Teses / dissertações sobre o tema "Mentally disabled children"
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Bigley, Ambrea. "Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.
Texto completo da fonteGrewe, Scott David. "Neuropsychological and personality features of learning disabled and emotionally handicapped children". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.
Texto completo da fonteDepartment of Educational Psychology
Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.
Texto completo da fonteShaboodien, Shabier Ibrahim. "Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong Kong". Thesis, View the Table of Contents & Abstract, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21129484.
Texto completo da fonteMcFann, Mitchell Louis. "Relationship between profiles of attention and special education placement". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.
Texto completo da fonteEllen, Arthur S. "Modification of the classroom adjustment rating scale for use with learning disabled and emotionally handicapped boys". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/483131.
Texto completo da fonteGoosen, Maria. "Evaluation of the service delivery protocol utilised with sexually abused mentally disabled children in the Boland / Goosen M". Thesis, North-West University, 2012. http://hdl.handle.net/10394/8079.
Texto completo da fonteThesis (MSW (Forensic))--North-West University, Potchefstroom Campus, 2012.
Scott, Mary Ann Lugo. "A comparison of WISC-R and WISC-III IQ scores and special education placement in samples of Black and White mentally retarded and learning disabled students /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Texto completo da fonteJones, Francesca. "Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4866/.
Texto completo da fontePottinger, Richard C. "Elementary school principals' attitudes and training as they relate to their least restrictive environment (LRE) practices toward self-contained learning disabled and/or emotionally impaired students". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49869.
Texto completo da fonteEd. D.
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McCrary, Donna E. (Donna Evelyn). "Endogenous Constructivist Implications for Methodology : Focus on Young Children with Developmental Delay in the Social and Emotional Domains". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279375/.
Texto completo da fonteRuttner, Jeffrey D. "Motivational deficits among adolescents with mental handicaps". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56623.
Texto completo da fontePassier, Alyda M. "Social adjustment and language : a study of their relationship in learning disabled children". Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65533.
Texto completo da fontePoth, Katalin N. "An analysis of the strategies used by intellectually disabled children when learning to add small numbers". Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22619.
Texto completo da fonteAt the beginning of the study, all subjects could count to 10 and recognize numbers to 10, but most could not add. Subjects were evaluated each year on their ability to solve addition problems with sums no greater than nine. Subjects were divided into three groups based on first year results. Those in group 1 demonstrated no knowledge of addition, group 2 used the erroneous strategy of adding one to an addend, and group 3 included children with Down Syndrome who used a variety of strategies.
Over the next three years, subjects, in general, progressed in a manner similar to nondisabled children with regard to strategies, the order in which they were developed, error patterns, and the order in which number pairs were memorized.
Vieitez, Doreen E. "Teaching toy play to developmentally disabled adolescents : acquisition, difficulty, and generality of toy function". Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/474401.
Texto completo da fonteDe, Water Wendy. "Modifying core literature for the learning disabled student". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.
Texto completo da fonteGodinet, Nancy Kathryn. "Special education labeling relationships with learning disabled student self-concept". PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/792.
Texto completo da fonteDuis, Sandra S. "Differential performances on the wide range assessment of memory and learning of children diagnosed with reading disorder, attention- deficit/hyperactivity disorder, and traumatic brain injury". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063200.
Texto completo da fonteDepartment of Educational Psychology
Stephenson, J. R., of Western Sydney Nepean University e Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability". THESIS_FE_XXX_Stephenson_J.xml, 1996. http://handle.uws.edu.au:8081/1959.7/180.
Texto completo da fonteDoctor of Philosophy (PhD)
Uecker, Anne Cantalupo 1960. "A psychobiological exploration of mental rotation in three groups of children: Control, learning disabled, and Down syndrome". Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278013.
Texto completo da fonteNicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.
Texto completo da fonteEasterling, Gwendolyn S. Angell Maureen E. "Effects of a constant time delay procedure and sign language instruction on sight word acquisition of elementary school children with learning disabilities". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196665.
Texto completo da fonteTitle from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Barbara M. Fulk, Maribeth N. Lartz, Emily H. Watts. Includes bibliographical references (leaves 88-95) and abstract. Also available in print.
Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
Texto completo da fonteSource: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
Westwood, Anthony Thomas Read. "Survey of medical, dental and nursing services in centres for intellectually and physically disabled children in Cape Town and its environs". Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/26677.
Texto completo da fonteRiddoch, Jane. "Creating non-representational art by students who are severely intellectually disabled through a pictorial and musical program". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1050.
Texto completo da fonteChih-hung, Yang. "A study of collaboration in service delivery of early childhood intervention to children with intellectual disability and their families". Thesis, The University of Sydney, 2010. https://hdl.handle.net/2123/28893.
Texto completo da fonteAndrews, Zucker Gina. "A Case Study of the Impact of Administrative Frameworks on a Group of Intellectually Disabled Children Admitted to an Australian Mental Hospital in 1952". Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23210.
Texto completo da fonteChannon, Stuart Angell Maureen E. "Effects of three writing support programs on the writing quality and attitudes of Hispanic junior high students with learning disabilities". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196662.
Texto completo da fonteTitle from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Howard P. Parette, Jr., George Peterson-Karlan. Includes bibliographical references (leaves 132-149) and abstract. Also available in print.
McKenzie, Judith Anne. "Constructing the intellectually disabled person as a subject of education: a discourse analysis using Q-methodology". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002526.
Texto completo da fonteBoukhelif, Meryem. "Les représentations sociales de la scolarisation des enfants avec handicap mental". Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30053.
Texto completo da fonteThe school attendance of children mental handicap remains an underexploited field of search despite the opulant amount of informations that could bring to adapt to the best the interventions for the success of the Integration Act.The integration into mainstream education is a societal challenge. This service aims children with intellectual disabilities, so they can receive a quality education in a most normal framework possible and thus the ability toestablish contacts with non-disabled peers.Since 1996, laws and regulations engage more and more education brought to all children, whatever their difficulties, the education of mentally disabled with this law encounter difficulties to be achieved outside specialized institutions.The research actions on the education of children with mental handicaps remains very few, this is why research will focus on the representations of society put forward (disabled children's parents, teachers, normal children's parents), and to explain to them in order to identify the conditions for inclusive education
Lupo, Ana Paula Rodrigues. "O atendimento das crianças com deficiência mental: visão das mães e dos profissionais do CAPSi de Itu-SP". Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20260.
Texto completo da fonteMade available in DSpace on 2017-07-28T12:37:58Z (GMT). No. of bitstreams: 1 Ana Paula Rodrigues Lupo.pdf: 900355 bytes, checksum: 28fc926ecabc71f99153bbba60f58c6a (MD5) Previous issue date: 2017-06-13
Introduction: The incidence of mental health changes has increased considerably and the consequences of this tend to be tragic if the subject is not very well taken care of. In Brazil, the psychiatric reform is in full development. Children's Psychosocial Care Centers (CAPSi) are structures responsible for organizing the mental health services network in their territory, providing support and supervising mental health care in the basic health network. In Itu-SP there is a single CAPSi in the municipality. It was created in 2011 and has been showing a constant increase in the number of visits. We carried out a study about the perception of the care of both the employees and the mothers of the children served in this service.Objectives:1. To analyze how the professionals of the Child Psychosocial Care Center (CAPSi) "NeideBeneditaZacariasTasca" of Itu /SP perceive the needs and their collaboration in the education of mothers of children with mental disabilities; 2. Analyze how mothers with mentally handicapped children perceive the education they received from CAPSi professionals. Methodology: This is a descriptive, exploratory research with a qualitative approach, which presents as a theoretical reference the Discourse of the Collective Subject and was carried out at the NeideBeneditaZacariasTasca Children's Psychosocial Care Center "(CAPSi) de Itu / SP. The effectiveness of a group spontaneously created by the mothers of the children also researched. All employees and all mothers were invited and accepted to participate in the study 10 of the 13 employees and 30 of the 103 mothers.Results: For Employees, forty percent of them do not feel fully safe at work and suggest that they should be better trained; Eighty percent believe that their guidelines are ineffective and justify that the effectiveness of the guidelines depends on other factors and suggest that the demand for children is reduced. Regarding the conclusion of the mothers' interviews, all the mothers interviewed had some difficulty in getting to the service; Seventy percent believe that CAPSi is the best place to treat serious children; Sixty percent do not feel safe in relation to the guidelines received; Forty percent feel safe, but assigns this security to the group of mothers; All mothers suggest decreased demand in Itu'sCAPSi and establishment of other referral centers. Conclusions: Although more studies are needed to confirm the complaints pointed out in our research, the current survey may contribute to measures being taken to improve care in the ItuCAPSi
Introdução: A incidência de alterações da saúde mental tem aumentado consideravelmente e as consequências disso tendem a ser trágicas se o assunto não for muito bem cuidado. No Brasil, a reforma psiquiátrica está em pleno desenvolvimento. Os Centros de Atendimento Psicossocial infantis (CAPSi) são estruturas responsáveis em organizar a rede de serviços de saúde mental de seu território, dando suporte e supervisionando a atenção a saúde mental na rede básica de saúde. Em Itu-SP existe um único CAPSi no município. Ele foi criado em 2011 e vem apresentando constante aumento do número de atendimentos. Realizamos um trabalho sobre a percepção do atendimento tanto dos funcionários quanto das mães das crianças atendidas nesse serviço. Objetivos: 1. Analisar como os profissionais do Centro de Atenção Psicossocial Infantil (CAPSi) “Neide Benedita Zacarias Tasca” de Itu/SP percebem as necessidades e a sua colaboração na educação de mães de crianças com deficiência mental; 2. Analisar como as mães portadoras de crianças com deficiência mental percebem a educação que receberam dos profissionais do CAPSi. Metodologia: Trata-se de pesquisa descritiva, exploratória, com abordagem qualitativa, que apresenta como referencial teórico o Discurso do Sujeito Coletivo e que foi realizada no Centro de Atenção Psicossocial Infantil“ Neide Benedita Zacarias Tasca”(CAPSi) de Itu/SP. A efetividade de um grupo criado espontaneamente pelas mães das crianças também pesquisada. Todos os funcionários e todas as mães foram convidados e aceitaram participar do estudo 10 dos 13 funcionários e 30 das 103 mães. Resultados: Em relação aos Funcionários, quarenta por cento deles não se sente plenamente seguro no trabalho e sugerem que deveriam ser melhor capacitados; Oitenta por cento acredita que suas orientações não são efetivas e justificam que a efetividade das orientações depende de outros fatores e sugerem diminuir a demanda de crianças. Em relação a conclusão das entrevistas das mães, todas as mães entrevistadas tiveram alguma dificuldade de chegar ao serviço; Setenta por cento acredita que o CAPSi é o melhor lugar para o atendimento de crianças graves;Sessenta por cento não se sente segura em relação as orientações recebidas; Quarenta por cento se sente segura, mas atribui essa segurança ao grupo das mães; Todas as mães sugerem diminuição da demanda no CAPSi de Itu e estabelecimento de outros centros de referências. Conclusões:Embora mais estudos sejam necessários para comprovar as queixas apontadas em nossa pesquisa, o atual levantamento pode contribuir para que medidas sejam tomadas para melhorar o atendimento no CAPSi de Itu
Twee, Pam. "Literacy learning of adolescent students with intellectual disabilities : a case study". Thesis, View thesis, 2001. http://handle.uws.edu.au:8081/1959.7/310.
Texto completo da fonteGan, Hock Chye. "Using multi-modal bio-digital technologies to support the assessment of cognitive abilities of children with physical and neurological impairments". Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/15749.
Texto completo da fonteTracey, Danielle K. "Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect". Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/370.
Texto completo da fonteHuang, Chih-Lin, e 黃芷琳. "The Parenting Experiences of Mothers with Intellectual Disabilities Nurturing Their Mentally Disabled Children". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/nm97uu.
Texto completo da fonte中原大學
教育研究所
105
The research targets for this study were two mothers with intellectual disabilities and their mentally disabled children. The study aimed at exploring their parenting experiences and interactions with other people. Adopting hermeneutic research, this study interviewed the participants to trace their backstories and probe into their current stories, before integrating these narratives with the researcher’s foreknowledge to open a discussion regarding the subject. Through data collection and textual interpretation and analysis, the researcher gave separate accounts of the participants’ life stories, as well as their parenting and social interaction experiences. Common themes were then introduced from the two accounts for thematic interpretation. Afterward, the participants’ themes were combined for an integrated analysis. The conclusions from this study were as follows: 1. There was interplay between feelings of inferiority and parenting efficacy. 2. Incoherent parenting attitudes created a sense of disorientation among the children. 3. Both mothers “wanted” to discipline their children but lacked suitable approaches to do so. 4. They were resilient, yet lonely when it came to parenting. 5. They had basic knowledge of the development of their children but were unable to adjust their parenting methods based on the children’s characteristics. 6. They concealed their true self-identities under the influence of “patriarchy.” 7. Their participation in school and welfare systems was rather passive. Keywords: mothers with intellectual disabilities, disabled children, parenting experiences
Matumba, Khensani Beauty. "External difficulties facing mentally disabled children in Grace and Love Special School in Vhembe District, Limpopo Province". Diss., 2015. http://hdl.handle.net/11602/199.
Texto completo da fonteMashigo, Refilwe Junior. "Educational programs for the mildly mentally disabled children in the black communities of the Witwatersrand". Thesis, 2014. http://hdl.handle.net/10210/12748.
Texto completo da fonteLack of appropriate facilities for the mildly mentally disabled children in the black communities of the Witwatersrand was a source of concern for parents. These parents did not want their children to attend the "training centres for the mentally handicapped children" as they felt their children functioned above the criteria used at these centres. Some parents, as a result, choose to keep their children at home. This study was undertaken to research the hypothesis that mildly mentally disabled children could benefit from educational facilities and programs. Respondents were parents of the affected children and teachers from the training centres in Soweto, East Rand and Alexandra. An exploratory study was conducted. Forty teachers administered the questionnaires and trained interviewers assisted 93 parents to complete their questionnaires. Problems were encountered due to wrong addresses (many houses were then unnumbered in Soweto) and reluctance from some respondents to participate. The results confirmed the hypothesis as both teachers and parents felt that alternative facilities to the training centres were needed for the mildly mentally disabled children, that teachers should be qualified in that special field of teaching, and more contact between teachers and parents was recommended, A multi-disciplinary approach in the treatment program was also an important factor, unfortunately none of the centres had more than three professionals. Social workers were used by other professionals to provide services from the birth of the disabled child as support systems, catalysts and advisers to parents. The social worker's role is to educate, empower, support, mediate, liaise with the external resources and nurture the person to independence and self-reliance.
Chao, Shu-He, e 趙舒禾. "Outsider Witness Practice in a Support Group for Parents with Mentally Disabled Children: From Multiple Perspectives". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/n76xzv.
Texto completo da fonte國立臺灣師範大學
教育心理與輔導學系
102
The present study explored the effects of outsider witness implemented in a support group for parents with mentally disabled children. Specifically, three perspectives were explored: Perspectives of parent with mentally disabled children (PDC), outsider witness (OW), and professional. Eight parents and two outsider witnesses with Asperger syndrome / autism children participated in an eight-sessions support group. Outsider witness procedure was implemented for two sessions of the support group. Participants were interviewed to collect their experiences and reflections about outsider witness implementation. The texts were analyzed by the content-categorical approach. The results indicated that there were different therapeutic factors for PDCs and OWs. Both PDCs and OWs perceived similar experiences of each other. They transferred their subjective experiences to objective positions that led them to reflect on their past limited perspectives, and thus resulted in self redefinition. However, the mechanisms underlying this process were different for PDCs and OWs. OWs were catalyzed by listening to the narratives of PDCs, while PDCs were catalyzed by the OWs’ iteration. At last, by observing the intersection between PDCs and OWs, the professional was reminded and aware of the original intention of why she devoted to be a counselor. Finally, this study provided practical guidelines for outsider witness practice, including selection, preparation, and operation.
Chan, Nai-Ying, e 詹乃穎. "Research on Promoting Attention,Language and Motor Development through Group Music Activities for Mentally or Physically Disabled Children". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/9e289r.
Texto completo da fonte朝陽科技大學
幼兒保育系碩士班
94
This study investigated the effect of group musical activities on three mentally or physically disabled children, and on the promotion of their attention, language, and motor development. A participation observation method was used to collect data once a week, for a total of 12 times over a three-month period. The results were interpreted based on data collected via a semi-structured musical activities observation form, interviews with parents, musical activities feedback form, researcher’s activity log, and record of special events. Cross-comparison was conducted on the quantified data and related original documents to increase the objectivity and reliability of the research results. The research findings included: 1. Improvement in attention, language, and motor development of the three mentally or physically disabled children was observed, and the statistical results of social validity also supported this observation. Thus, the application of group musical activities was positive and effective in improving mentally or physically disabled children’s attention, language, and motor development. 2. The musical activities designed in this study were presented with the aid of musical instruments, puppets, and through repetition, to connect phonation, pictures, and puppets. The instructor’s oral explanation, demonstration, calling children’s names, use of questions, repetition, simple teaching techniques, as well as the participation of the assistants may promote the attention, language, and motor development of mentally or physically disabled children.
Perkins, Jennifer L. "A comparative investigation on the efficacy of integrated and segregated physical education settings for students with disabilities". Thesis, 1998. http://hdl.handle.net/1957/33716.
Texto completo da fonteGraduation date: 1998
Zittel, Lauriece L. "The effect of an integrated adapted physical education setting on the motor performance of preschool children with developmental delays". Thesis, 1993. http://hdl.handle.net/1957/36113.
Texto completo da fonteGraduation date: 1993
Botha, Janine. "Onderwysers se belewenis van ouerbetrokkenheid in die leerproses van verstandelik gestremde kinders". Diss., 2007. http://hdl.handle.net/10500/1581.
Texto completo da fonteThe focus of this qualitative study is the way teachers experience parental involvement in the learning process of mentally disabled children. Five participants, teaching at a school for disabled children for more than ten years and working with children between the ages of six and 18, participated in this study. Individual, unstructured interviews were conducted with the participants to describe how they experience parental involvement in the learning process of mentally disabled children. The interviews were recorded and transcribed. Nine recurring themes were identified in the transcriptions and compared with current literature. The aim of the study was not to generalize the findings, as it was a qualitative study and the participants were given the opportunity to share their experience. The result of this study is a detailed description of how teachers experience parental involvement in the learning process of mentally disabled children.
Social Work
M.Diac
Brand, Marlette Cornelia. "Coping skills for parents of children with barriers to learning". Diss., 2005. http://hdl.handle.net/10500/1846.
Texto completo da fonteEducational Studies
M.Ed. (Guidance and Counselling)
Chiang, su-pin, e 蔣素萍. "A study on religious mental supports of parents with disabled children --the cases to a vocational school in north TaiwanA study on religious mental supports of parents with disabled children". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62619943788378825114.
Texto completo da fonte真理大學
宗教文化與組織管理學系碩士班
98
Abstract Researcher has been working as a special educator for years .Regarding the interaction with parents, as well as teaching experiences, it is suggested that religious beliefs can provide considerable psychological support to parents of students with disabilities. This research attends to discover the relationship between religious beliefs and frustration in which parents facing various challenges derived from raising their children with special needs. In this study, parents shared their personal experiences on how their religious beliefs benefit them from releasing stress, increasing positive self- images, and how religious beliefs encourage them to assist other parents who are facing the same difficulties through the harshness . This study applied qualitative research and used semi-structured interviews to gather information and data. The target clients are parents of students with disabilities. Those students enrolled in vocational programs at high school level. There are seven parents selected from 5 different grade levels and were willing to participate interviews and share their religious beliefs in this study. There are six conclusions were summarized based on the data of interviews: First, religion beliefs can help parents of students with disabilities adjust their psychological pressure effectively. Secondly, different religious beliefs and religion involvement degree will affect parents of children with disabilities in attributing the causes of their children’s disabilities. Third, different ways of raising can affect students with disabilities on their daily life adaptive skills, but religious beliefs have no impact on these parents’ rearing styles. Fourth, participation in religious groups will affect the interaction between parents and schools. Fifth, Parents who involve in religious beliefs deeply and join religious organizations recognized that religious philosophies, organizations, are both helpful. However, the influence of religious philosophies are weighted over the impact of religious organizations. Sixth, religion’s therapeutic treatments can practically benefit students with disabilities and their parents. In Sum, the conclusions of this study are considered as references for social welfare institutions, school authorities, parents of students with disabilities, and religious organizations.
Lee, Mai, e 麥莉. "Is This What I Am?A Study on the Image of Mental and Emotional Disabled Children". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/45110543947370617662.
Texto completo da fonte臺東師範學院
兒童文學研究所
91
Is This What I Am? A Study on the Image of Mental and Emotional Disabled Children In Taiwan Young Adult Novels Abstract Local Young Adult Novels can not only describe social reality, but also serve as a tool of reflecting and creating stereotype of the society. Because of the lack of full understanding of those novels, young readers, like children and teenagers, can easily believe in the contents and form stereotype. The researcher filtered through local novels of the 90’s, which describe young people with mental and emotional disabilities, and tried to do a more thorough research and analysis on the subjects by analyzing how authors create those disabled children, and comparing how much different there is between the fictional characters and those in real life. Mentally and Emotionally disabled children are very special. They are so special that it’s not easy to describe their characteristics by mere imaginations; as a result, it’s difficult for readers, who are touched by the books, to examine the authenticity of the fictional disabled children. Naturally, for those authors, who have never been in contact with these children, can only use their imaginations to try to understand them, and use so called stereotypes to create and present this type characters or to analyze these types of novels. The researcher wanted to see if the local novels of the 90’s are still staying at such a stage of twisting, and overly generalization of individual characteristic, or if they have presented the true stories of disabled children. In order to prevent hurting these children again and again, the researcher recognized it’s very important to further discuss this topic. The researcher used generalization as his method, and discussed children of the same type in one section. The section analyzes the contents of the novels, and the description of the characteristics of disabled children in terms of biological characteristics (gender, age, and appearance), mental characteristics (personality, behavior, emotional responses), and finally social characteristics (social status, education, financial background). It also includes interviews with authors, experts, and disabled children themselves, and tries to distinguish between what are real and what are not real in the selected books. Finally, the researcher tried to find a solution by exploring the formation and definition of stereotypes found in those selected books. Disabled Children need more than this society’s understanding, and care. They also need more than our sympathy and protection. Have majority of our novelists realized this? The stereotypes of these disabled children should be questioned, and corrected. Only by doing so, our society can be free from being both mentally and physically handicapped. How to eliminate general public’s stereotype of mental disabled and emotional disabled children? The researcher hopes there will be more and more writers who can present these disabled children’s real life more truly, and lead their readers to be more understanding about these children and finally to accept, and respect them. This is the ultimate purpose of this research.
Stephenson, J. R., University of Western Sydney e Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability". 1996. http://handle.uws.edu.au:8081/1959.7/41689.
Texto completo da fonteDoctor of Philosophy (PhD)
Lee, Yinghui, e 李穎慧. "The relationship among parent stress, leisure benefit and physical-mental health of parents with disabled children in elementary school". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/76356007569334058628.
Texto completo da fonte國立嘉義大學
家庭教育研究所
94
The purpose of this study is to investigate the relationship among parent stress, leisure benefit and physical-mental health of parents with disabled children in elementary school. The subjects were parents whose disabled children studied in elementary school in Kaohsiung city and Kaohsiung county. 322 parents participated and completed the “Parent Stress Index-Short Form”, “Leisure Benefit Scale” and “Physical-mental Health Scale.” The data was analyzed by descriptive and inferential statistics through the SPSS/Window 10.0 software. The major findings of this study are as following: 1. Parents with disabled children in elementary school felt close to medium level parent stress, and “parental distress” brought highest stress degree to parents. 2. Parents with disabled children in elementary school gained medium to high level leisure benefit, and in the sources of leisure benefit, “to alleviate and to relax” was the highest. 3. The physical-mental health of parents with disabled children in elementary school was generally well. 4. There were significant differences in the variables of parents’ gender and the time daily participated in leisure activities on physical-mental health of parents. 5. The higher level of parent stress the parents felt, the worse their physical-mental health was. 6. Parents’ physical-mental health would get worse when they gained less leisure benefit from leisure activities. 7. Parents’ physical-mental health could be predicted by parent stress, leisure benefit and personal background variables. Finally, based on the findings, several suggestions for parents, the practicians of counseling or education institutions and future studies are provided.
Huang, Wei-Tsun, e 黃威尊. "The relationship among parent stress, leisure coping strategies and physical-mental health of parents with disabled children in elementary school". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/17365488747523989976.
Texto completo da fonte立德大學
休閒管理研究所
98
ABSTRACT The purpose of this study was to explore the relationship among parent stress, leisure coping strategies and physical-mental health of parents with disabled children in elementary school. A questionnaire which contains “Parent Stress Index-Short Form”, “Leisure Coping Strategies Scale” and “Physical-mental Health Scale” was used to examine the relationship among them of parents with disabled children in elementary school. Participants were parents whose disabled children studied in elementary school of Tainan city and Tainan country. A combination of stratified random sampling and convenience sampling method was applied in this study. A total of 500 questionnaires were distributed, with 384 returned. Three hundred and sixty one valid questionnaires (out of 384 returned papers) were analyzed.The major findings of this study were as follows: 1. Parents with disabled children in elementary school felt highest stress degree in “parental distress”. Within leisure coping strategies, “the leisure mood enhancement subscale” score highest. 2. The physical-mental health of parents with disabled children in elementary school was generally well. 3. There were relationships between background variables of parents and children with disabled and parenting stress. For example, “respondents of the identity”, “parents’ gender”, “the average of monthly income”, “the time daily participated in leisure activities” and “child’s gender” were found to be related to parenting stress. 4. There were significant differences in the variables of “the level of education” and “the time daily participated in leisure activities” on leisure coping strategies of parents. 5. There were significant differences in the variables of “respondents of the identity”, “parents’ gender”, “the average of monthly income”, and “the time daily participated in leisure activities” on physical-mental health of parents. 6. “Parent Stress” and “Leisure Coping Strategies” served the purpose of predicting "physical-mental health”. Finally, based on the findings, several suggestions for parents, education institutions, social welfare institutions, elementary schools and future studies are provided. Keywords: parents with disabled children、parent stress、leisure coping strategies、physical-mental health
Scalo, Mary Rose. "Postsecondary Transition for the Significantly Disabled: Connecting the School to the Community. /". 2010.
Encontre o texto completo da fonteTheron, Matthiam Jacobus. "Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwys". Thesis, 1994. http://hdl.handle.net/10500/16194.
Texto completo da fonteTen einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word.
Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant.
Curriculum and Instructional Studies
D. Ed. (Didaktiek)