Дисертації: "Handicappede"

1

Lemmer, Linda L. "Handicapped parking." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lemmerl.pdf.

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2

Ethier, Elizabeth. "Communication with the handicapped : case study of communication styles and practices between handicapped and non[-]handicapped citizens /." View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1616.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Andrew Moemeka. " ... in partial fulfillment of the requirements for the degree of Master of Science in Organizational Management." Includes bibliographical references (leaves 113-116).

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3

Schoenmakers, Sean A. "Handicapped car lifting seat." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/62991.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2005.
Cataloged from PDF version of thesis.
Includes bibliographical references.
Currently there is a lack of assistance in automobile usage for the older people of our society. In an attempt to combat this problem, this thesis designs and builds a working conceptual model of a handicapped car lifting seat. An initial cost analysis is performed, an apparatus is designed, all necessary materials are gathered, an apparatus is constructed, and the device is tested. The result was the successful completion of a device that successfully assists in the lifting of up to a 300 lb. person out of their car. With some further development, this handicapped car lifting seat could hopefully be used in real life.
by Sean A. Schoenmakers.
S.B.

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4

Lau, Ping-kei Simon, and 劉炳麒. "Attitudes toward the mentally handicapped." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249814.

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5

Lau, Ping-kei Simon. "Attitudes toward the mentally handicapped /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991589.

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6

Dornan, Don, and n/a. "Peer perception of the intellectually handicapped." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060705.131044.

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In 1980 Jackson and Knowles presented a paper at the Australian Group for the Study of Mental Deficiency [A.G.S.O.M.D.] conference in Launceston, Tasmania. The paper, titled "Primary School Children's Perceptions and Understandings of Mental Retardation", reported in detail responses on twenty questions from the sixty-three item questionnaire instrument used in their study. These twenty questions reflected stereotyped responses of an alarming nature. If these responses were a reflection of how Australian children generally thought, then integration of the intellectually handicapped child into mainstream classes would be counter productive. The current study was initiated to help assess the attitudes of Australian Capital Territory children to the Intellectually Handicapped. The twenty significant questions from the Tasmanian study were formed into a questionnaire and administered to 769 children in Years 3 and 6 from six Government and two Catholic schools in the Australian Capital Territory. In most cases the results were in direct contrast to those obtained in Tasmania. At first glance this meant that the attitudes of Australian Capital Territory children towards the Intellectually Handicapped were much less stereotyped than those of Tasmanian children. Further investigation, however, led to the discovery that the results from the Tasmanian study were spurious. The date had not been accurately computerized, giving a result that was probably the reverse of what Tasmanian children actually thought. Four supplementary hypotheses, comparing the responses of Years 3 and 6 girls and boys, Government and Private schools, exposed and unexposed schools, were tested. The analysis of the data for these hypotheses supported, to some degree, past findings that older children and girls have less stereotyped attitudes towards the Intellectually Handicapped than younger children and boys. The responses of Government schools versus Private schools were varied. Three of the five significantly different responses indicated a less stereotyped view was held by Government school children, while two of these significant questions indicated a less stereotyped view was held by Private school children. With regard to exposed and unexposed schools, the two significantly different responses indicated less stereotyped views were held by the nonexposed children. Future directions are indicated in the sections dealing with Limitations and Future Directions.

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7

Sanders-Warmack, Courtney. "Siblings of the mildly mentally handicapped." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/999.

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Ten students were mailed postcards inviting them to participate in the study. The student's demographic data and background data were completed on-site by the researcher. The purpose of this study was to recognize the nonhandicapped sibling, and to examine stress as a factor influencing expressed attitudes towards the handicapped sibling. The research question for this study was: (1) Is there a difference in the levels of stress in siblings of handicapped children as indicated on the Child Anxiety Scale? The Null Hypothesis was: There is no difference in the level of stress as measured by the Child Anxiety Scale. Results of this research study indicate that siblings of the handicapped show a significantly high level of stress as indicated on the Child Anxiety Scale.

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8

Cubbon, John Edward. "Case registers for mentally handicapped people." Thesis, Sheffield Hallam University, 1985. http://shura.shu.ac.uk/20651/.

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This thesis is an evaluation of mental handicap registers as planning tools and is based on a national postal survey and semi-structured interviews with register-operators. Registers have emerged from pressure for greater rationality in planning the health and social services, a co-ordinated approach to priority groups, and a radical change in attitude to mental handicap. Mental handicap registers are found to be organisationally, financially and morally feasible. Moreover they can develop naturally as by-products of Community Mental Handicap Teams, thereby significantly reducing the costs of data-collection. Registers provide a basis for service-planning which is more objective and takes account of more of the users of the service than the opinions of experienced professionals. Names, addresses, dates of birth and details of services used can make a considerable contribution to planning. In addition, some indicator of the services that subjects need is required. Register-operators tend to regard the widely-used Wessex Behaviour Rating System as a crude measure and hanker after a more direct assessment of need such as might be made at a multi-disciplinary review. Most registers hold identifying and service-details of their subjects; however there are a number of registers holding in addition a large amount of information for which there is little demand in planning. The data which registers have held have not been fully exploited partly because they have not been sufficiently closely linked to the planning process and the methods of planning have not been sufficiently receptive to quantitative data. Other statistical client-based data-bases for service-planning run the risk of similar neglect by decision-makers unless vigorous efforts are made to promote their use.

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9

Bennett, Sylvia. "Visually handicapped children and their families." Thesis, Sheffield Hallam University, 1993. http://shura.shu.ac.uk/19344/.

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Some Main Findings: Under 25% of the eligible sample group were registered as blind or partially sighted. This under representation of the problem makes planning for the future difficult. There were communication difficulties between many professionals and clients with associated differences in the perceptions of need. Professionals tend to work within their own "ivory towers" and do not communicate with professionals of other disciplines. This leads to patchy and uneven services. Low ratings of satisfaction were awarded to some groups of professionals, and these low ratings were often associated with communication difficulties. High ratings of satisfaction on the other hand tended to be awarded where the client had: an on-going relationship, with the same named person, who is an expert in the field, all three of these inter-linked factors being necessary for client satisfaction. The dynamics of family life are disturbed and disrupted by the diagnosis of blindness and the rearing of a severely visually impaired child in the majority of instances. Passage through crisis, however, does not inevitably lead to family breakdown and it is worthy of note that a number of the families studied, although severely tested, appeared to emerge from the crisis, not merely intact but actually strengthened.

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10

Nickerson, John. "Ministry to families of handicapped children." Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.

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11

Love, Rosemary. "Neighbourhood attitudes toward group homes for adults with a mental handicap." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30854.

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This study investigated neighbourhood attitudes toward people with mental handicaps. It examined the public's knowledge about mental handicaps and collected demographic information about the respondents. A total of three hundred households were surveyed, seventy-five in each of four areas in Vancouver, B.C. Each area was divided into immediate, intermediate and distant neighbours, centred around a group home. The research questions investigated the influence of factual knowledge, proximity and the amount of contact with people who have a mental handicap and demographic, factors on neighbours' attitudes towards adults with a mental handicap. Descriptive statistical and ANOVA procedures were conducted. The results did not produce statistically significant evidence to answer the research questions. However, two moderate trends were detected. Immediate and intermediate proximity groups showed slightly more tolerant attitudes than the distant neighbours. Respondents with higher amounts of contact with people who have mental handicaps scored higher on the attitude scales, but not at statistically significant levels. There is a discussion of the implications of the study and suggestions for further research.
Education, Faculty of
Graduate

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12

Kelly, Esther Ellen Kuhn. "A qualitative analysis of the comprehension subtest of the WISC-R among emotionally handicapped and non-handicapped adolescents." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483383.

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13

Miller, Michael A. "A behavioral curriculum for preschool, handicapped children." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467699.

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Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.

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14

Garris, Donald R. "Goals for teaching secondary mildly handicapped students." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39859.

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The purpose of this study was to determine special education teachers' perceptions of goals used to teach secondary mildly handicapped students and to identify hindrances to adopting these goals. A questionnaire was developed and attitudes were assessed by collecting data from secondary special education teachers who taught in the areas of learning disabilities, emotional disturbances, and educable mental retardation. A large suburban school district located in the southeastern united states comprised the survey (census) population. Repeated measure analysis of variance tested for significant differences across teaching exceptionalities toward perceived acceptance and implementation of selected goals. Chi-square analyses tested for any relationships between acceptance and implementation of these goals, as well as teacher relationships toward classification of goals. The findings of this study indicated that teachers of secondary mildly handicapped students exhibited very high acceptance for remedial, maintenance and functional goals for special education. Maintenance goals were perceived to be most important to LD teachers while functional ones were important to EMR instructors. Remedial goals were equally accepted by the LD, ED, and EMR sectors. There was a relatively high rate of implementation for remedial goals for all the teaching groups with no difference in the degree of implementation across the three exceptionalities noted. LD teachers implemented remedial and maintenance goals more than functional ones. ED instructors implemented remedial goals most often, while EMR teachers instructed the most in the functional area. In some instances, especially in the functional area, teachers did not implement specific goals which they perceived to be acceptable. Lack of time was the greatest instructional barrier for LD teachers while parent support hindered ED instructors the most. Diploma. requirements were the most formidable instructional hindrance for the EMR sector. Classroom teachers did not always classify instructional goals in the same manner as experts in the field, and this trend was noted more often in the classification of remedial goals.
Ed. D.

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15

Ahooriyan, Afsaneh. "Parental Attitudes Toward Mainstreaming of Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/2421.

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The primary purpose of this study was to investigate attitudes of parents of school-aged and preschool aged children with and without handicaps, toward the issue of mainstreaming. A sample of 212 individuals responded to a parent questionnaire which was mailed to each household to be completed by both parents. This questionnaire examined attitudes and concerns of parents across 14 mainstreaming issues (Appendix 2) . Of the total sample, 123 responses were used for the final analysis. Cases were discarded because some were missing the age of their child, some we::e not qualified because of their child's age, and others had not completed the survey. Regarding overall attitudes toward mainstreaming, there was a significant interaction between handicapping condition and sex of parent. Fathers of handicapped children disagreed more with the attitude questions than mother-s of handicapped childr-en. Also, the handicapping condition of the child affected parental attitudes about problems which a handicapped child might encounter in a mainstreaming situation. Parents of nonhandicapped children disagreed more with these issues than parents of handicapped children. Fathers of handicapped and nonhandicapped children agreed more than mothers that there might be problems encounter-ed by handicapped children in a mainstreaming situation. Mothers of nonhandicapped children and fathers of handicapped children disagreed more with these statements. The interaction between sex of parents and handicapping condition of the child was found to be significant for the dependent variables of overall mainstreaming attitudes and attitudes toward problems which a handicapped child might encounter in a mainstreaming situation. Another significant independent variable was handicapping condition of the child which was found to be significant on attitudes toward problems which a handicapped child might encounter in a mainstreaming situation and attitudes toward safety issues of both handicapped and nonhandicapped children in a mainstreaming situation. In other words, parents of handicapped children were more children were more concerned about school related problems and safety issues for handicapped children in a mainstLeaming situation. Age of the child was not found significant for- any of the dependent variables. In addition, the interaction of handicapping condition and age of the child was found to be significant for the dependent var-iable which dealt with attitudes toward safety of both handicapped and dealt with attitudes toward safety issues of both handicapped and nonhandicapped children. Families with school-aged handicapped children and families of nonhandicapped preschoolers disagreed mo~e with the safety isses.

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16

So, Ka-man, and 蘇家雯. "An examination of mentally retarded offenders in the Hong Kong criminal justice system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31977789.

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17

Siepmann, Gerda, and Karin Salzberg-Ludwig. "Research project to the subject : strain and stress in school ; examined on handicapped and non-handicapped school-age children." Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2006/650/.

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18

Kubus, Okan. "An Analysis Of Turkish Sign Language (tid) Phonology And Morphology." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609654/index.pdf.

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This thesis examines the phonology and morphology of Turkish Sign Language (TiD). TiD, being considered a full-fledged language, has a rich phonological and morphological system, as other sign and spoken languages do. For the purpose of this thesis
empirical data have been collected by means of a corpus study and various data elicitation tasks. As a main result of my study of TiD phonology, I propose a complete inventory of handshapes as well as a set of unmarked handshapes which are unique to TiD. I discuss the interaction between TiD finger-spelling and TiD phonology showing that well-formedness conditions constrain the use of finger-spelled letters in lexical signs I also discuss psycholinguistic evidence that sign languages have phonological systems, among them phonological effects on working memory and slips of the hand In the domain of TiD morphology, I investigate the three main morphological processes: inflection, derivation and compounding. Verb classification, plural properties, compounding, and reciprocals in TiD are investigated in detail. I argue that some TiD reciprocals use &ldquo
reciprocal neutral signing space&rdquo
whereby agreement becomes neutralized. TiD makes wide use of classifier constructions as for plural marking and for expressing movements of various human and non-human agents. The thesis indicates that TiD has its own grammar, including rich and diverse systems of phonology, morphology, and classification. Thus, TiD may have had a long historical development. The comparison between TiD and other sign languages shows that TiD has exclusive linguistic properties. The comparison of TiD as a visual-gestural system and Turkish as an auditory-vocal system helps to better understand the impact of modality on language phonology and morphology.

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19

Chow, Wai-ling. "Planning for priority groups : a case study of mentally handicapped in Hong Kong /." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14802338.

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20

Hanko, Johanne. "Access to education for handicapped children in Thailand." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61101.

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Thailand is one of the South East Asian countries undergoing major economical and social changes. On the verge of becoming industrialized, it has a literacy rate of 91% which is well above international standards. Yet, handicapped people have very limited educational opportunities. Less than 4% of handicapped children in Thailand have access to education.
The purpose of this study is to determine specific needs of special education by comparing findings from agencies visited such as schools, foundations, government and non government organizations, with government policies.
The educational system is studied and special education policies described. A look at implemented laws shows that the government recognizes its responsibility towards the handicapped; it is also pointed out that the major causes for handicaps are generally due to avoidable situations. Finally, special government projects are highlighted and suggestions are submitted for future developments.

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21

Tierney, Anna. "A study on why people abuse handicapped parking." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002tierneya.pdf.

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22

Ewing, Benjamin D. "Client Preferences for Counselor Characteristics: Attitudes Towards Handicapped." DigitalCommons@USU, 1985. https://digitalcommons.usu.edu/etd/5940.

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The objective of this research was to constructively replicate the research of Brabham and Thoreson (1973) and Mitchell and Frederickson (1975) that led to the conclusion that handicapped counselors are preferred. Subjects were 337 male and female volunteers enrolled in psychology 101 which was taught during the Fall Quarter, 1984, at Utah State University. All subjects were asked to indicate their preference when considering 20 hypothetical problem situations for one counselor from among six photographs of handicapped and non-handicapped counselors. The 20 situations consisted of three types (personal, vocational, and educational). Each subject's score was the total number of times that the subject selected a handicapped counselor. T-tests for independent means were conducted to determined whether or not the group had a statistically significant preference for either handicapped or non-handicapped counselor when the subjects were considering all problems together and when subjects were considering specific problem types. Results indicate that subjects have no significant preference for either handicapped or non-handicapped counselor when all problems were considered. For Personal problems subjects preferred handicapped counselors. For vocational problems subjects preferred non-handicapped counselors. For educational problems subjects had no statistical significant preference. Interpretation of the results suggested preference for a handicapped or non-handicapped counselor is differentially affected by the problem type. It was recommended that much research remains to measure the magnitude of these preferences and the influence of these preferences on the process and outcome of therapy.

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23

Ahumada, Diego Jairo Castaño. "Guidelines for the use of sound in ATM user interfaces for the visually impaired." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/25962.

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24

Dossetor, David R. "A study of the dependency needs of adolescents with developmental retardation : an evaluation of short term care usage, expressed emotion in the primary carer and the contribution of community services." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294017.

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25

Lovett, S. "Some experiments with technology for the profoundly mentally handicapped." Thesis, University of Hull, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234010.

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26

Benford, Y. A. "An examination and evaluation of the integration of young children with 'special educational needs' in two nursery classes in Sheffield, focussing primarily on Wharncliffe Side Nursery." Thesis, University of Hull, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384626.

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27

Strand, Stephen Charles. "Learning and instructional success in people with a mental handicap." Thesis, University of Plymouth, 1989. http://hdl.handle.net/10026.1/1845.

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Learning - the process by which new skills and behaviours are acquired - is a central concept in the understanding of mental handicap. Discrimination learning Is specifically identified as an essential pre-requlslte for the acquisition of a variety of more complex behaviours and skills. Many studies have reported that severely mentally handicapped persons show a relative inability to profit from unstructured learning experiences, and frequently fail to learn discriminations trained through simple differential reinforcement (trial-and-error training). Programmed training procedures are identified as important vehicles to facilitate the discrimination learning of severely mentally handicapped children. An initial study is reported that confirms the superiority of programmed over trial-and-error discrimination training, and demonstrates this superiority is maintained over a series of similar discrimination tasks. The results also demonstrate that stimulus fading procedures can be successfully implemented using micro-computer technology, and that 'errorless' learning can be effected through the sequencing and fading of trainer prompts. However, programmed procedures are not invariably effective in teaching discriminations to developmentally impaired persons, and failures to learn following programmed training are not infrequently reported. In a series of studies, some of the basic procedural parameters underlying diverse programmed techniques were evaluated as determinants of the development (or lack of development) of appropriate stimulus controL Increasing the salience of S+, whether through manipulation of S+ or S-, was shown to be more effective than increasing the salience of S-. Further, congruence between prompt and training cue dimensions was shown to be a significant variable affecting the outcome of training. The effectiveness of programmed procedures was also shown to interact with task difficulty. Finally, wide individual differences in learning within the population of severely mentally handicapped persons have frequently been reported, and were also observed in the present research. In a final study, individual differences in some basic cognitive abilities and aspects of classroom behaviour were assessed and shown to be significantly correlated with discrimination performance. The results are related to the literature on compound conditioning (e.g., Kamin, 1968) and theories of discrimination learning (Terrace, 1966; Rescorla & Wagner, 1972; Zeaman and House, 1963, 1979), and suggest the importance of attentlonal processes in discrimination learning. Lastly, some educational implications of the results are discussed.

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28

McCormack, Andrina E. "Language fluency project : an investigation into the training and development of socialised language with adolescents with a mental handicap." Thesis, University of Glasgow, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.258761.

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29

Sloper, Patricia. "A study of factors surrounding the transition from preschool to school for children with Down's syndrome." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233130.

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30

Frost, P. G. A. "The provision and utilisation of support services for handicapped children : A study of accessibility to and use of support for families with a mentally handicapped child." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382610.

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31

Baty, Frances Jane. "Leisure and adults with learning difficulties : a conceptual analysis and empirical investigation." Thesis, University of Abertay Dundee, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293291.

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32

Dallas, Eugenie Alice. "Sibling interactions in cerebral palsied children." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/847347/.

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64 Greek cerebral palsied children, aged 2 to 13, and their siblings were observed in a semi-structured play situation at home and their behaviours were compared to those of matched control dyads. The sample was divided into four groups based on the age and birth order of the disabled children. Compared to controls, disabled children were passive and lacking in assertiveness. Their siblings were correspondingly more directive, with younger siblings being obliged to take on a leadership role to fill the "vacuum" created by the deficits of the older disabled child. Interaction in handicap dyads was predominantly hierarchical in nature with disabled children assuming the role of the younger child regardless of their birth order. Control dyads were more egalitarian, with members taking turns in initiating the interaction. Maternal intervention was highest in handicap dyads, particularly among younger groups where social skills were poorly developed. Maternal interviews and adjustment ratings for all children were also obtained. Compared to controls, handicap families experienced pronounced social isolation and a restricted range of activities and the impact of the disabled child was largely negatively evaluated. Ratings of poor adjustment were higher for disabled children but this was at least partly attributable to their physical dependence. Ratings were similar for young siblings but, after the age of 6, 40% of siblings of disabled children versus 18% of controls were rated maladjusted. This was probably due to the fact that, compared with controls, siblings of the disabled experienced many more restrictions and responsibilities, but might also be due to the older siblings' increased awareness of the social stigma of handicap. Finally, teacher ratings and observational data from a special school setting were obtained for a small sample (N=14) of matched cerebral palsied siblings and singletons. Results provided some indications of better adjustment for siblings and lower involvement for singletons.

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33

Leung, Siu-hung Joel. "The effects of the Hong Kong "disability discrimination ordinance" (DDO) on public transport accessibility and building design for wheelchair users /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21042111.

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34

Carter, David E. "Diagnostic and classification accuracy for mildly mentally handicapped children." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/31112.

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The purpose of this study was to examine the diagnostic and classification accuracy of placement decisions for Mildly/Educably Mentally Handicapped (M/EMH) children in British Columbia. Evidence from the United States suggests that classification decisions are often made on the basis of idiosyncratic student behaviours and the subjective opinions of educators, not on the basis of empirical evidence. Although Canadian special education practice is often based on that of the U.S., no major study of the accuracy of diagnosis and classification has been undertaken in this country. Based on a review of the literature, internationally accepted criteria for the diagnosis and classification of M/EMH students were formulated. In addition, variables that might influence the use of these criteria were identified. Elementary age students from two metropolitan Vancouver school districts who had been suspected of being M/EMH during a two-year period served as subjects (n=106). Of these 57 were classififed as M/EMH and 49 were classified as regular education. An evaluation of IQ, adaptive behaviour, reading and arithmetic achievement, maladaption, and visual and hearing acuity was performed for each subject. Preliminary data analyses permitted the formation of an achievement composite score and the pooling of subjects from the two districts. Using an internationally accepted two-factor diagnostic model, analyses were performed to investigate the classification accuracy for the sample. Cut-off criteria used with the two-factor model were adjusted to those of both the American Association for Mental Deficiency and the draft B.C. Special Education Guidelines. Where subjects could not be confirmed by the application of these models, sources of classification error were identified. Next, a series of discriminant function analyses, each representing a historical step in the development of diagnostic and classification models, were performed and the classification accuracy of each examined. Finally, a full model of all measured variables was examined using both a forced discriminant function procedure and a step-wise technique. The findings suggested that a combination of the adaptive behaviour, IQ, and achievement variables provided the highest classification accuracy. This result is consistent with much of the research from the U.S. IQ scores were found to consistently dominate classification decisions. In addition, academic achievement proved to be a valid predictor, either in combination with social adaptation or maladaption. However, maladaptive behaviour, whenever entered with social adaptation, overwhelmed the latter as a descriminator of group membership. The highest classification rate for the total sample was 92.0% for the combination of adaptive behaviour, IQ, and academic achievement. Although visual and hearing acuity were not found to be related to group membership, it was discovered that testing for these variables was not occurring in the districts studied in accordance with accepted best practice. A disproportionate number of M/EMH students proved to be untestable using school-based audiological and visual sweep testing techniques. In cases of untestability, the assumption that the child can see and hear within normal tolerances appears to be made, and efforts to use alternative testing procedures are not pursued. In addition, visual and hearing testing appears to occur after the administration of standardized cognitive tests, and not before, as best practices would dictate. The principal contributions of this research are (1) that it is the first major study of diagnostic and classification accuracy with a Canadian M/EMH population, (2) that it advises the inclusion of academic achievement as a domain of adaptive behaviour based on empirical evidence of the importance of that variable in diagnosing M/EMH, and (3) it examines the role of auditory and visual acuity testing in M/EMH diagnosis and classification.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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35

Crocker, Cheryl L. "Handicapped Children's Services, policy, practice and implementation; an analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ52758.pdf.

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36

Matanga, Zephania. "Assessing the needs of visually handicapped students and workers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ53750.pdf.

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37

Watson, J. M. "Matrix training and sign language for the mentally handicapped." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374864.

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38

Wu, Kuen-Shouh. "Teachers' perspectives for developing programming for the gifted handicapped /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940665435035.

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39

Austin, Jerry Patricia Gentry. "The Early Literacy Development of Young Mildly Handicapped Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330666/.

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The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study included: (a) The children in this study demonstrated prior literacy knowledge much like that of non-handicapped peers, (b) Demonstrations of oral and written language system transactions decreased after students received formal instruction in reading and writing. And (c) children's ability to interpret print depended greatly on the presence or absence of context with the print.

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40

Escobar, Colette M. "Contingent Valuation of Early Intervention Programs for Handicapped Children." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/4100.

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Early intervention programs for handicapped preschool children may have long-term implications for the children and their families. Economic eva luations of these programs have been conducted to measure costs and bene fit s, but parental wi l lingness-to-pay has been overlooked in these analyses. Parental willingness-to-pay, as a measure of consumer surplus, could complete the measure of benefits and provide both policymakers and practitioners with useful information for decisionmaking. In this study, the impli cations of eliciting willingness-to-pay responses for an early intervention program for handicapped preschoolers are discussed. A survey technique, known as the contingent valuation method (CVM) , is applied to program to empirically estimate wil lin gness-to-pay for the total program and for particular components of the program. Also investigated are the implications of using a rationality test in the survey to determine if consumer responses are in accordance with assumptions for rational consumer behavior. Results indicate relatively high willingness-to-pay for the program as whole, but low value is associated with program components. This implies that parents may value these programs more for the respite rather than specialized services offered. Results of the rationality test support the hypothesis that such a measure is necessary in survey designs of this nature.

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41

Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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42

Belcher, John. "Topics in the time series analysis of medical and psychological data." Thesis, Keele University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362162.

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The thesis gives examples of analysing time series data while being employed as statistician at the Industrial and Community Health Research Centre, North Staffordshire Medical Institute, Hartshill Road, Stoke-on-Trent for the period 1988-1997. Topics include:(a) the analysis of asthma data with a view to aid detection and confirmation of occupational asthma. This project highlights possible approaches for modelling regularly and unequally spaced observations (b) modelling bleeding and behavioural patterns of handicapped people using binary valued time series (c) a repeated measures analysis following a surgical intervention (d) a study relating mood scores to progesterone levels

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43

Martin, Susan. "The role of professionals in the care of families with handicapped children - a consumer perspective." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329260.

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44

Mehl, Meryln Claude. "The cognitive difficulties of first year physics students at the University of the Western Cape and various compensatory programmes." Doctoral thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/15889.

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This thesis reports the results of some five years of work with first year physics students at the University of the Western Cape in South Africa. South African education is presently characterized by large numbers of students who, judging from their poor results in their first year at university, are poorly equipped to meet the academic requirements of a university course especially in science-related disciplines. The purpose of this research was twofold: (a) To determine the cognitive reasons for the poor performance of these students, characterized as disadvantaged in the study; (b) To develop suitable instructional materials based on the determination in (a). Feuerstein's theories of the cognitive development of disadvantaged persons were found to be extremely useful both in providing direction for the research as well as in interpreting the data generated by the study. Thirty person-to-person interviews of about 45 minutes in length, were conducted with first year physics students as they attempted to solve two typical kinematics problems. Analysis of the interviews revealed that in addition to language difficulties experienced, students also displayed regularities in the types of errors made. Over and above this, students demonstrated significant cognitive difficulties with the analysis and elaboration of data in the problems. Many of these difficulties can be related to the cognitive deficiencies documented in the work of Feuerstein. Additionally, a paper-and-pencil test was developed to examine whether students, after instruction, display any planned approach in their use of Newton's laws in solving typical physics problems. The results of the test with 86 first year physics students show that traditional physics instruction does not help disadvantaged students develop the ability to use Newton's laws in any structured manner. Instruments were developed to assist students using the algorithmic approaches of Landa. Nine areas in the typical university first year mechanics course were analysed for the cognitive operations requited to use specific laws or concepts in problem-solving. Booklets were designed which made these cognitive operations explicit in the application of the particular law or concept. A test group which used the instruments showed significant gains in quarterly examinations in the physics department, over a control group which received instruction in the traditional manner. Anecdotal evidence of the efficacy of the instruments is also presented. The success of the research shows that it is possible to address the cognitive difficulties of disadvantaged students in physics within the framework of a first year university course. The approaches documented in this thesis give an indication of how disadvantaged students can be assisted and supported academically.

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45

Hattori, Miki. "Aspects of the "poor man" : handicapped lovers in Hardy's novels." 京都大学 (Kyoto University), 2005. http://hdl.handle.net/2433/144371.

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46

Cheung, Chiu-kwan, and 張肖君. "Job satisfaction among moderately mentally handicapped school teachersin Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957754.

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47

譚靜儀 and Ching-yi Maureen Tam. "A social education group for the mentally handicapped young adults." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247982.

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48

Fan, Meng-lun Helen, and 范夢倫. "Planning for the handicapped to provide a barrier-free environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31259133.

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49

Edwards, Susan. "Conversational interaction between adults and young severely mentally handicapped children." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281428.

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Conversational interaction between adults and mentally handicapped children is explored by analysing samples of naturalistic adult-child interaction obtained from three preschool mentally handicapped children playing with their mothers at home and their teachers in their classrooms. The adult input is analysed in terms of its grammatical structure and conversational functions, and comparisons are made between maternal and teacher input. The children's contributions to the conversational interaction are explored by analysing the words and word-like forms contained within prosodically defined utterances, focussing on the most productive child. The results reveal that whereas there were similarities in the maternal and teacher input, some differences emerge; for example, all adults took the major responsibility for the dialogue but, as a group, the teachers used a slightly higher proportion of well-formed grammatical utterances than the mothers who tended to make more use of short phrases, recitation and well learnt routines. Differences also occurred in the adults' use of language. The mothers, as a group, used higher proportions of their utterances to gain and maintain the children's attention and to request action rather than verbal responses. Although all the children were at the single-word stage, one of the children, Toby, made a larger contribution within the child- adult dyad than either of the other two children. Two aspects of his production are examined. First an analysis is made of his prosodic system and the association between certain prosodic units and communicative intent. Overall this association is found to be weak although there is evidence that he was marking two communicative functions. Secondly, detailed analyses are presented of his words and word-like forms. The range of Toby's vocabulary is similar to that reported for both normally developing children and other mentally handicapped children. However, contrary to reports in the literature, Toby is not restricted to the 'here and now' but is able to use his single words to comment on absent objects and events. These results have implications for intervention aimed at either the mother's input or vocabulary growth in the young mentally handicapped child.

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50

McConachie, H. R. "Involvement of parents of young mentally handicapped children in teaching." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376282.

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