjects during the baseline, intervention and maintenance phases.Visual analysis and time series C statistics analysis were used to analyze the effect of somatosensory games on hand-eye coordination ability.Social validity of the intervention was also discussed based on the results of interviewing teachers and parents. Results of this study were summarized as follows: 1.Somatosensory games were immediately effective on hand-eye coordination ability of elementary students with intellectual disabilities. 2.Somatosensory games had maintenance effects on hand-eye coordination ability of elementary students with intellectual disabilities. 3.The results of interviewing parents and teachers agreed that the somatosensory games training program had positive effects on promoting hand-eye coordination ability. The social validity of this manipulation was confirmed. This research discussed the research result at last, providing the conclusion and making some suggestions to the education and the future research as well.

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Kuo, Yi Ting, et 郭一霆. « The Effects of a Table Tennis Course on Hand-eye Coordination Ability of Students with Intellectual Disabilities ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/90254245958415654164.

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碩士
臺北市立大學
運動教育研究所
104
The purpose of this study was to explore the effects of a continuous 10-weeks table tennis course on Hand-eye Coordination abilities of intellectual disabil¬ity of student’s. The participants were 16 students from a special education school. 7 of them were experimental group. The others were control group. The experimental group underwent a 10-weeks table tennis course, while the control group underwent a 10-weeks cheerleading course. All the subjects were tested on Hand-eye coordination with reaction (Simple Reaction Time), hand touch of hand-eye coordination without selection, hand touch of hand-eye coordination with selection, pen touch of hand-eye coordination without selection, pen touch of hand-eye coordination with selection (TOUCH GAME APP) before and after the program. The results were shown by descriptive statistics and analyzed by t-test and single factor covariant number analysis. The significant level was set at α=.05. After 10-weeks table tennis course, the experimental group was increased (p<.05) hand-eye coordination reaction, hand touch of hand-eye coordination without selection and pen touch of hand-eye coordination without selection capability significantly, but did not improve hand touch of hand-eye coordina¬tion with selection and pen touch of hand-eye coordination with selection. It seems students with mild intellectual disability could improve their hand-eye coordination without selection.

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YANG, LI-FAN, et 楊立範. « A Study of Relationships among Physical Disabilities Hand bike Participants, Leisure Involvement, Flow Experience and Well-being ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/23418648990290293779.

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碩士
銘傳大學
觀光事業學系碩士班
105
This study is to explore the relevance of recreational activity, Leisure Involvement, well-being, and to understand the physically challenged hand bike and thus have a deeper of involvement and achieve greater happiness. In this study, total of 68 questionnaires were collected at the present stage. The results were found in the questionnaire .And Flow Experience in the involvement and happiness to play the effect of regulation .And for the results of this study, the relevant recommendations to provide management units and related follow-up research as a reference.

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LU, LIANG-YI, et 呂亮儀. « The Effect of Sport Stacking on Improving Hand-Eye Coordination in Junior High Students with Learning Disabilities ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/tb423d.

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碩士
國立臺北教育大學
特殊教育學系碩士班
107
The purpose of this research was to investigate the effects of sport stacking on improving hand-eye coordination of junior high students with learning disabilities. This research methodology used multiple probes technique across individuals of the single subject research. The participants are three junior high school students in Taipei City with learning disabilities and performance difficulties of perceptual-motor. Individual intervention and evaluation were employed in this research. Independent variable is sport stacking and dependent variable is the hand-eye coordination. The research process was divided into three phases: the baseline phase, the treatment phase, and the maintenance phase. In the baseline phase, all the subjects accepted hand-eye coordination test without any interventions. In the treatment phase, researcher gave them 12 lessons, twice in a week, each time about 40 minutes; after each class, they would have a hand-eye coordination test. The maintenance phase was one week after the participants were given the instructions. During this interval the participants were not given any sport-staking instructions. The aim is to understand the three participants’ retention of the hand-eye coordination after they accepted sport-stacking instructions. The major findings were summarized as follow: 1. The effect of sport stacking on improving hand-eye coordination in junior high students with learning disabilities is immediate. 2. The effect of sport stacking on improving hand-eye coordination in junior high students with learning disabilities is maintainable. 3. After the junior high school students with learning disabilities accept the sports stacking instructions have good social validity. Finally, based on the results of the study mentioned above, the study provides some suggestions for future teachings and studies.

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Huang, Chiung-Hui, et 黃瓊慧. « The Effect of Functional Analysis and Treatment of Hand Stereotypies in Students with Developmental Disabilities in Elementary School ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/07638234278519536374.

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碩士
國立嘉義大學
特殊教育學系研究所
97
The purpose of this current study was to employ functional analysis to investigate the functions served to maintain the students’ stereotypical behaviors, and to develop an appropriate intervention-plan to decrease the students’ stereotypical behaviors. This study adopted the single-subject research, and the subjects were two elementary school students with developmental disabilities who displayed hand stereotypical behaviors. In the step of functional analysis, four conditions, including attention, demand, alone, and play, were conducted to investigate the functions of students’ stereotypical behaviors. Subsequently, an ABAB design, also known as a reversal design, was used to assess the treatment effects of preferred objects on these two students’ stereotypical behaviors. The research results of this study were summarized as following: 1.Sensory reinforcement might be the major factor to maintain the stereotypical behaviors via functional analysis. 2.Under the intervention with preferred objects, it was noted that functional-based intervention-plan was effective in reducing the frequencies of stereotypical behaviors. Based on the results of this study, several suggestions for instructional practices and researches were proposed.

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Chen, Chien-chuan, et 陳建全. « An Action Research of Table Tennis Teaching on Students' Attention and Hand-eye Coordination Ability with Intellectual Disabilities ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/21890381610827987162.

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碩士
國立臺灣師範大學
體育學系在職進修碩士班
100
The purpose of this study was to discussion on an action research to improve the situation of adapted physical education table tennis teaching on students' attention and hand-eye coordination ability with intellectual disabilities. And researchers in the course of action to overcome teaching problems, reflection and professional growth. The study participants for the two junior high students with intellectual disabilities, Designed 10-week, three times a week of table tennis teaching, before and after curriculum implementation test on "Chu’s attention test, change tank (Soda Pop) hand-eye coordination test". And the way in Teaching journal, the observer records and video observation. Understanding the learning process and difficulties of the learners. The obtained quantitative data to EXCEL for descriptive statistics, qualitative data by constant comparison method to classify and analyze. The results of the case study showed as follows: 1.Two students in "Chu’s attention test", pre-test and post-test performance has improved,after 10 weeks of table tennis teaching, the progress rate of 6.25% and 56%. 2.Two students in " hand-eye coordination test", pre-test and post-test performance has improved,after 10 weeks of table tennis teaching, the progress rate of 14%. 3.The researchers use an incentive strategy, transfer the situation,simplify the strategy of the course difficulty,and peer guidance, students with intellectual disabilities can effectively enhance the table tennis learning outcomes. 4.Through the case study,the researchers had developed a better understanding of the sports table tennis curriculum lesson plans written ability and teaching skills adapt with the teaching professional growth.

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Hsiao, Yu-Chun, et 蕭羽君. « The Effects of Special Olympics Bocce Instruction on Enhancing Hand-Eye Coordination of Students with Moderate and Severe Intellectual Disabilities ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/7jzwkz.

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碩士
國立彰化師範大學
特殊教育系所
105
This study aimed to examine whether Special Olympics Bocce instruction would improve the hand-eye coordination ability of middle school students with moderate and severe intellectual disabilities. To answer the research questions, this study used a single-case research design called multiple probe design across subjects, and recruited three middle school students from a special school. The intervention was featured with the use of fun games and the least prompting system. This study collected three participants’ scores on a self-made hand-eye coordination ability assessment across all experimental phases as well as social validation data from teachers’ interviews, and data were further analyzed via visual analysis and content analysis, respectively. Results revealed three major findings: (a) Special Olympics Bocce instruction effectively improved all three participants’ hand-eye coordination ability; (b) teachers held positive attitudes toward the effectiveness and methods of bocce instruction, especially the improvement of students’ performances on sport and self-help activities; and (c) the key to the success of bocce instruction was the use of fun games for practices and the least prompting system. Based on the results, recommendations for future practice and research were further discussed.

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Cheng, Hsin-Chieh, et 鄭信潔. « A Musical Activity Program on Hand-Eye Coordination and Functional Operation Ability for Elementary Students with Disabilities ina Self-Contained Class ». Thesis, 2015. http://ndltd.ncl.edu.tw/handle/46677402413226198616.

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碩士
臺北市立大學
特殊教育學系
103
The purpose of this study was to investigate the effect of Musical Activity Program on hand-eye coordination and functional operation ability for elementary students with disabilities in self-contained class. Subjects were 3 elementary students with disabilities in self-contained class in Keelung. They received Musical Activity Program for 8 weeks 16 times. The single-subject research with A-B-M model was adopted. The research instrument was “Hand-Eye Coordination Ability Assessment Chart”, “Functional Operate Ability Assessment Chart” and social validity was also discussed based on the results of interviewing other teachers. The data was analyzed by visual inspection techniques and qualitative method. The results of this research were concluded as below： 1.Musical Activity Program could achieve the immediate effect and keep students’ hand-eye coordination ability. 2.Musical Activity Program could promote the immediate effect and keep students’ functional operation ability. 3.Musical Activity has high social validity on students’ intervention effect of hand-eye coordination ability and functional operation ability. Finally, the research results were authorized to be use for education practice and further research reference.

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Chang, Chien-Hua, et 張建華. « The Effects of Virtual Reality Game (Pokémon Go) on Improving the Attention and Eye-hand Coordinations of Students with Intellectual Disabilities ». Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8rxqu8.

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碩士
國立清華大學
特殊教育學系
106
The Effects of Virtual Reality Game (Pokémon Go) on Improving the Attention and Eye-hand Coordinations of Students with Intellectual Disability Abstract This study adopted a single subject experimental design to explore the effects of virtual reality game Pokémon Go on students with intellectual disabilities to enhance their attention and eye-hand coordination. Took two students with intellectual disabilities as study participants and received a 2~3-week, 10-lesson, 60-minute virtual reality game Pokémon Go teaching. In this study, we analyzed the participants' attention by off-tasks classroom records and the changes of the angle/speed for eye-hand coordination during the recording period. The data were analyzed by the visual analysis and C-statistics. In qualitative data, the researcher analyzed and sorted their parents' interview contents in order to understand the acceptance and reaction of the subjects about the teaching of Pokémon Go virtual reality games. The results were as follows: (1) The effects of teaching virtual reality game Pokémon Go, had significant immediate effects and reserved effects on improving the attention of students with intellectual disability. (2) The effects of teaching virtual reality game Pokémon Go, had significant immediate effects and reserved effects on improving the angles of eye-hand coordination of students with intellectual disability. (3) The effects of teaching virtual reality game Pokémon Go, had significant immediate effects and reserved effects on improving the speeds of eye-hand coordination of students with intellectual disability. Based on the above findings, the researcher made specific recommendations for further researchers and teaching reference. Key words: virtual reality, attention, students of intellectual disability, eye-hand coordination, Pokémon Go

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40

Goldstein, David. « Assessment of the Disabilities of the Arm, Shoulder and Hand (DASH) Questionnaire for use in Patients following Neck Dissection for Head and Neck Cancer ». Thesis, 2010. http://hdl.handle.net/1807/25599.

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In this cross-sectional study, the sensibility, reliability, and validity of the Disabilities of the Arm, Shoulder and Hand (DASH) questionnaire were assessed in patients who underwent neck dissection for head and neck cancer. A sensibility questionnaire was used to assess face and content validity. Test-retest reliability was tested by re-mailing the questionnaire; validity, by evaluating differences in scores between patients undergoing different types of neck dissections and by correlating DASH scores with Neck Dissection Impairment Index (NDII) scores. The DASH was considered sensible by both patients and surgeons. The DASH was reliable with an intraclass coefficient of 0.91. The DASH showed differences between patients who underwent accessory nerve-sacrifice and nerve-sparing neck dissection. DASH scores strongly correlated with NDII scores. Thus, the DASH is a sensible, reliable, and valid instrument for assessing shoulder impairments and activity limitations following neck dissection.

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41

Lin, Chun-Jung, et 林君蓉. « Assisting People with Multiple Disabilities by Actively Performing Hand Occupational Activity with Nintendo Wii Remote Controllers through the Control of an Environmental Stimulation ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25384815438159573992.

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碩士
國立東華大學
特殊教育學系
100
Environmental stimulation prompt technology is a new technology by utilizing Nintendo Wii Remote Controller. Participants turned the correct sides of the boxes containing Nintendo Wii Remote Controllers by following the instructions from the computer and the reinforcements of environmental stimulation prompt technology were appeared.In this study, the hand occupational activity learning effects of two multiple disabilities students were discussed if promoted by the reinforcements of via their favorite songs. The single experiment design of the multiple probe design across subjects was adopted in this study. Initially, both participants received the baseline phase at the same time and data of participant B were collected during baseline and intervention phases after participant A showed the stable performance at baseline phase. The two participants emerged obvious improvement at maintenance phase by operating correctly the turning boxes. During baseline phase, the average correct frequency of participant A was enhanced to 2.27(times/min) from 0.45(times/min) and participant B was enhanced to 1.68(times/min) from 0.25(times/min) after interfering environmental stimulation prompt technology. The average correct frequency of participant A and B were 2.45(times/min) and 1.65(times/min) during the maintenance phase. The difference of both participants between the baseline, the intervention phases were significant. Base on the results, the actively performing hand occupational of both participants were improved by environmental stimulation prompt technology, moreover, the skill learning from intervention phase was retained during the maintenance.

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42

LAI, LI-RU, et 賴麗如. « The Learning Process of Junior-high-school Students with Intellectual Disabilities during Eye-hand Coordination Tasks in A Gamified Perceptual-motor Training Curriculum ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/66j89b.

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碩士
慈濟大學
教育研究所
107
The purpose of this study is to explore the effectiveness of the gamified Perceptual-Motor training program on the improvement of functional fine motor skills and eye-hand coordination among students with intellectual disabilities. The study subjects were three children attending special education schools in the middle school. The study is through Qualitative case study. According to the "Revised China Adaptation Behavior Scale" and the "Adaptational Behavior Assessment System Second Edition" assessment content, the "intelligence training course hand movement checklist" was compiled as a Research object hand fine performance evaluation, before training course plan proceeding. Through the training process of the 12-week gamification-training training course program and the research data obtained from the teaching, the effects of the hand operation and eye-hand coordination of the research object are discussed. The conclusions of this study are as follows: 1. There are phased implementation courses and priorities. 2. Perceptual-motor training curriculum has an effect on the hand-eye coordination, basic skills and self-care ability of the three junior high school students with intellectual disabilities. 3. We have mastered the difficulties of teaching to promote professional growth. Finally, based on the research conclusions, we propose specific recommendations for reference.

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43

Wu, Hsiao-Ling, et 吳曉陵. « An Adaptive Dynamic Pointing Assistance Program to Help People with Multiple Disabilities Improve Their Computer Pointing Efficiency with Hand Swing Through a Standard Mouse ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/54578677620471667694.

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碩士
國立東華大學
身心障礙與輔助科技研究所
98
The latest research adopted software technology to redesign the mouse driver, and turned a mouse into a useful pointing assistive device for people with multiple disabilities who cannot easily or possibly use a standard mouse, to improve their pointing performance through a new operation method, Extended Dynamic Pointing Assistive Program (EDPAP), where the user can swing his hand on the desktop to quickly move the cursor to a target. 　　However, EDPAP has lower pointing efficiency due to the cursor jumping in sequence amongst the targets once there are many targets on the screen. This study evaluated whether two people with multiple disabilities would be able to improve their pointing performance through a new target acquisition technique based on EDPAP, Adaptive Dynamic Pointing Assistive Program (ADPAP), where the cursor movement path is selected adaptively by users’ hand swing direction, as opposed to being sequential. This study used multiple probe design across participants. 　　　Participants typically received two 30-minute ADPAP training sessions per week, for a period of about 6–7 weeks. Initially, both participants had their baseline sessions. 　　Then intervention started with the first participant. When his performance was consolidated, new baseline and intervention occurred with the second participant. Finally, both participants were exposed to the maintenance phase, in which their pointing performance improved significantly. Data indicated that both participants improved their pointing efficiency with the use of ADPAP and remained highly successful through the maintenance phase. Results of this study showed that, with the assistance of ADPAP, participants can acquire targets quickly, easily, and accurately, thus helping the disabled to solve their pointing problems.

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44

Chuang, Ming-Fong, et 莊明峯. « The Effects of Adapted Physical Education Teaching on Attention and Hand-eye Coordination Ability of Students with Intellectual Disabilities - A Case Study of Tee Ball ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/389bk3.

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碩士
遠東科技大學
創新設計與創業管理研究所
105
The purpose of this study was to examine the impact of adapted physical education tee ball on attention and hand-eye coordination of students with intellectual disability. Study participants were three students with intellectual disability who attended special education classrooms in the Tainan Municipal Sinshin Elementary School, recruiting through purposive sampling. Three participants and their parents all agreed to participate the study. The 40-minute adapted tee ball instruction took place four times per week for six weeks. To evaluate the impact of the intervention, prior to and following the intervention, participants were assessed using Multi-dimensional Attention Test, record of attentive behaviors and the Soda Pop hand-eye coordination test. Data were analyzed using visual inspection, SPSS and the t test. Results showed statistical significance in the attention and hand-eye coordination performance of three students with intellectual disability.

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45

HSIEH, CHIA-TING, et 謝佳廷. « The Influence of Adapting to Physical Education on the Attention and Hand-eye Coordination of Students with Learning Disabilities - Taking Badminton Teaching as an Example ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k355rw.

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碩士
佛光大學
管理學系
107
This study uses the action research method to understand the sports situation of students with learning disabilities, design and adapt to the sports badminton course, improve the students' attention and hand-eye coordination Through the adjustment of the strategy in the course, and explore the problems and solutions In the teaching process. The program is developed to improve the professional competence of teachers.The study participants were two middle school students, designed for ten weeks, three times a week for badminton teaching, and implemented a soldier-type attention check in the course, "hand-eye coordination ability test", The learner's learning process and difficulties are recorded in the form of the teacher's log and the observer's record. After the above quantification and qualitative data have been collected, after analysis and discussion, the results are as follows: After two weeks of adapting to the sports badminton course, the two students the rate of improvement before and after the "chu's attention test" is over 15%, and the progress rate before and after the " change hand-eye coordination test" reached 16.5% or more. 2. The structured teaching environment, reward system, supportive strategies and self-cognition of learning objects in the course can effectively improve the students' sports learning performance. 3.After learning the students, the researchers designed and adapted to the physical education curriculum, and to make records in the course and conduct tests on students, and to formulate adjustment strategies for students' learning problems, which are beneficial to the teaching and professional growth of the sports badminton course.

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Saladin, Shawn Patrick Parker Randall M. « Psychosocial variables in the adoption of assistive technology among deaf and hard of hearing adults ». 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1400/saladins34851.pdf.

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47

Patrick, Shawn M. « Experiences of first-year students with disabilities who had a faculty mentor ». 2011. http://liblink.bsu.edu/uhtbin/catkey/1657867.

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The transition from high school to college is difficult for students and they need to learn to navigate the transition in order to be successful and stay in school. This process is especially challenging for many students with disabilities who may face additional difficulties due to their disability. The purpose of this study was to gain a better understanding of how having a faculty mentorship influences the collegiate experience of students with disabilities. This study was grounded in qualitative, hermeneutic phenomenology methodology. Data were gathered through semi-structured interviews with students with disabilities who had a faculty mentor during their first semester of college. Data analysis was conducted based on thematic analysis (Van Manen, 1990), and predominant themes were discovered. The researcher concluded faculty mentorship does affect the collegiate experience of students with disabilities in considerable ways. Students met significant challenges adjusting to the collegiate life. Faculty mentorship assisted some of these students during their transition from high school to college. Based on these themes, specific conclusions were drawn regarding students with disabilities transition and the postsecondary accommodation process. Suggestions were presented for university administrators, faculty, and staff, all of which work with students with disabilities.
Department of Educational Leadership

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48

Martin, Deena Marlene. « Learning to listen : the voices of post-secondary deaf and hard of hearing learners / ». 2009. http://hdl.handle.net/10048/691.

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Thesis of (Ph.D)--University of Alberta, 2009.
Title from pdf file main screen (viewed on October 7th, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Special Education, Department of Educational Psychology, University of Alberta. Includes bibliographical references.

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49

Kuo, Hsiu-Chen, et 郭繡珍. « School Adjustment of Two First Grade Students with Disabilities Who Had Early Intervention Experience ». Thesis, 1999. http://ndltd.ncl.edu.tw/handle/18118904405699535384.

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碩士
國立高雄師範大學
特殊教育學系
87
This study explored the school adiustment-related needs of two first grade students who recepted one year early intervention, and examined the effectiveness of the early intervention experience on their school adjustment. The naturalistic inquiry was used to gain the diverse perspectives and opinions both from parents, classroom teachers and physical therapists in primary school, and from the director, social workers, and special educators in the early intervention program of participants A and B separately. The following school adjustment-related skills of two participants were identified by in depth interviews and in class observations: communication, self-care, self-regulation, self-advocacy, community use, social skills, functional academics, adapt-change , self-determination, learning attitude, following directions, emotional management and sensorimotor skills for A . And expressive skills, motivation for communicating, self-eating, sensorimotor skills, health and safety, self-regulation, social skills, functional academics, attention and persistence, fine motor and following directions for B. The school adjustment-related support needs of A and B were also recognized , including providing systematical and on-going instruction and training , opportunities for practicing learned skills in real situations, emotional support , and facilitating preacademic skills . In addition , A’s individual needs were addressed on peer tutoring , instruction method modification , self-confidence facilitation , vocabulary improvement ,play time management ,orientation on strange situation , adequate prompts on instruction and self-determination . The supports almost are from her mother, and seldom are from school teachers or special education teachers. B had special needs on assistive technology, physical therapy, medical care, motivating spontaneous responses and parents’ collaboration . But his needs are seldomly to be supported. Even his needs have been supported, the performences are still under-achievement. B’s parents and teachers are key persons to provide supports to him. Researcher and physical therapists also play a role to satistify his needs in school adjustment . The principal of the primary school and the director of early intervention program provide supports for assistive technology needs. A’s mother considered the assistances from early intervention are limited, because A had recept various trainings before she entered the early intervention program. B’s parents regarded early intervention program is helpful for B in the following areas: sensorimotor, eating, communication, self-assertive in learing, and parental education. The suggestions for the primary school, early intervention program and transition policy are also discussed in this study.

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Saladin, Shawn Patrick. « Psychosocial variables in the adoption of assistive technology among deaf and hard of hearing adults ». Thesis, 2004. http://hdl.handle.net/2152/1400.

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Thèses sur le sujet « Hand disabilities »

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