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Teses / dissertações sobre o tema "Mentally disabled children"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 25 de julho de 2025

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1

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.

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2

Grewe, Scott David. "Neuropsychological and personality features of learning disabled and emotionally handicapped children." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Si

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3

Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.

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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Inclu

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4

Shaboodien, 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.

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5

McFann, Mitchell Louis. "Relationship between profiles of attention and special education placement." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001183.

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6

Ellen, 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.

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The purpose of the study was to establish diagnostic validity for a modified version of the Classroom Adjustment Rating Scale (CARS). To do this, two a priori multivariate contrasts were specified in order to detect differences on the three CARS scales between three groups of pupils. Subjects were 170 normal (NORM), 125 Learning Disabled (LD), and 48 Emotionally Handicapped (EH) elementary age boys who were rated by their classroom teachers. The original CARS was modified by maintaining and adding items that had high correlations with the original three scales of Acting-Out, Shy-Anxious, and L

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7

Goosen, 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.

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Children's rights have become paramount to many initiatives that highlight the plight of children in South Africa. These rights form the cornerstones of South Africa's legal obligations towards all children in this country. Although we have the best legal framework to protect children, they are still exposed to horrible and inhuman acts like sexual abuse. Child sexual abuse knows no gender, colour, race, social or economical status and is an extremely traumatic experience for any child. Mentally disabled persons are amongst the most vulnerable in our communities. Mentally disabled children are

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8

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.

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9

Jones, 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/.

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Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with L

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10

Pottinger, 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.

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If the intent of Public Law 94-142 is to be realized as it pertains to the provision of appropriate placement and programming within the least restrictive environment for handicapped students, there must be an improved understanding of the attitudes, training, and experience of the principal as they relate to his practices. The purpose of this study was to examine the attitudes and training of elementary school principals in a large mid-Atlantic school system as they related to their least restrictive environment practices toward students with specific learning disabilities and/or emot

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11

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

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

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12

Ruttner, 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.

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Carol Dweck's (1988) social-cognitive theory of achievement proposes that individuals will be most likely to pursue challenges and persevere in the face of obstacles if they (a) attribute failures to lack of effort, (b) possess an incremental theory of intelligence, and (c) possess high confidence in their intelligence. A recent study by Breed and Koestner (1991) showed that all 3 of these factors enhanced motivation among 5th and 6th grade children in regular classes. The present study examined the relation of these variables to the motivation of 44 7th, 8th and 9th graders who were classifie

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13

Passier, 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.

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14

Poth, 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.

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There has been a growing trend towards integrating persons with disabilities into community life. Mathematics is important to the success of such an initiative, but very little attention has been given to this area. This paper presents the results of a four-year study examining the strategies used by intellectually disabled children when adding numbers.<br>At 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 di

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15

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.

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The purpose of this study was to investigate the effects of a behavioral training program on the simple toy play responses of three adolescents with severe and profound mental retardation. Also investigated were possible differences in the difficulty in initial acquisition and generality of the five toy functions chosen: direct push, build, pull, indirect electronic push, and wind. Two toys in each functional category were used. Using a multiple baseline across subjects design, each subject was scored on appropriate toy play during each session. Baseline sessions consisted simply of presenting

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16

De, Water Wendy. "Modifying core literature for the learning disabled student." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.

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17

Godinet, Nancy Kathryn. "Special education labeling relationships with learning disabled student self-concept." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/792.

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The intent of this research was to explore special education labeling interactions with measured student self-concept on the Piers-Harris Self-Concept Scale. An extensive literature review revealed that there are eight major variables which have been found to exert an influence upon student self-concept: achievement, age, sex, socioeconomic status, ethnic origin, place in family, significant others, and special class placement. This study was designed to examine these major self-concept variables and control for any significant variations between groups of learning disabled (LD) labeled studen

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18

Duis, 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.

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The purpose of this investigation was to compare the performances on the Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) of children with different developmental and neurological disorders. The primary question was whether the WRAML subtests significantly differentiate among children with Developmental Reading Disorders (RD; n = 44), with Attention-Deficit/Hyperactivity Disorder (ADHD; n = 37), with Traumatic Brain Injury (TBI; n = 30), and without developmental or neurological disabilities (n = 103). Archival data from the TBI Project at James Whitcomb Riley Hospit

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19

Stephenson, J. R., of Western Sydney Nepean University, and 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.

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Drawing from developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability. An intervention strategy was developed that presented symbol use, symbol discrimination and symbol-object relationships as a skill cluster in a functional context. The effects of the intervention were examined through a multiple baseline across settings research design.

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20

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.

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The present study investigated anomalous hemispheric processing for language and its impact on spatial task performance. Mental rotation and dichotic listening tasks were administered to three groups of children: control (C), learning disabled (LD), and Down syndrome (DS). Significant differences were found in reaction time and accuracy measures in mental rotation. Although the DS group lacked a systematic reaction time function, all three groups produced similar accuracy functions: each group appeared to demonstrate difficulty at equivalent angular disorientations. Dichotic listening resulted

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21

Nicolosi, 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.

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The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also suppor

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22

Easterling, 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.

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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title 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.

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23

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.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).

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24

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.

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This study describes the present medical, dental and nursing services in and used by centres for intellectually and physically impaired children in Cape Town and its environs. The information was gained by means of a structured questionnaire. Thirty three of the 34 centres with a total of 3480 children are included. Twelve are Special Care Centres, 15 Training Centres and 6 are Special Schools. The number of children enrolled ranges from 9 to 400. At the time of the study 9 of the centres were for white children, 17 for coloured children, 5 for black children and 2 were multiracial. Nine of th

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25

Riddoch, 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.

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The main purpose of this research study was to investigate the worth of a recently developed Pictorial and Musical art program for severely intellectually disabled students, and to compare the non-representational art work produced by lower primary students in a special education school to similar art work being produced by lower primary students in a regular school, when taught in the same program. A subsidiary purpose of the study was to investigate teacher reactions in the art classroom of each participating school, and to observe the extent of the Pictorial and Musical program intervention

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26

Chih-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.

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This thesis investigated the collaborative practice in early childhood intervention (ECI) service delivery to children with intellectual disability and their families from the perspectives of adult stakeholders engaging in collaborative service delivery. The review of literature in the collaborative delivery of ECI services revealed that there are limited studies that have examined collaborative practice as a whole through the lens of all parties engaged in ECI service delivery. An investigation of adult stakeholders’ comprehension of and reflections on actual experiences engaging in

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27

Andrews, 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.

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This dissertation presents a case study of a cohort of 13 of the 86 children who were admitted in 1952 to Newcastle Mental Hospital (known as Watt Street) in New South Wales, Australia due to their intellectual disabilities. The study examined the lived impact of Australian Commonwealth and NSW State administrative frameworks (laws and policies) on their lives. The study adopted a mixed methods qualitative research design informed by a social constructivist world view. Data sources included: laws, policies and publications such as annual departmental reports; the children’s government arch

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28

Channon, 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.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title 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.

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29

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.

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The education of intellectually disabled (ID) people is constructed within mass education systems as a problem requiring specialised intervention, separation from “normal” school contexts and the application of professional expertise. A social model of disability resists these practices from a human rights perspective and underpins an inclusive education approach. In this study, a post-structuralist disability studies theoretical framework, drawing particularly on the work of Foucault, was used to examine discourses that construct the intellectually disabled person as a subject of education. T

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30

Boukhelif, Meryem. "Les représentations sociales de la scolarisation des enfants avec handicap mental." Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30053.

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La scolarisation des enfants avec handicap mental reste encore un champ de recherche sous exploité malgré la richesse des informations qu'il peut apporter afin d'adapter au mieux les interventions pour la réussite de la loi d'intégration.L'intégration en milieu scolaire ordinaire est un défi de société. C'est un service offert aux enfants qui présentent une déficience intellectuelle, afin qu'ils puissent recevoir une éducation de qualité dans un cadre le plus normal possible et ainsi, établir des contacts avec des pairs non handicapés.Depuis 1996, les textes législatifs et réglementaires engag

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31

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.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-28T12:37:58Z No. of bitstreams: 1 Ana Paula Rodrigues Lupo.pdf: 900355 bytes, checksum: 28fc926ecabc71f99153bbba60f58c6a (MD5)<br>Made 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<br>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 psychiatr

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32

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.

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This study explores the learning, and specifically literacy learning, of intellectually disabled adolescent students. Factors that have influenced this learning throughout the adolescent's education are identified. Nineteen case studies of the literacy development of adolescent students with mild and moderate intellectual disabilities were developed through observations in their classrooms, and of related activities. The results of the study show that there were three main influences on literacy development for these students. These were the unique nature of the learner, home and family factor

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33

Gan, 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.

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Current studies done using a learning test for children have problems as they only make evaluations of Physically and Neurologically Impaired (PNI) children who can succeed in the test and can be considered as a PASS/FAIL test. This pilot study takes a holistic view of cognitive testing of PNI children using a user-test-device triad model and provides a framework using non-PNI children and adults as controls. Comparisons using adapted off-the-shelf novel interfaces to the computer, in particular, an Electroencephalograph (EEG) head-set, an eye-tracker and a head-tracker and a common mouse were

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34

Tracey, 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.

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A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The big fish little pond effect (BFLPE) predicts that students with mild intellectual disability will have higher academic self-concepts when in a special class, whereas labeling theory predicts that placing these students in special classes will lower their self-concepts. This study addresses some of these issues by: identifying a psychometrically sound, multidimensional self-concept measurement instrument; critically examining the

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35

Huang, Chih-Lin, and 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.

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碩士<br>中原大學<br>教育研究所<br>105<br>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

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36

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.

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37

Mashigo, 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.

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M.A. (Social Work)<br>Lack 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 we

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38

Chao, Shu-He, and 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.

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博士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>102<br>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

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39

Chan, Nai-Ying, and 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.

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碩士<br>朝陽科技大學<br>幼兒保育系碩士班<br>94<br>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 cond

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40

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.

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The purpose of this investigation was to compare the effectiveness of integrated and segregated settings in elementary physical education. The efficacy of each setting was measured by the quantity of opportunities to respond (OTR) and the quality of those responses. This study examined the frequency and motor appropriateness of OTRs for children with developmental disabilities in integrated and segregated physical education classes. This study utilized a single subject alternating conditions design. Four students, 7 to 11 years, with developmental disabilities participated in this study. All p

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41

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.

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The purpose of this study was to investigate the effect of an integrated adapted physical education setting on the motor performance of preschool children with developmental delays. Subjects in this study participated in segregated and integrated adapted physical education classes. During the integrated conditions, same-age peers without delays participated in activities as "proximity peers" (Jenkins, Speltz & Odom , 1985). Child-directed activities were presented in each class and subjects were observed practicing locomotor and object control skills. The quality of each performance was analyz

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42

Botha, Janine. "Onderwysers se belewenis van ouerbetrokkenheid in die leerproses van verstandelik gestremde kinders." Diss., 2007. http://hdl.handle.net/10500/1581.

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Text in Afrikaans<br>The 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 identi

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Brand, Marlette Cornelia. "Coping skills for parents of children with barriers to learning." Diss., 2005. http://hdl.handle.net/10500/1846.

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Past research has shown that one of the most traumatic emotional experiences parents face is the diagnosis of having a child with barriers to learning. For various reasons they do not always receive the necessary follow-up professional support after diagnosis. This study was undertaken with the specific aims of identifying various coping skills that enable these parents to raise their children to their full potential, to determine the value of these coping skills for parents, to identify strengths, weaknesses, opportunities and threats in such households and to make recommendations on appro

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Chiang, su-pin, and 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.

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碩士<br>真理大學<br>宗教文化與組織管理學系碩士班<br>98<br>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 benefi

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Lee, Mai, and 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.

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碩士<br>臺東師範學院<br>兒童文學研究所<br>91<br>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

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Stephenson, J. R., University of Western Sydney, and Faculty of Education. "Acquisition of graphic symbol use by students with severe intellectual disability." 1996. http://handle.uws.edu.au:8081/1959.7/41689.

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The thesis reviews the literature on early communication development, communication intervention with persons with severe intellectual disability, and on picture recognition and use. Drawing from both developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability, little or no spoken language, poor verbal comprehension and poor picture recognitio

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Lee, Yinghui, and 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.

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碩士<br>國立嘉義大學<br>家庭教育研究所<br>94<br>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

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Huang, Wei-Tsun, and 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.

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碩士<br>立德大學<br>休閒管理研究所<br>98<br>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 str

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Scalo, Mary Rose. "Postsecondary Transition for the Significantly Disabled: Connecting the School to the Community. /." 2010.

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Theron, Matthiam Jacobus. "Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwys." Thesis, 1994. http://hdl.handle.net/10500/16194.

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Text in Afrikaans<br>Ten 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 bevra

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