Rozprawy doktorskie na temat „Disability theory”
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Swenson, Patricia Louise. "A theory of program evaluation practices in disability management". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/51639.
Pełny tekst źródłaEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Disley, Philip Alan John. "Applying equity theory to staff in learning disability services". Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618725.
Pełny tekst źródłaO'Donnell, Owen. "Labour supply and consumption consequences of disability". Thesis, University of York, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259808.
Pełny tekst źródłaBeckett, Angharad Elise. "The 'struggle' for citizenship : citizenship, social movement theory and disability". Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408363.
Pełny tekst źródłaGilroy, John. "The Participation of Aboriginal People with Disability in Disability Services in NSW, Australia". Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/9104.
Pełny tekst źródłaCerebral Palsy Alliance
Morciano, Marcello. "Latent factor modelling of disability". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/16224/.
Pełny tekst źródłaHarris, Patrick. "Reconceptualizing Rhetorics of Madness: A Theory of Neurodiversity". Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1500394152345408.
Pełny tekst źródłaJarvis, Joanne Lynne. "The development and maintenance of chronic pain and disability : A process theory". Thesis, University of Canterbury. Psychology, 2003. http://hdl.handle.net/10092/6798.
Pełny tekst źródłaBusinge, Patrick Rusoke. "Education, disability and armed conflict : a theory of Africanising education in Uganda". Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18009.
Pełny tekst źródłaKahonde, Callista Kanganwiro. "A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities". Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24508.
Pełny tekst źródłaMoore, Katherine Joanne. "Disability employment practices in the Australian retail sector". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91182/1/Katherine_Moore_Thesis.pdf.
Pełny tekst źródłaEgner, Justine E. "An Intersectional Examination of Disability and LGBTQ+ Identities In Virtual Spaces". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7149.
Pełny tekst źródłaMoallef, Akbari Parvaneh. "Theory of mind and the nonverbal learning disability syndrome, analysis of case studies". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58683.pdf.
Pełny tekst źródłaGale, Julia. "Building practice through managing change : a grounded theory study of learning disability nurses". Thesis, London South Bank University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271762.
Pełny tekst źródłaFort, Megan. "Inclusive Recreation: The Malleability of Attitudes Toward Disability Through Peer Interaction". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5687.
Pełny tekst źródłaDavy, Laura Kathryn. "People with Intellectual Disability and the Relational Self: Redrawing the Moral Boundaries of Personal Autonomy". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17577.
Pełny tekst źródłaAsh, Sarah. "Adolescents with Developmental Disabilities and their Parents: A Systems Theory Approach to Functioning and Well-being". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105068.
Pełny tekst źródłaThis dissertation involved secondary analysis of data from the Early Intervention Collaborative Study (EICS), a longitudinal study of children with developmental disabilities (DD) and their families (Hauser-Cram, Warfield, Shonkoff, & Krauss, 2001). The sample for this dissertation was comprised of 133 adolescents with DD and their parents. When the target adolescent was ages 15 and 18, mothers and fathers completed measures assessing their own functioning and that of their child, as well as aspects of the home and family environment. Regression analyses were utilized to examine factors that relate to and predict functioning and well-being of adolescents with DD and that of their parents. The following research questions were addressed: (1) What parental and child factors are related to the well-being of parents of adolescents with DD? (2) How is partner satisfaction related to the parent-child relationship and family cohesion for parents of adolescents with DD? (3) How are work characteristics related to parental satisfaction with the parent-child relationship and with parental well-being? (4) What factors predict and relate to adolescent autonomy in teens with DD? Results indicated that parenting efficacy predicted parental well-being and various types of parenting stress above and beyond adolescent behavior problems. Counter to hypotheses, parent social support and adolescent autonomy did not relate to parental well-being. Additionally, the total number of adolescent behavior problems was related to greater well-being among mothers but not fathers, though externalizing behavior problems in particular related to greater total parenting stress for fathers only. Dyadic adjustment was only related to greater satisfaction with family cohesion for fathers, as was difficulty of care. For both mothers and fathers, work flexibility and job satisfaction contributed to greater parental well-being above and beyond satisfaction with the parent-child relationship. Finally, social acceptance predicted later adolescent autonomy, and adolescent self-efficacy related to autonomy above and beyond previous social acceptance. Collectively, the findings demonstrated the influence of adolescent functioning in relation to parents’ well-being, the importance of parenting efficacy for parents and peer support and self-efficacy for adolescents with disabilities, and the potential benefits of employment for this parenting group. Implications and areas for future study are discussed
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Wieseler, Christine Marie. "A Feminist Contestation of Ableist Assumptions: Implications for Biomedical Ethics, Disability Theory, and Phenomenology". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6433.
Pełny tekst źródłaNolan, Renee H. "Uncovering the Keys of Success In The Utah Medicaid Work Incentive Program: A Grounded Theory Study". DigitalCommons@USU, 2006. https://digitalcommons.usu.edu/etd/6236.
Pełny tekst źródłaOrens, David M. "an end to the 'other' in landscape architecture: poststructural theory and universal design". Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/30523.
Pełny tekst źródłaMaster of Landscape Architecture
Stanton, Courtney. "FINDING UNIVERSALS THROUGH DIFFERENCE: DISABILITY THEORY’S POTENTIAL TO EMPOWER COMPOSITION STUDIES". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/388710.
Pełny tekst źródłaPh.D.
While much attention has been paid to the borders between those within and beyond the discipline of composition, the primary goal of this project is to examine the discourses which exist within composition and, subsequently, how these discourses might work to undermine pedagogy and scholarship. I take the position that even those working directly in composition do not offer clear, consistent consensus regarding concepts which are fundamental to the legitimacy of composition as a discipline. Thus, as we strive to meaningfully frame our work for our students and stakeholders, it is imperative that we confront the ambivalences in our own discussions. Throughout this project I use critical disability theory to reconcile underlying concepts of composition, such as instability and the contextual nature of language, with competing concepts that often undermine effective pedagogy. Addressing these gaps via disability theory illustrates various conceptual similarities between the two disciplines and highlights the problematic tensions found in composition. Chapters two, three, and four here confront gaps between composition theory and practice and offer ideas from disability studies as a means of exploration and potential resolution. I first examine the specific notion that writing centers are intended to foster student autonomy through a long-term focus on creating better writers, rather than better writing. By exploring the deeper theoretical implications of the writer versus writing dichotomy, I hope to expose as destructive one of its key assumptions—the possibility of writerly autonomy—and consider its effects on writing center work and composition practice more generally. From here, disability theory offers a means to decentralize autonomy as a defining term, via specific theories of representation and dependence. I then focus on what we can accomplish, given this rejection of autonomy, and how to most effectively share and build knowledge with students. I explore the relationship between knowledge transfer and narratives of overcoming disability through analysis of scholarship on first-year writing courses. I argue that a belief in easily generalizable knowledge, like a belief in autonomy, manifests in misconceptions of the successful first-year writing course and thus that knowledge transfer should be reconceptualized as agency, and offer a brief discussion of threshold concepts as one potential source for transfer-as-agency pedagogy. Building on these concepts, I then consider how to most effectively locate composition within the university structure, focusing specifically on WAC/WID programs and the disability concepts of accommodation and universal design. Theories of universal design illustrate that composition must be integrated into the curricula beyond first-year writing; this sort of comprehensive curricula is not without complication, however, so I also explore issues of authority which arise out of universal design perspectives. Finally, I offer three imagined scenarios meant to illustrate how individuals working within this disability theory-based framework might address different challenges related to writing instruction and to reinforce the enormous value of a disability studies approach to the work of composition.
Temple University--Theses
Quibell, Ruth Grace, i rquibell@swin edu au. "Unmaking the other? : discourses in intellectual disability in contemporary society". Swinburne University of Technology. Department of Sociology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20050830.133554.
Pełny tekst źródłaCampbell, Fiona Anne Kumari. "The great divide : ableism and technologies of disability production". Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15889/1/Fiona_Campbell_Thesis.pdf.
Pełny tekst źródłaCampbell, Fiona Anne Kumari. "The Great Divide : Ableism And Technologies Of Disability Production". Queensland University of Technology, 2003. http://eprints.qut.edu.au/15889/.
Pełny tekst źródłaSilveira, Drielly Teixeira Lopes [UNESP]. "Sob o signo da sereia: a feminilidade na experiência de mulheres trans deficientes". Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154738.
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A experiência transexual é uma temática de especial evidência no contexto acadêmico contemporâneo, sendo descrita como um fenômeno complexo, que pressupõe uma incompatibilidade entre gênero e sexo biológico. Por interrogar o modelo binário sexo/gênero, permite que se questione os discursos científicos envoltos em pressupostos de naturalização dos corpos. A deficiência, fora dos modelos reabilitativos, representaria per si um transgressão da “ordem anatômica”, ainda que seja reconhecida pelo modelo biomédico como o resultado de uma falha, congênita ou adquirida, que afetará o funcionamento “normal” do corpo ou de algumas de suas partes. A percepção de ambos os corpos recebe novos contornos quando de encontro à leitura de Judith Butler, para a qual, o lugar de patologização e abjeção conferido a estas experiências são resultado de práticas discursivas que estabelecem relações de poder que incidem sobre os corpos. Refletindo sobre as múltiplas possibilidades de experiências compreendidas a partir do feminino e considerando a posição de subalternidade conferida a esses corpos diante das normas hegemônicas, este trabalho se propõe a oportunizar um espaço de narrativa e análise para uma experiência pouco explorada academicamente: a experiência subjetiva de mulheres trans deficientes. Focalizando em especial os disability studies e suas possíveis interlocuções com a Teoria Queer como aporte teórico, foram realizadas entrevistas com três mulheres trans deficientes, sendo elas: duas portadoras de deficiência física e uma sensorial. Utilizou-se para a coleta de dados do método de História Oral Temática (Meihy, 1996). As análises de narrativas foram organizadas conforme a metodologia de Análise Textual Discursiva, destacando as categorias que recebem destaque na fala, constituindo 3 eixos de análise: (1) O transito como transgressão: da dificuldade de locomoção ao gênero itinerante. (2) O olhar como fonte de escárnio, reconhecimento e desejo. (3) A mulher como poder. Esta pesquisa possui um caráter qualitativo e exploratório, e tem como pretensão, ampliar e fomentar novas produções e discussões relacionadas às noções de feminilidade, corpo e sexualidade a partir da subjetividade trans em interface com a deficiência.
The transsexual experience is a highlighted theme in the current academic context, being portrayed as a complex phenomenon, which presupposes an incompatibility between gender and biological sex. By questioning the binary sex/gender model, it is allowed to question the scientific speeches wrapped in body naturalization presumptions. Disability, out of rehabilitative model, would represent, per se, a transgressions of the “anatomic order”, even if recognized by the biomedical model as the result of a flaw, either congenital or acquired, that will affect the “normal” functioning of the body or of some of its parts. The perception of both bodies acquire new outlining when facing the reading of Judith Butler, for whom the place of pathologization and abjection conferred to these experiences are the result of speech practices that establish power relations that act upon the bodies. Reflecting upon the multiple possibilities of experiences, understood on the basis of feminine, and considering the subordinate position conferred to these bodies in the face of the hegemonic rules, this work aims to create a space of narrative and analysis for an experience that has been little explored academically: the subjective experience of disabled trans women. Focusing, specially, on the disability studies and its possible interlocutions with the Queer theory as theoretical basis, interviews with three disabled trans women were made, being them: two physically disabled women and a sensorial disabled one. For data collection, we made use of the Thematic Oral History method (Meihy, 1996).The analyses of the narratives were organized according to the Discursive Textual Analysis, highlighting the categories that are prominent in the speech, constituting 3 analysis axes: (1) Transit as transgression: from walking difficulties to the itinerant genre. (2) The eyes as a source of scorn, recognition, and desire. (3) The woman as power. This research has a qualitative and exploratory nature, intending to expand and foment new works and discussions regarding the notions of femininity and sexuality from the interface between transgender subjectivity and disability
Saffer, Jessica. "Responses of people with physical health conditions to changes in disability benefits : a grounded theory study". Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19513.
Pełny tekst źródłaChrisman, Wendy L. "The Rhetorics of Recovery: An (E)merging Theory for Disability Studies, feminisms, and Mental Health Narratives". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1222177511.
Pełny tekst źródłaVolion, Ashley Maria. "Everyday Lived-Experiences and the Domain of the Sexual As Explored By Four Physically Disabled Women". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1183.
Pełny tekst źródłaRussell, Sian. "Phantom dispositions & devalued bodies : a Bourdieusian analysis of the experiences and perceptions of stroke survivors living in the community". Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/760e040e-c350-4982-b53d-f2ec91155571.
Pełny tekst źródłaHawkins, Robert Wayne. "Please Hold: Australia’s Communication Policy Response to the United Nations Convention on the Rights of Persons with Disabilities". Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24114.
Pełny tekst źródłaAbujbarah, Kinda. "Laughing Back: A Phenomenological Study of Disability Humor Using Culturally Responsive Methodologies". Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/9.
Pełny tekst źródłaSmith, Sarah Anne. "Love, Sex, and Disability: The Ethics and Politics of Care in Intimate Relationships". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1246649418.
Pełny tekst źródłaMeyer, Rachel Heather. "COLLEGE STUDENTS WITH DISABILITIES' MOTIVATION TO UTILIZE DISABILITY SUPPORT SERVICES: A QUALITATIVE INVESTIGATION". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/168403.
Pełny tekst źródłaPh.D.
The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of inductive and deductive procedures informed by Self-Determination Theory (SDT) (Ryan & Deci, 2002; Deci & Ryan, 2000). The analysis identified six themes in the narratives within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness: (1) Disability Construction; (2) High School Experience; (3) Significant Adults; (4) Disability Resources and Services (DRS) and other Services; (5) Interactions with Faculty; and (6) Interactions with Peers. An important conclusion of the analysis was that students' motivation and decision to disclose their disability and to utilize support services was framed by the level of acceptance of their disability--or, in self-determination theory terms, their integration of their disability to their authentic self. Students' narratives that suggested integration of the disability to the self also included indication of the students being more proactive, agentic, flexible, adaptive, and open in disclosing their disability to the university, to faculty and to peers, and in utilizing support services. In contrast, students' narratives that suggested partial or non-integration of the disability, and ambivalence towards being labeled with a disability, also included indication for hesitance, rigidity, and less adaptive patterns of disclosure and utilization of services. Different levels of integration of the disability in students' narratives were concordant with indication in the narratives of different levels of support for the psychological needs of autonomy, competence, and relatedness--particularly by significant adults at home and in high-school. These general psychological-motivational patterns manifested in the narratives as individual profiles that integrated the six themes into the unique narrative of each participant. The study ends with consideration of the implications of the findings to future research and possible ways by which university disability support services may promote effective utilization of services by students with disabilities.
Temple University--Theses
Cockburn, Lynn. "The responses of Bamenda disability organizations to HIV and AIDS: A multiple case study". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/707.
Pełny tekst źródłaPavli, Antonia. "Creative Disability Classification Systems : The case of Greece, 1990-2015". Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-57830.
Pełny tekst źródłaPritchard-Jones, Laura Gwynne. "Making health and welfare decisions in old age : challenging the adequacy of mental disability law and theory". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/making-health-and-welfare-decisions-in-old-age-challenging-the-adequacy-of-mental-disability-law-and-theory(f3f29f67-6454-4013-8d6e-e5a783ca97fd).html.
Pełny tekst źródłaTregaskis, C. E. "Being a chameleon : multiple identity as a means of uncovering perspectives on disability and impairment". Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370001.
Pełny tekst źródłaShelton, Stephanie Michelle. "Implementing a Healthy Diet in the Intellectual Disability Residential Community". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4986.
Pełny tekst źródłaRaymond, Matthew Derek. "Mental health status and its relationship with childhood trauma: The social cognitive theory and cognitive reserve hypothesis applied to incarcerated offenders". Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/21800.
Pełny tekst źródłaBeight, Debra Lynn. "Medicine, Intersex, and Conceptions of Futurity: Examining the Intersections of Responsibility and Uncertainty". The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618592071848521.
Pełny tekst źródłaCascarilla, Elizabeth A. "Chronic Pain-Related Distress & Disability: An Empirical Investigation of a Modern Behavioral Theory of Acceptance of Chronic Pain". University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1257472306.
Pełny tekst źródłaMartinsson, Malin. "I ett hörn av ett hörn i en annan del av Köping : En diskursiv studie av tidskriften DramaForum". Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22142.
Pełny tekst źródłaI denna uppsats undersöker jag om tidskriften DramaForum konstituerar förgivet tagna uppfattningar av personer med intellektuell funktionsnedsättning. Syftet är att granska diskursen kring intellektuell funktionsnedsättning i de svenska dramapedagogernas branschtidskrift DramaForum. Den metod jag använder mig av är diskursanalys och ansatsen är poststrukturalistisk. Resultatet är analyserat med utgångspunkt i Crip Theory, och tre teman som bygger på stereotypa antaganden. Min slutsats är att DramaForum framställer intellektuell funktionsnedsättning till största del utifrån ett av dessa teman. Jag analyserarar den överordnade diskursens förhållande till underliggande diskurser samt diskuterar dess relation till den sociala praktik som är dess ursprung.
Stewart, Kim. ""It's the people's radio": People with disability in Australian community radio". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/130755/8/Kim%20Stewart%20Thesis.pdf.
Pełny tekst źródłaMcallister, Ashley Joanne Helen. "Australian and Ontarian approaches to disability income support design and mental illness: A comparative study". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13791.
Pełny tekst źródłaHobbs, Nicola. "Disability and physical activity behaviours : an application of theoretical frameworks". Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2339.
Pełny tekst źródłaBryan, Amanda. "New Museum Theory in Practice: A Case Study of the American Visionary Art Museum and the Representation of Disability". VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1627.
Pełny tekst źródłaEva, Gail E. "Spinal cord compression secondary to cancer : disability and rehabilitation". Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/245.
Pełny tekst źródłaDerby, John K. "Art Education and Disability Studies Perspectives on Mental Illness Discourses". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250311625.
Pełny tekst źródłaBonenberger, Christina Elizabeth. "Working with the Well Sibling: The Perspective of the Marriage and Family Therapist". Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/63897.
Pełny tekst źródłaMaster of Science
Smyth, Catherine M. "Carers' intentions to encourage healthy diet in people with a learning disability : the application of Theory of Planned Behaviour". Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/25209.
Pełny tekst źródła