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Автор: Grafiati

Опубліковано: 26 липня 2024

Оновлено: 27 липня 2024

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1

Feiring, Marte. "Fra revalidering til rehabilitering – en dansk begrebshistorie." Tidsskrift for Professionsstudier 13, no. 24 (August 24, 2017): 86–97. http://dx.doi.org/10.7146/tfp.v13i24.96753.

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Анотація:

I artiklen præsenteres et studie af rehabilitering som begreb og praksis, hvor socialt felt forstås som netværk af aktører og institutioner, som over tid former tre delvist overlappende sociale praksisser: revalidering, udvidet revalidering og rehabilitering. Skifte fra revalidering til rehabilitering analyseres som diskursive kampe mellem traditionel og ny viden om, hvordan samfundet håndterer handicappede personer. Denne artikel identificerer tre delvist overlappende sociale praksisser, hvor skifte sker som et produkt af ny læring, nye klientgrupper og nye styreformer. Fysisk genoptræning, social rådgivning og social aktivering er historiske eksempler på det, som her kaldes normaliseringsdiskurser, og de er forbundet med tre historiske integreringsdiskurser: integration i arbejdsliv, i lokalmiljø og i samfundet som helhed.

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2

Munk-Madsen, Eva. ""Verdens bedste hjælperordning"? Et arbejdslivsperspektiv på brugerstyret hjælp." Tidsskrift for Arbejdsliv 8, no. 1 (March 1, 2006): 11. http://dx.doi.org/10.7146/tfa.v8i1.108531.

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I løbet af 70'erne opstod der en lokal forvaltningspraksis i rhus kommune, der gjorde det øko nomisk muligt for fysisk handicappede at ansætte private personlige hjælpere, som et alterna tiv til at bo på institution eller have kommunal hjemmehjælp. rhus-ordningen, der siden blev landsdækkende, blev hjulpet frem af handicap-ungdomsoprøret og det samfundsmæssige opgør med den statslige særforsorg og dens mammutinstitutioner. Af-institutionaliseringen var en individualiseringsproces i handicapomsorgen, som indebar en sideløbende individualisering af omsorgsarbejdet. De nye personlige hjælpere blev privatansatte og autoritetsforholdet i omsorgsrelationen blev vendt om. 'Klienter' blev til arbejdsgivere og de offentlige omsorgsarbejdere til private tjenestefolk. Det brugerstyrede omsorgsarbejde indebærer en afkobling af omsorgsarbejderne fra overenskomstbeskyttelse, arbejdsfællesskab og professionsbygning.

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3

Pedersen, John Storm, and Sverri Hammer. "Nogle konsekvenser af Strukturreformen år 6 — det specialiserede socialområde." Tidsskrift for Arbejdsliv 14, no. 4 (December 1, 2012): 48–67. http://dx.doi.org/10.7146/tfa.v14i4.108919.

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Hvilke konsekvenser har Strukturreformen haft for medarbejdere, ledere og borgere på det specialiserede socialområde? Medarbejderne på det specialiserede socialområde er typisk fagprofessionelle: socialrådgivere, (social)pædagoger og andre fagprofessionelle. Lederne på området er typisk også fagprofessionelle med megen videre- og efteruddannelse. Borgerne på det specialiserede socialområde er udsatte børn og unge, handicappede, hjemløse og andre 'svage' borgere, som velfærdsstaten har en særlig forpligtigelse til at hjælpe. Med Strukturreformen overgik det specialiserede socialområde (DDS) fra amterne til kommunerne, hvorved området er et af de velfærdsområder, som Strukturreformen har påvirket mest. Strukturreformen har på DSS skabt en konflikt mellem især det professionelle og det bureaukratiske paradigme, hvor det bureaukratiske dominerer. Nogle centrale konsekvenser heraf for medarbejdere, borgere og ledere analyseres og diskuteres i artiklen.

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4

Hübner, lngolf. "Christliches Menschenbild und geistige Behinderung." Zeitschrift für Evangelische Ethik 42, no. 1 (February 1, 1998): 29–46. http://dx.doi.org/10.14315/zee-1998-0106.

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Abstract This article on the Christian understanding of human existence and the mentally-handicapped gives a survey of the care and advancement of the handicapperl in the former G.D.R. It describes the initial church stance regarding this work after World War II and compares the insuing efforts of both church and state. In spite of political repression this type of care became a primary field of diaconic work. Diaconic efforts consisted of staff training, the construction of special buildings, and the international exchange of ideas and practice. A major concem was the widescale integration of the handicapped.

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5

Niklasson, Grit. "Når det normale bliver det gode: normalitet, normativitet og graviditet." Dansk Sociologi 25, no. 2 (May 21, 2014): 9–29. http://dx.doi.org/10.22439/dansoc.v25i2.4857.

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Artiklen baserer sig på interviews med gravide kvinder og observationer af deres møder med sundhedsvæsenet. Undersøgelsen fokuserer på de normer, der kommer til udtryk i disse møder. Tilsyneladende er der en klar norm om, at man får udført risikovurdering af fostret i den tidlige graviditet. Der er en norm om, at teknologiens svar er sandheden om fostret. Og samtidig er der normer for, hvilke skavanker man kan acceptere ved et foster afhængig af, hvilken social kontekst man er en del af. Det undersøges, hvorledes normer udtrykkes og bliver styrende for de sundhedsprofessionelles rådgivning og for de gravides valg og fravalg af fosterundersøgelser og handicappede børn. Normalitetsbegrebet er til debat i forbindelse med forskellige opfattelser af, hvad der kan henregnes under kategorien ”normal” i sammenhæng med de gravides individuelle livssituation og sociale kontekst og med udgangspunkt i Nikolas Rose og Georges Canguilhems teoretiske betragtninger. ENGELSK ABSTRACT: Grit Niklasson: When the Normal Becomes the Good: Normality, Normativity and Pregnancy This article is based on interviews with pregnant women and observations of their encounters with the health care system, and in particular the norms expressed in these meetings. There is a clear norm saying that one should have a risk assessment of the foetus carried out in the early stages of pregnancy. There is also a norm that what technology tells us about the foetus will be the truth. At the same time, there are norms as to which defects are acceptable in a foetus, depending on one’s social context. The article examines how these norms are expressed, how they guide health professionals’ advice, and the choices and exclusions pregnant women make with regard to foetal examinations and disabled children. The concept of normality is discussed with regard to the different perceptions of what can be included in the category ’normal’ in the context of these women’s individual circumstances and social context, a discussion inspired by Nikolas Rose and Georges Canguilhem’s theoretical considerations. Keywords: pregnancy, prenatal diagnosis, normality, norms, normativity.

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6

Tambade, Anuj, Prof Rita Pimpalkar, and Karan Tadpelliwar Sanket Valvi. "Feeding Mechanism for Handicapped Person." International Journal of Trend in Scientific Research and Development Volume-2, Issue-3 (April 30, 2018): 2668–71. http://dx.doi.org/10.31142/ijtsrd12801.

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7

N. G. Aaras, N. G. Aaras, B. R. Gawhale B. R. Gawhale, S. S. Kharade S. S Kharade, P. B. Makasare P. B. Makasare, and L. J. Sankpal L. J. Sankpal. "E-Examination For Handicapped People." Paripex - Indian Journal Of Research 2, no. 3 (January 15, 2012): 118–20. http://dx.doi.org/10.15373/22501991/mar2013/42.

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8

Parker, J. L., and Jenny Burrows. "The social integration of mainstreamed handicapped high school children." Queensland Journal of Guidance and Counselling 1 (October 1987): 25–32. http://dx.doi.org/10.1017/s1030316200000352.

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Анотація:

The social integration (sociometric status) of 22 mainstreamed handicapped high school children was compared with that of their non-handicapped peers. Results indicated that in friendship and work oriented situations the handicapped were less socially accepted than their nonhandicapped peers, more frequently identified as stars, and female handicapped students were more popular and accepted than the male handicapped. A limitation of the study was its small sample size.

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9

Bishop, V. E. "Making Choices in Functional Vision Evaluations: “Noodles, Needles, and Haystacks”." Journal of Visual Impairment & Blindness 82, no. 3 (March 1988): 94–99. http://dx.doi.org/10.1177/0145482x8808200308.

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Анотація:

Functional vision evaluations are appropriate components of the special assessments for visually handicapped children and youth. The best procedures are sometimes difficult to select, however, because of the wide range in age, ability, and visual status of the subjects. This paper offers an organized approach to performing functional vision evaluations by clarifying the types of data collection and by suggesting protocols for three broad categories of subjects: “normal” visually handicapped students of school age, “normal” preschool visually handicapped children, and multiply handicapped/visually handicapped pupils. Infants with visual impairments are classified with multiply handicapped children, since the procedures for evaluation are similar.

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10

Bruant, Gérard, and Jean-Paul Génolini. "La représentation du handicap mental sportif chez les sportifs et les non-sportifs." STAPS 15, no. 34 (1994): 55–66. http://dx.doi.org/10.3406/staps.1994.980.

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Анотація:

The research is about the manner sportsmen and non sportsmen represent themselves the mentally handicapped sportsman with regard to the sportsman on one hand and to the mentally handicapped on the other hand. Experimental results show that, as for features's personality, the mentally handicapped sportman is at midway between the sportsman and the mentally handicapped. At the level of psychological organisation, we can see that sportsmen answers differ from those of non sportsmen. According to sportsmen, the profit that mentally handicapped person can get from practising sports only influences secondary areas of the sportman's personality wich in represented by a general dynamism, both psychological and physical. For the non sportsmen, when mentally handicapped practise a sport, this one seems to be exempt from the failings which are often the causes why they are no interested in sport. Therefore, the mentlly handicapped sportsman's representation allows sportsmen to categorize the mentally handicapped and non sportsmen to categorize the sportman.

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11

Woodward, John, Douglas Carnine, and Maria Collins. "Closing the Performance Gap: CAI and Secondary Education for the Mildly Handicapped." Journal of Educational Computing Research 4, no. 3 (August 1988): 265–86. http://dx.doi.org/10.2190/fycq-96d6-4aar-1ld6.

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Secondary mildly handicapped students are frequently expected to pass a set of academic competencies in order to graduate from high school along with their non-handicapped peers. Typically, resource room instruction for these mildly handicapped students involves considerable practice on elementary facts and concepts and relatively little time devoted to more complex information and problem-solving activities. Well designed computer assisted instruction can not only teach the latter, but it can lead students to perform at skill levels commensurate with their non-handicapped peers. This article describes three studies involving the use of CAI with secondary mildly handicapped students. Experimental comparisons were conducted between mildly handicapped groups and quasi-experimental comparisons were made between the experimental group in each study and non-handicapped peers. The studies consistently indicate that well designed CAI can have a significant effect on learning.

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12

SMITH, N. J., R. BLAND, and C. GREY. "Handicapped parents with non-handicapped dependants." International Journal of Rehabilitation Research 16, no. 2 (June 1993): 157–59. http://dx.doi.org/10.1097/00004356-199306000-00009.

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13

Erin, J., W. Daugherty, K. Dignan, and N. Pearson. "Teachers of Visually Handicapped Students with Multiple Disabilities: Perceptions of Adequacy." Journal of Visual Impairment & Blindness 84, no. 1 (January 1990): 16–20. http://dx.doi.org/10.1177/0145482x9008400103.

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Анотація:

Partial results of a national survey of teachers of visually handicapped students on their service delivery to severely multiply handicapped children are presented. Responses in two of the three areas examined, respondent information and teacher preparation, are based on returns from 134 teachers in 41 states, as are frequencies for teacher variables. Relationships between teacher perception of adequacy of preparation and experience, level of degree, type of certification, setting, and year certified were evaluated through a chi-square test. Significant relationships were found between perception of adequacy and level of degree and additional certification in mental retardation, physically handicapped, and multiply handicapped. Survey results support a need for better preparation of teachers of visually handicapped children who work with severely multiply handicapped students.

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14

Sinha, Kumari Bharti. "A Study of Various Problems of Physically Handicapped." International Journal of Advanced Research in Peace, Harmony and Education 04, no. 01 (December 4, 2019): 3–6. http://dx.doi.org/10.24321/2455.9326.201901.

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Adolescence period is full of stresses and strains. One major problem of adolescents is to be independent of their parants. According to Kiskar [1982], the most destructive and stress-provoking situation is a growing need for independence. It is evident that adolescent boys and girls often make efforts to achieve some degree of freedom from their parents directly or indirectly. This effort may lead to such common symptom of adjustment difficulties as truancy, vagrancy, stealing and sexual misbehaviour. Studies have shown that some of the problems of adolescents are the extensions of those of childhood while others are the anticipations of the adulthood. However, some problems of adolescents are unique to this developmental and transitory period itself. Behavioural scientists have explained the problems of the adolescents under more or less these broader connotations. Personal Data Sheet and Youth Problem Inventory were administrated to 81 physically handicapped and 81 normal respondents to examine whether the two groups differ significantly in terms of their problems relating to family, school, sexual, personal and overall problems. It was hypothesized that there will be significant effect of physical disadvantage over various problems of the respondents. The result revealed that the physical disadvantage showed a significant effect on various problems under study of respondents, namely family school / college, social, personal and overall problems.

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15

Hussain, Ishtiaq, Muhammad Bashir, Muhammad Naseer Ud Din, Muhammad Naeem Butt, Shagufa Akhter, and Hafiz Inamullah. "Problems Faced By Physical Handicapped Students In Educational Institutions In District Kohat." Contemporary Issues in Education Research (CIER) 4, no. 2 (March 8, 2011): 23. http://dx.doi.org/10.19030/cier.v4i2.4079.

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The purpose of the study was to explore the problems faced by physical handicapped students in normal educational institutions and to find solutions to the problems faced by physical handicapped students. All the physical handicapped students studying in educational institutions in District Kohat constituted the population of the study. The study was delimited to the physical handicapped students studying in 20 general educational institutions at four levels; i.e., Elementary, Secondary, Higher Secondary and Higher Education. Forty students, both male and female, were selected from 20 educational institutions using a random sampling technique. A questionnaire was constructed using the problems faced by physically handicapped students. The results of the investigation revealed that the physically handicapped children constitute 2-3 % of the population and the majority of them are lame. They face a lot of problems while studying in normal educational institutions.

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16

Rizzo, Terry L. "Attributes Related to Teachers' Attitudes." Perceptual and Motor Skills 60, no. 3 (June 1985): 739–42. http://dx.doi.org/10.2466/pms.1985.60.3.739.

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A survey was conducted to determine the relationship between attitudes of 194 physical educators toward teaching handicapped pupils in regular classes and six attributes: (a) sex of teachers, (b) highest degree earned, (c) age, (d) coursework in physical education for handicapped pupils, (e) coursework outside of physical education on handicapped pupils, and (f) teaching experience with handicapped pupils. A simultaneous multiple-regression model was applied to the data to identify and explain the collective and separate contributions of the attributes to the attitudes Courses on handicapped pupils taught outside of physical education and age were significantly correlated with attitudes of the physical educators, but the other four attributes were not correlated.

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17

Bishop, V. E. "Identifying the Components of Success in Mainstreaming." Journal of Visual Impairment & Blindness 80, no. 9 (November 1986): 939–46. http://dx.doi.org/10.1177/0145482x8608000907.

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This paper describes an investigation into the characteristics of success in mainstreaming visually handicapped students. The study collected opinions from teachers of the visually handicapped, regular classroom teachers, school principals, parents of visually handicapped pupils, and visually handicapped students or former students. Data included rank-ordered variables and value judgments. Among the most important factors in successful mainstreaming were: a flexible teacher; peer acceptance and interaction; social skills; academic achievement; positive self-image; independence; family acceptance; inner motivation; available support personnel; and adequate special supplies and equipment.

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18

Yell, Mitchell L. "Honig v. Doe: The Suspension and Expulsion of Handicapped Students." Exceptional Children 56, no. 1 (September 1989): 60–69. http://dx.doi.org/10.1177/001440298905600109.

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Public Law 94–142 provides for a free appropriate public education for all handicapped children, but does not address the issue of disciplining handicapped students. The result has been confusion and uncertainty, particularly concerning expulsion and suspension. The courts have been forced into this vacuum, acting as arbiters. The Supreme Court's ruling in Honig v. Doe will help to delineate the proper role of educators in the suspension and expulsion of handicapped students. This article examines that role and offers recommendations for school policies regarding the discipline of handicapped students.

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19

د.عثمان موسى حريكة إبراهيم, د. عثمان. "الحاجات الإرشادية وعلاقتها بالتوافق الاجتماعي لدى أولياء أمور المعاقين عقلياً بولاية الخرطوم". Educational & Sciences Journal 1, № 20 (27 червня 2022): 1–45. http://dx.doi.org/10.52981/edusj.v1i20.2316.

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The study aimed to identify the counseling needs of the parents of the mentally handicapped and their relationship to their social compatibility. The researcher used the descriptive approach. The study sample size reached (237) parents and the study tools were the indicative needs scale for Mozamban Zabirah and the social consensus scale of Abdullah Yusuf Sakran and he used a number of statistical equations. Including the T-test for one sample, the Mann-Winnie test, the Pearson coefficient of correlation coefficient and the Fakronbach equation, and the results of the study were the counseling needs of parents of the mentally handicapped are high, the social compatibility among parents of mentally handicapped persons is high, there are statistically significant differences in the counseling needs of parents of the disabled Mentally attributable to the gender variable, there are no statistically significant differences in the counseling needs of the parents of the mentally handicapped due to the kinship variable, there are statistically significant differences in the counseling needs of the parents of the mentally handicapped due to the educational level variable, there are no statistically significant differences in social consensus Among the parents of the mentally handicapped due to the gender variable, there are significant differences There are no statistically significant differences in the social compatibility of the parents of the mentally handicapped due to the educational level variable, there is no correlation between the counseling needs and the social compatibility of the parents of the mentally handicapped, and the researcher concluded To recommendations, the most important of which are: Expanding the establishment of counseling centers specialized in dealing with the problems of the mentally handicapped, providing the disabled brothers with mechanisms for proper dealing with their disabled brothers, and educating parents about the potential effects of disability on the brothers of the disabled.

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20

Popovich, Mark, S. Curt Willis, and Fred Blevens. "Editing Accuracy and Speed by Handicapped Students, Nonjournalism and Journalism Majors." Newspaper Research Journal 10, no. 1 (September 1988): 53–60. http://dx.doi.org/10.1177/073953298801000107.

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Newspapers may be ignoring a potentially rich employee source in newsroom hopefuls who are physically handicapped. In this pilot experiment, handicapped students performed as well as non-handicapped, nonjournalism majors, but less well than journalism majors. Commitment and language skills, not physical handicaps, are found to be a better guage of newsroom potential.

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21

Giami, A. "Sterilisation and sexuality in the mentally handicapped." European Psychiatry 13, S3 (1998): 113s—119s. http://dx.doi.org/10.1016/s0924-9338(98)80042-4.

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SummaryThis article analyses the historical and psychosocial background of the sterilisation of mentally handicapped individuals in France and investigates the relationship between their sexuality and their sterilisation. Sterilisation of the mentally handicapped has been used as a method for controlling their sexual activity. The processes and situations leading to the sterilisation of the mentally handicapped are described and discussed.

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22

Senapati, Roshni, and Alan Hayes. "Sibling Relationships of Handicapped Children: A Review of Conceptual and Methodological Issues." International Journal of Behavioral Development 11, no. 1 (March 1988): 89–115. http://dx.doi.org/10.1177/016502548801100106.

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This paper reviews the literature in two areas of research on the social development of siblings. Specifically it compares and contrasts studies of sibling relationships of handicapped children with the wider literature on non-handicapped siblings. The focus is on the methodological and conceptual features which characterise research in each area, with a particular emphasis on identifying the unique contributions each can make to the advance of knowledge in developmental psychology. For the purpose of clarity in this review, the term "siblings" will refer to the non-handicapped brothers and sisters of a handicapped child, unless otherwise specified.

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23

Czajkowska, Agnieszka. "Financial support for enterprising handicapped people." Equilibrium 4, no. 1 (June 30, 2010): 229–40. http://dx.doi.org/10.12775/equil.2010.018.

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The aim of the article is presentation of chosen forms of financial support of enterprising handicapped people by institutions and organizations, qualified for carrying help of this part of society. The thesis presumes, that the activity of institutions funding a beginning of economic activity and its development by handicapped people is very important, but not sufficient. One of methods of social integration can be self-dependence of handicapped people and formation their enterprising attitudes, thanks to making for them accessible financial instruments in forms of grants, loans and credits on preferential rules, tax relieves and tax exemptions or services pensions. In the article there were introduced bases of a social policy of chosen EU countries with respect to handicapped people as well as the most important institutions offering alternative forms of financial support addressed to enterprising handicapped people.

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24

Hamid Salehian, Mir. "The predictive role of psychological toughness and adaptability on the actual well-being of mothers with handicapped children." African Health Sciences 22, no. 1 (April 29, 2022): 611–8. http://dx.doi.org/10.4314/ahs.v22i1.71.

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Background and Aim: Handicapped children cause psychological problems for mothers. As mothers' actual well-being is so important in the family and society, the aim of this research was to predict the role of psychological toughness and adaptability on the actual well-being of mothers with handicapped children. Materials and Methods: The research was descriptive correlational study with volunteer mothers of handicapped children (n=150). Data collection tools were: Ahwaz Kiamarsi et al. (1998) psychological toughness questionnaire, Connor and Davidson adaptability scale (2003), Lyubomerisky and Leper actual well-being scale (1999) and Diener life satisfaction scale (2009). Pearson correlation coefficient and multiple linear regression analysis were used to analyze the data using SPSS 21 version. Results: The results showed that psychological toughness and its components (commitment, control, struggle) have a significant positive relationship with the actual well-being of mothers with handicapped children and its dimensions (actual well-being and life satisfaction) and is able to predict their well-being. Discussion: Therefore, it can be said that by promoting adaptability, mothers with handicapped children can resist and overcome stressors as well as factors that cause many psychological problems. By reducing psycho-emotional problems in mothers, mental well-being and life satisfaction are improved. Conclusion: The actual well-being of mothers with handicapped children can be predicted by their psychological toughness and adaptability. Keywords: Psychological toughness; adaptability; actual well-being; handicapped children.

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25

Brown, William. "Handicapped Students as Peer Tutors." Academic Therapy 22, no. 1 (September 1986): 75–79. http://dx.doi.org/10.1177/105345128602200112.

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26

STELMACH, PETER. "Handicapped Physicians." Annals of Internal Medicine 102, no. 2 (February 1, 1985): 270. http://dx.doi.org/10.7326/0003-4819-102-2-270_2.

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27

Simpson, John. "Handicapped Awareness." New Writing 6, no. 1 (March 2009): 51–52. http://dx.doi.org/10.1080/14790720802582542.

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28

McCormick, David P. "Handicapped Skiing:." Physical & Occupational Therapy In Pediatrics 4, no. 3 (January 1985): 27–44. http://dx.doi.org/10.1080/j006v04n03_05.

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29

Melnick, R. Shep. "Handicapped Policy." Journal of Health Politics, Policy and Law 12, no. 3 (1987): 577–82. http://dx.doi.org/10.1215/03616878-12-3-577.

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30

McCormick, David. "Handicapped Skiing:." Physical & Occupational Therapy In Pediatrics 4, no. 3 (January 3, 1985): 27–44. http://dx.doi.org/10.1300/j006v04n03_05.

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31

Hood, Patrick R. "Handicapped Parking." American Journal of Nursing 100, no. 9 (September 2000): 11. http://dx.doi.org/10.1097/00000446-200009000-00002.

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32

LaBan, Myron M., and Matthew Grimm. "Handicapped Parking." American Journal of Physical Medicine & Rehabilitation 89, no. 4 (April 2010): 345–48. http://dx.doi.org/10.1097/phm.0b013e3181c56a53.

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33

Amosun, Seyi L., Benson A. Ikuesan, and Lyabo J. Oloyede. "Rehabilitation of the handicapped child - Who cares for the caregiver?" South African Journal of Physiotherapy 52, no. 3 (August 31, 1996): 56–59. http://dx.doi.org/10.4102/sajp.v52i3.627.

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Анотація:

The mental health of caregivers of handicapped children (n=68), and of caregivers of children with minor ailments (n=40), was assessed using the General Health Questionnaire (GHQ). In the cross-sectional study, the caregivers of handicapped children had a significantly higher mean score which was above the threshold score. This suggests that the task of caring for disabled children may have a stressful impact on the caregivers which may contribute to psychiatric morbidity. There is a need to periodically assess the mental health of the caregiver, even as the rehabilitation of the handicapped child progresses. Addressing the psychological disturbances in the caregiver should form part of the treatment of the handicapped child.

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34

Hamernik, Peter, and Pavol Tanuska. "The Proposal of Ensuring the Protection of Handicapped Inhabitants of Smart House." Applied Mechanics and Materials 256-259 (December 2012): 2962–66. http://dx.doi.org/10.4028/www.scientific.net/amm.256-259.2962.

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Анотація:

Smart houses are currently gaining in the development of smart systems. One of the development areas are smart systems for handicapped people. This article is devoted to handicapped inhabitants of smart house with Alzheimer's disease associated with dementia. It compares the stability of a healthy person with handicapped inhabitant, under which determine the boundary conditions of stability. It describes the proposal of starting protection system before falling backward, and needed response time of active elements.

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35

Petersen, Paul, and Richard L. Wikoff. "Home Environment and Adjustment in Families with Handicapped Children: A Canonical Correlation Study." Occupational Therapy Journal of Research 7, no. 2 (March 1987): 67–82. http://dx.doi.org/10.1177/153944928700700201.

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The hypothesis that adjustment within the family of a handicapped child is due to more than just the presence of the child was investigated using canonical correlation. Five borne environment variables—handicapped-related events, resources available, severity of symptoms, other sources of stress, and socioeconomic status—and three adjustment variables—subjective assessment of the child's presence, marital adjustment, and maternal health—were used. Data were collected from 105 mothers of handicapped children. Two significant variates emerged with canonical correlations of .776 and .447. The total redundancy for the adjustment variables across both variates was .346. For the environment variables, the total redundancy was .251. The resources available and the number of handicapped-related events were the most important environment variables, and socioeconomic status was the least important.

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36

Karper, William B., and Thomas J. Martinek. "Problems in Mainstreaming Research: Some Personal Observations." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 347–50. http://dx.doi.org/10.1123/apaq.2.4.347.

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Анотація:

Many issues must be resolved before research on mainstreaming in physical education becomes believable, replicable, and generalizable. Decisions are necessary regarding the standardization of procedures that place atypical students in the mainstream, and clear definitions are needed regarding what constitutes a handicapped student in physical education. Also, agreement is needed on what typifies the makeup of a regular physical education program that serves handicapped students. Additionally, physical education class content and context differs between classes in the same school, making controlled studies nearly impossible to achieve. It is very difficult to select test instruments that are appropriate to both handicapped and nonhandicapped students. Finally, data analysis is a problem because of the unequal numbers of handicapped and nonhandicapped students found in mainstream physical education classes.

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37

Weber, Mark C. "The End of Responsible Relative Liability." Exceptional Children 54, no. 2 (October 1987): 171–75. http://dx.doi.org/10.1177/001440298705400211.

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Анотація:

Responsible relative liability laws exist to shift some of the cost of care of residentially placed handicapped children from the state to the children's parents. Because residential placement of handicapped children, particularly developmentally disabled children, would not be undertaken but for the need to teach these children life skills, the Education for the Handicapped Act would dictate that these placements be free of cost to parents. Recently, the courts have resolved the tension between the preexisting state-responsible relative laws and the Education for the Handicapped Act. Ruling in favor of the parents, they have invalidated the responsible relative charges. This article describes the conflict, its resolution in the recent case Parks v. Pavkovic, and some of the implications of that decision.

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38

Melograno, Vincent J., and E. Michael Loovis. "Status of Physical Education for Handicapped Students: A Comparative Analysis of Teachers in 1980 and 1988." Adapted Physical Activity Quarterly 8, no. 1 (January 1991): 28–42. http://dx.doi.org/10.1123/apaq.8.1.28.

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Анотація:

Results of comprehensive surveys (1980 and 1988) were compared relative to physical education for handicapped students. A direct, self-report methodology was used. Statewide (Ohio) samples of 241 (1980) and 242 (1988) physical education teachers participated. Data indicated that the status of physical education for handicapped students had remained the same. By 1988, only 14% of the teachers had contributed to a multidisciplinary staff for developing IEPs. Teachers’ lack of knowledge of PL 94-142 was revealed in both years, and interest in teaching handicapped students was no better than “neutral/mixed” (1988). A majority of teachers in 1980 and 1988 indicated a general need for assistance in motor behavior assessments. By 1988 a majority of teachers (51%) had not received encouragement/support from their administration. In both years, over 75% believed that handicapped students are excluded from participation in physical education due to “nature of handicap” and “functional ability.” Overall, results in 1980 were reaffirmed in 1988. Teachers lacked the ability to provide appropriate physical education for handicapped students.

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39

Goldstein, Howard, and Dianne Raeke Ferrell. "Augmenting Communicative Interaction Between Handicapped and Nonhandicapped Preschool Children." Journal of Speech and Hearing Disorders 52, no. 3 (August 1987): 200–211. http://dx.doi.org/10.1044/jshd.5203.200.

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A peer-mediated intervention designed to promote communicative interaction by 3 handicapped children with behavioral, social, and communicative deficits in an integrated preschool was evaluated. All 6 normally developing preschoolers in the class were taught facilitative strategies. A multiple baseline design across subjects was used in combination with withdrawal designs for 2 of the subjects. Significant increases in communicative interaction occurred when the peers were prompted to use the strategies with the 3 handicapped classmates. In particular, increases in the handicapped children's response rates were demonstrated during free play observations. In addition, fewer initiations by the handicapped children during the peer intervention was shown to be attributable to reductions in teacher prompting. Generalization to other settings was demonstrated by 1 subject. Although most strategy use by peers was prompted during the initial intervention phases, prompting dropped gradually while peer strategy use was maintained by the end of the study. Results of this study have implications for refining our ability to tailor interventions individually to improve treatment effectiveness based upon the characteristics of handicapped children.

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40

Miederhoff, Jennifer Wingo, and Judy W. Wood. "Adapting Test Construction for Mainstreamed Mathematics Students." Mathematics Teacher 81, no. 5 (May 1988): 388–92. http://dx.doi.org/10.5951/mt.81.5.0388.

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Анотація:

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.

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41

Hall, D. J., and L. F. Pieri. "Providing a community mental handicap service." Psychiatric Bulletin 16, no. 01 (January 1992): 20–21. http://dx.doi.org/10.1192/s0955603600106531.

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Анотація:

It is acknowledged that assessing ‘consumer satisfaction’ is an important part of medical audit (The Royal College of Psychiatrists, 1991). For the mentally handicapped, it can be argued that ‘carer satisfaction’ is particularly relevant. This is particularly so at a time when the ‘community’ is being advocated as the preferred setting for the long-term care of the mentally handicapped, the families and neighbours of the handicapped being the main providers of this ‘community care’ (Griffiths, 1988).

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42

Sivrikaya, Ömer. "Comparison of the effects of physical education and sports course for the handicapped on the attitudes of sports science students towards the handicapped." African Educational Research Journal 9, no. 4 (November 8, 2021): 877–83. http://dx.doi.org/10.30918/aerj.94.21.131.

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Анотація:

It is an important research topic to what extent the training received by the prospective teachers in order to have positive attitudes towards the handicapped is successful. This study aims to evaluate the effect of physical education and sports course for the handicapped on the attitudes of sports science students towards the handicapped. In the study, the "Attitude Toward Disabled Persons (ATDP) Scale", which was developed by Yuker and Block (1986) and adapted to Turkish by Özyürek (2006), was used as a data collection tool. The reliability coefficient of the scale was .67-.83, and the test-retest reliability coefficient was .76. A total of 76 students from Bülent Ecevit University School of Physical Education and Sports (n = 40) and Düzce University Faculty of Sport Sciences (n = 36) formed the study group who taking physical education and sports courses for the handicapped in the 2017-2018 academic year. The Kolmogorov-Smirnov test and independent samples t-test were used to analyze the data. Descriptive analyzes were conducted to determine the level of attitudes of the participants towards people who were handicapped. As a result of the research, it was determined that the attitude scores of the study group towards the handicapped were higher for the participants whose school type is faculty than those of the college. A difference in other parameters could not be detected.

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43

Sarwar, Muhammad Azeem, and Sultan Rehman Sherief. "Effect of Social Interaction on Learning Performance of Handicapped Students." International Journal of Research Publication and Reviews 5, no. 4 (April 11, 2024): 4768–73. http://dx.doi.org/10.55248/gengpi.5.0424.1048.

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44

Bartlett, Larry. "Disciplining Handicapped Students: Legal Issues in Light of Honig v. Doe." Exceptional Children 55, no. 4 (January 1989): 357–66. http://dx.doi.org/10.1177/001440298905500411.

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Анотація:

Court decisions interpreting the effect of the Education for All Handicapped Children Act on traditional forms of public school discipline have raised many questions. This article reviews these decisions and confirms that most forms of minor disciplinary remedies remain available to educators so long as they are also used with nonhandicapped students. However, many legal problems arise with expulsion and long-term, or indefinite, suspensions of handicapped students, especially in light of the recent Supreme Court ruling regarding the expulsion of handicapped students.

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45

Pandit, Ashutosh. "Day Care of Mentally Handicapped People: Why is it an Issue?" British Journal of Occupational Therapy 49, no. 4 (April 1986): 126–29. http://dx.doi.org/10.1177/030802268604900410.

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Анотація:

Day care of mentally handicapped people fulfils the need of both the person and the community. The transmission of culture which occurs through nurturing, education and social integration in the case of ordinary people is also necessary in the case of a mentally handicapped person. This alone can eventually lead the mentally handicapped person to prepare himself for the role of an adult in the community. Day care plays an important part in facilitating this transmission because, contrary to common belief, mentally handicapped people can learn better during their early adult life. Yet factors within the community itself make this provision less effective. The aim of this article is to review day care in the context of its need and place in social organization and the problems in the community at present.

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46

Parmenter, Trevor R., and Rieke Nash. "Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) Towards the Integration of Moderately Intellectually Handicapped Children." Australasian Journal of Special Education 11, no. 2 (November 1987): 26–31. http://dx.doi.org/10.1017/s1030011200021783.

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Анотація:

This paper is a partial report of an investigation into the integration program at two A.C.T. special schools catering for moderately and severely intellectually handicapped children. Teachers and parents of the children at the special schools completed questionnaires concerning the conduct and outcomes of the program. The opinions of teachers at the regular schools were obtained by personal interview.Overall there were positive attitudes expressed towards the program. Areas of concern include the level of support required for the regular class teacher, the level of preparation the handicapped children required before integration commenced, a worry of parents that handicapped children may be exposed to unnecessary pressures in the regular school system, and the fact that mere exposure of a handicapped child to a regular school environment may not lead to effective integration in the larger community.

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47

Archie, Valerie Williams, and Claudine Sherrill. "Attitudes toward Handicapped Peers of Mainstreamed and Nonmainstreamed Children in Physical Education." Perceptual and Motor Skills 69, no. 1 (August 1989): 319–22. http://dx.doi.org/10.2466/pms.1989.69.1.319.

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Анотація:

The influence of contact (mainstreamed and nonmainstreamed) and sex on attitudes of fifth- and sixth-grade students toward handicapped children was examined. 143 mainstreamed students attended an integrated school, whereas 86 nonmainstreamed students had no handicapped children in their school. Mean responses to the Children's Attitudes Toward Handicapped Scale were subjected to a 2 × 2 analysis of variance which indicated no significant differences by contact or sex. χ2 analysis of individual items indicated some significant differences, favoring contact, on items “are fun” and “are interesting.”

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48

Roy, Meera. "Shop-lifting as a Symptom of Stress in Families of Mentally Handicapped Persons." British Journal of Psychiatry 152, no. 6 (June 1988): 845–46. http://dx.doi.org/10.1192/bjp.152.6.845.

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Анотація:

A case of shop-lifting involving the father of a severely handicapped school-leaver is described. The need to support families during the transition of the handicapped person from school to a work environment is emphasised.

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49

Jancar, J., and I. J. Gunaratne. "Dysthymia and Mental Handicap." British Journal of Psychiatry 164, no. 5 (May 1994): 691–93. http://dx.doi.org/10.1192/bjp.164.5.691.

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Анотація:

Two cases of dysthymia in mentally handicapped patients are described. The absence of publications on dysthymia in the mentally handicapped is noted. The importance of early diagnosis and treatment with advanced antidepressants and psychotherapy is emphasised.

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50

Alves, Alda J., and Jay Gottlieb. "Teacher Interactions with Mainstreamed Handicapped Students and Their Nonhandicapped Peers." Learning Disability Quarterly 9, no. 1 (February 1986): 77–83. http://dx.doi.org/10.2307/1510404.

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Анотація:

Teacher interactions with handicapped and nonhandicapped students in 38 mainstreamed classrooms were observed using an interval time-sampling procedure and behavioral categories derived from the Brophy-Good Teacher-Child Dyadic Interaction System. Six aspects of teacher-student interactions were considered: Academic Questions, Extended Feedback, Praise, Criticism, Work Interactions, and Total Amount of Interactions. Results of discriminant analysis indicated that handicapped students received fewer questions and were provided with less teacher feedback than their nonhandicapped peers. It was concluded, therefore, that mainstreamed handicapped students were less involved in academic exchanges than the nonhandicapped subjects.

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