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Дисертації з теми "Young workers with disabilities"

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Автор: Grafiati
Опубліковано: 7 липня 2024

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1

Corr, Catherine, Carol M. Trivette, Rosa Milagros Santo, and Susan Connor. "The DEC Recommended Practices and Young Abused Children with Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4437.

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2

Leister, C., D. Walker, and Mary R. Langenbrunner. "Pretend Play: Opportunities to Teach Social Interaction Skills to Young Children with Disabilities." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3465.

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3

van, Dijk Wilhelmina, and Pamela J. Mims. "Instruction to support the acquisition of mathematics and vocabulary for young English Language Learners with Developmental Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/193.

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This session will present the preliminary findings from a research designed to determine the efficacy of a validated instructional routine on the mathematics and vocabulary acquisition of English language learners with developmental disabilities using word problems based on Common Core State Standards (CCSS). Learner Outcomes: • To learn several techniques on how to integrate vocabulary supports in mathematics instruction; • To learn components of an intervention package designed to increase math and vocabulary outcomes for students with ELL and DD; and • To understand how careful selection of vocabulary and sequencing of problems can help ELLs with DD attain a higher proficiency in English and mathematics.
4

Trivette, Carol M., and Catherine Corr. "DEC Recommended Practice Can Make a Difference in the Outcomes for Young Children with Disabilities Who Have Experienced Abuse and Their Families." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4439.

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Children who are abused are at a higher risk for developing a disability, and, conversely, children with a disability are at a higher risk of being abused and neglected. I know that you don’t want to hear any more, but you need to, because you can help. This presentation will use a case study approach to focus on the actions of professionals who were trying to do the very best for a young child who became disabled as a result of abuse. Though the outcome met all of the specific requirements of child welfare and early intervention programs, clearly the outcome was not the best for this child and family. In this session using the new DEC Recommended Practices, participants will develop a picture of how the DEC RP might have been used and how the result would have been very different.
5

Jouret, Jérôme. "Le monde professionnel de l’insertion des jeunes travailleurs handicapés : entre segmentation et normalisation." Electronic Thesis or Diss., Reims, 2024. http://www.theses.fr/2024REIML002.

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Cette thèse analyse les tensions entre les dynamiques de segmentation et de normalisation des modalités de gestion sociale de l’anormalité, tant dans les institutions, les dispositifs que dans les pratiques dans le monde professionnel de l'insertion des jeunes travailleurs handicapés. Il s’agit de mettre en lumière les difficultés et les tensions que rencontrent ces professionnels, dans leur diversité,, et l'impact significatif des politiques d'inclusion. La recherche vise à comprendre, du point de vue des professionnels, les effets de la diversité des institutions sociales, des dispositifs, des pratiques, en les mettant en contextes spatial, temporel et symbolique (Abbott, 2016).La méthodologie repose sur 40 entretiens semi-directifs avec 37 professionnels de l'insertion et 3 jeunes travailleurs handicapés. Ces entretiens ont permis d'analyser les pratiques et les représentations de l'accompagnement, ainsi que de comprendre les interactions entre les professionnels issus de diverses institutions travaillant, ou pas, ensemble.Les résultats mettent en évidence les difficultés de la transition entre milieux protégés et milieux ordinaires imposée par le modèle inclusif. Ces obstacles sont liées à la diversité des établissements et institutions, des représentations du handicap et des pratiques d’accompagnement des professionnels.La construction et le maintien des réseaux occupent une place centrale dans les préoccupations des acteurs au sein de ce monde professionnel spécifique. Les questions de transition professionnelle, de collaboration entre institutions et de valorisation des compétences sont au cœur des attentions des professionnels. Leurs postures sont en tension entre adaptation technique et bricolage institutionnel, nécessitant un travail d'accompagnement complexe mêlant sensibilisation, médiation et négociation
This thesis analyzes tensions between the dynamics of segmentation and normalization of social management modalities of abnormality, both in institutions, devices, and practices in the professional world of integrating young workers with disabilities. The aim is to highlight the difficulties and tensions in the social and professional integration work of young workers with disabilities and the significant impact of inclusion policies. The research seeks to understand, from the professionals' perspective, their challenges by exploring the diversity of social institutions, devices, practices, and placing them in spatial, temporal, and symbolic contexts (Abbott, 2016).The methodology is based on 40 semi-structured interviews with 37 integration professionals and 3 young workers with disabilities. These interviews allowed for the analysis of support practices and representations, as well as understanding the interactions between professionals from various institutions working together or not.The results highlight administrative difficulties in the transition between protected and ordinary environments related to the variety of establishments and institutions.The representations of disability and support practices of professionals, the construction, and maintenance of professional networks play a central role in the practices of professionals in this specific professional world. Questions of professional transition, collaboration between institutions, and skills enhancement are at the heart of professionals' concerns. Professional practices are in tension between technical adaptation and institutional tinkering, requiring complex support work involving awareness, mediation, and negotiation
6

Barker, Margaret Anne. "Injuries and disabilities in young adults." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307447.

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7

Carniel, Germano Caumo. "Including workers with disabilities in flow shop scheduling." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/132054.

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Pessoas com deficiências possuem muitas dificuldades em participar do mercado de trabalho, possuindo uma taxa de desemprego bem maior do que a média populacional. Isso motiva o estudo de novos modos de produção que permitam incluir essas pessoas com baixo custo operacional. Neste trabalho é feito um estudo sobre a inclusão de pessoas com deficiências em flow shops com o objetivo de minimizar o makespan. Como flow shops normalmente possuem poucas máquinas, o foco do estudo é na inserção de um e dois trabalhadores. O problema é definido, são propostos modelos matemáticos e uma solução heurística para resolvê-lo, assim como instâncias de teste realistas. Nos testes computacionais a performance dos modelos e da heurística é avaliada e a utilidade prática deste modelo de inclusão é analisada. Nós concluímos que o problema pode ser resolvido de forma satisfatória e que a inclusão de trabalhadores com deficiêcia emn flow shops é economicamente viável.
Persons with disabilities have severe problems participating in the job market and their unemployment rate is usually much higher than the average of the population. This motivates the research of new modes of production which allow to include these persons at a low overhead. In this work we study the inclusion of persons with disabilities into flow shops with the objective of minimizing the makespan. Since flow shops usually have only a few machines, we focus on the inclusion of one and two workers. We define the problem, propose mathematical models and a heuristic solution, as well as realistic test instances. In computational tests we evaluate the performance of the models and the heuristic, and assess the utility of such a model of inclusion. We conclude that the problem can be solved satisfactorily, and that including workers with disabilities into flow shops is economically feasible.
8

Ahn, Taehyun. "Essays on Self-Employment of Young Workers." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211525021.

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9

Orozco, Danielle Marie. "JOB READINESS OF SOCIAL WORKERS SERVING INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/809.

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The present study explored advance year Master of Social Work (MSW) candidates and graduated social workers perceived preparedness to serve individuals with developmental disabilities (DD). There has been minimal of studies that have explored perceived preparedness in serving individuals with DD, more specifically in the field of social work. Due to the lack of research on the topic and the recent growth of the DD population, the present research was an exploratory project that utilized qualitative techniques. Data was collected through face-to-face interviews that analyzed advance year Master of Social Work candidates and graduated social workers perceived preparedness serving individuals who are developmentally disabled. The findings of this study suggested that Master of Social Work candidates and graduated social workers are not prepared to serve the DD population. Based on the qualitative analyses, four themes emerged about social workers serving the DD population. The implications of this study include the need for reevaluation of the Council on Social Work Education accreditation standards and ethical standards put forth by the National Association of Social Workers (NASW).
10

Gallagher, Sheila Marie. "Health and managing social risk, young summer workers' perceptions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22984.pdf.

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11

Rudolphi, Josie M. "Occupational safety & health of young adult agricultural workers." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5617.

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Background: Agriculture is the most hazardous occupational industry for young adults. Young adults are engaging in agricultural work and interacting with common hazards, however, it is unknown how young adults are engaging with such hazards and whether administrative controls including workplace organizational factors and social influences in the workplace are associated with safe working practice. Methods: Workplace practices were examined among young adult agricultural workers (18-24). Workers responded to statements regarding their participation in six agricultural work areas, specific behaviors within each work area, risk-taking behaviors of parents, peers, and supervisors, and items about workplace organizational characteristics. A second study, conducted among swine facility workers in the Midwest, tested the effectiveness of an intervention that coupled behavioral theory with technology to increase the use of hearing protection in swine facilities. Results: Results from the cross-sectional, online survey indicated supervisor influence was more strongly associated with reported workplace behaviors than co-worker/peer or parent influence. Furthermore, organizational factors including number of hours worked each week and the presence of safety and health policies was associated with workplace behaviors Results from the intervention study suggest behavioral tracking is effective at increasing the use of hearing protection among young adult swine facility workers in the short term, however, changes in behavior are not maintained over time. Supplying hearing protection is a more effective tool in facilitating sustainable behavioral change. Conclusions: Results suggest interventions that address social and organizational factors of work to improve workplace behaviors among young adult agricultural workers should be tested.
12

ALBANESE, ANDREA. "Employment of young and older workers: three policy evaluations." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/96275.

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The dissertation has the goal of providing a better understanding on the effectiveness of specific active labour market policies that aim at integration of young and older workers. The first Chapter evaluates the effectiveness of the 2003 reform of the Italian apprenticeship regime is assessed. This reform raised the age-eligibility and revised the training component. The different timing of the implementation of the reform in the Italian regions and sectors is exploited. To estimate the ATT of the apprentices in the reformed regime (compared to the old regime), the Covariate Balancing Propensity Score estimator is implemented (CBPS - Imai and Ratkovic, 2014) employing a large set of covariates. The inflow sample of about 18,000 apprentices hired in 2007 is drawn from administrative data of the Social Security Institutions (INPS). Four years after hiring, the reform induced an increase in the transition rate to permanent jobs in the same firm and boosted the average wage of the apprentices. Finally, by a DiD estimator on the LFS, it is found that the higher diffusion of the apprenticeship among the youth becoming eligible is offset by a reduction of other temporary jobs. The research related to the second and the third Chapters assesses the effectiveness of Belgian federal policies to boost the employment rate of the older population. In this research we rely on an endogenous stratified sample of administrative data containing about 244,000 individuals (aged between 52 and 61 years old in 2002) with their employment history since 1957. The second Chapter assesses the impact of a Belgian employers’ Social Security Contributions reduction for workers older than 58. The analysis is performed on multiple repeated cross-sections even if panel data are available, to account for age-varying confounding factors. We use a CDiD estimator (Heckman et al., 1997) and when needed a trend-adjusted version of it (Wolfers, 2006). To facilitate the integration of endogenous sampling weights in this estimator, we implement it as an Inverse Probability Weighting (IPW) estimator, which we extend to allow for multiple cross-sections in the before and after periods. We find small positive short-run impacts on working time and larger ones on the employment rate, but only for employees at high risk of leaving to early retirement. The wage is not affected. In a Cost-Benefit-Analysis, we estimate that during the 1.25 years after its introduction the subsidy imposed a net monthly cost of 330€ per saved job to Society. Had the subsidy been targeted to sectors where early retirement schemes are widely used, Society would instead have gained 2,080€ per saved job. The third Chapter evaluates the impact of the Belgian part-time Time-Credit scheme for older workers. The policy measure allows older workers to reduce their working time by 20% (or 50%) with the goal of postponing their retirement decision and possibly improve their work-life balance. Workers receive a lump-sum in-work benefit of about € 215 (€ 385), granting an average income replacement of 90% (66%) of the full-time wage. We assess the ATT on the survival in employment and we control for selection on observable (IPW) by using their whole employment history. As control units can enter the treatment in later periods, we take into account the dynamic treatment selection (Vikström, 2014). Our estimates indicate a positive employment effect in the short-run followed by a negative impact after four years with insignificant health effects. The policy does not pass the Cost-Benefit-Analysis test.
13

Lynch, Amy Katherine. "Robot assisted mobility for very young infants." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 156 p, 2009. http://proquest.umi.com/pqdweb?did=1824925431&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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14

Van, der Merwe Elmarie. "Young adults' association with Minspeak TM icons." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-06182008-123423.

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15

Lech, Patricia Griffith. "The Increase in Disabled Workers and Healthcare Provider Incentives." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/LechPG2009.pdf.

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16

Lai, Wai-man. "An exploratory study on upward mobility for sheltered workers : a myth or reality? /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20131057.

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17

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.
18

Larkin, Peter J. "Psychosocial sources of aggression in young adults with intellectual disabilities." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3008/.

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BACKGROUND: Aggression can have a wide range of damaging consequences for both perpetrators and victims. Theoretical and empirical studies into problems of aggression increasingly show the importance of social and cognitive factors in aggressive behaviour. Such research has commonly been approached through the framework of the Social-Information Processing (SIP) model. SIP explains social behaviours by the sequence of cognitive processes that occur between encountering a social stimulus and enacting a response to it. Crucially, it is apparent that particular processing styles, such as the way in which people interpret others’ behaviour, play important roles in aggression. However, while SIP has long been used to explain aggression in the non-disabled population, it is only in more recent years that this approach has been applied to people with intellectual disabilities (IDs). This is important because a significant minority of people with IDs demonstrate frequent aggressive behaviour. Although several studies have already indicated that particular cognitive processing tendencies and aptitudes contribute to aggression in adults with ID, no research has considered younger people in the transition to adulthood. To this end, the present thesis sought to investigate the possible influences of certain psychosocial factors on this group of young people with mild to moderate IDs. OBJECTIVES: To identify which specific factors to investigate, a systematic review was conducted of existing research into SIP and aggression with people who have IDs. On the basis of these findings, the thesis examined 1) the social interactions that typically elicit anger, 2) experiences of parental aggression 3) ability to discern affect from dynamic social cues and 4) beliefs about the consequences of aggressive and submissive behaviour. With the review also stressing the importance of examining aggression at specific developmental stages, the studies focused on individuals in the transition from adolescence to adulthood (between 16 and 20 years). Although this stage is thought to be important in the development of cognitive factors associated with aggression, there is little or no research in this area with young adults with IDs. METHODS: The thesis comprised four distinct research studies. Each adopted a group-comparison design, comparing aggressive and non-aggressive young people with IDs. To evaluate the extent to which findings were specific to people with IDs, additional comparisons were conducted between aggressive and non-aggressive individuals without IDs. For Study 1, 26 young adults with IDs and 20 non-disabled young adults completed a semi-structured interview about a recent experience of interpersonal conflict. Participants were asked to describe their beliefs and feelings about the event and their subsequent response. Studies 2, 3 and 4 used data from a second phase of data collection involving 46 young people with and 48 people without IDs. Study 2 used a task in which participants were asked to rank different types of social conflict in order of provocativeness. The author developed these scenarios to reflect the experiences of conflict reported by participants in Study 1. Participants also indicated how recently they had encountered each type of scenario. Study 3 used motion-capture stimuli of people walking in different emotional states to examine whether groups differed in how they encode dynamic social cues. Study 4 used provocative vignettes to examine whether aggressive young people with IDs expect different outcomes from aggressive and submissive responses to such scenarios. RESULTS: Study 1 found that participants with IDs were more likely to encounter conflict with strangers or peers outside their friendship group. They were also more likely to describe incidents of aggression and to characterise people with whom they were in conflict globally as “bad” and to perceive their actions as being personally directed at them. Study 2 did not suggest that experiences of being victimised by peers were more common for people with IDs, but did show that aggressive individuals were more likely to encounter incidents of physical aggression from peers. Parental conflict was the most recently encountered, but was perceived to be the least provocative form of conflict for all groups. In Study 3, no group differences were found in accuracy or response tendencies for the emotion recognition task. Aggressive and non-aggressive participants with IDs in Study 4 did not predict different outcomes form aggression and submission. However, the aggressive participants without IDs predicted more positive outcomes from aggression and more negative outcomes for submission. While aggressive participants with IDs were more likely to give aggressive responses, they were just as likely as the non-aggressive group to respond actively (assertively or aggressively) rather than passively. CONCLUSION: The findings of this thesis, viewed from the perspective of the SIP model, suggest that there are key cognitive and contextual differences between individuals who show frequent aggression, both with and without IDs. Although, somewhat surprisingly, emotion recognition skills did not appear to be associated with a tendency toward aggressive behaviour, the non-ID aggressive and non-aggressive groups differed in their anticipated outcomes for aggressive and submissive behaviour. The context in which conflict occurred also appeared to differ between those young people with and without IDs. However, the absence of some predicted findings from these studies may be related to methodological shortcomings; these possible limitations are considered, and directions for future work are suggested. Applications for clinical practice and policy are also discussed and recommendations for future research are given.
19

Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics, service records and employment data on each individual who receives services from VR. Four logistic regression models were developed using Hosmer, Lemeshow, and Studivant's model building approach to test the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on VR closure status. Seven risk factors were identified that decrease the probability of young adults with disabilities achieving a positive VR closure status: (1) being female; (2) having a primary disability of mental illness; (3) having a primary disability of traumatic brain injury; (4) having an interpersonal impediment to employment; (5) receiving Supplemental Security Income at application; (6) closing VR services during federal fiscal year (FFY) 2008; and (7) closing VR services during FFY 2009. Five protective factors were identified that increase the probability of young adults with disabilities achieving a positive VR closure status: (1) participation in the Oregon Youth Transition Program; (2) earning at least a high school completion certificate by closure; (3) receiving a higher number of VR services; (4) closing VR services on or below the median number of days to closure; and (5) closing VR services during FFY 2004. These findings support the hypothesis that individual characteristics, in-school experiences, post-school experiences, and contextual factors are predictors of positive VR closure status among young adults with disabilities. Further, these results provide evidence that transition services and supports provided to young adults with disabilities receiving services from VR can help them to achieve positive VR closure status.
20

Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.

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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.
21

Loprest, Pamela J. (Pamela Jane). "Gender differences in the labor market experiences of young workers." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/13211.

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22

Lavallee, Adam Laurier. "Three Essays Considering The Labor Market Behavior Of Young Workers." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/413373.

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Economics
Ph.D.
This dissertation consists of three chapters investigating labor market trends, specifically of young workers (ages 18-24). In the United States, young workers decreased their labor market participation by more than 8\% from 1994-2014 and the first chapter of this research considers changing demographics and educational decisions to account for this decline. Using connected monthly Current Population Survey (CPS) data, an alternative definition of labor market attachment is considered, which accounts for attached, marginally attached, and not attached workers. Additionally, attending college is considered as a weak form of labor market participation. Accounting for demographic changes and varying levels of attachment by demographics, the decrease in the participation rate is decomposed into genuine and demographic changes. The finding is a genuine decrease of 1.5\% young workers out of the labor force over the twenty year period studied. A calculation of the impact of college major choice on participation is estimated by extending the decomposition, as well as estimating a logit model on participation by college major. For males certain majors (Agriculture and English and Foreign Language) correlate with lower labor force attachment, while others (Engineering, Mathematics, and Visual and Performing Arts) correspond with higher attachment. For females, graduate degrees are the strongest indicator of attachment to the labor force and being married correlates with non-attachment to the labor force. The second chapter of this research investigates the movement of young workers between labor market statuses. Rather than consider the stocks and percentages of workers in each state (i.e. charting the unemployment or participation rate), this paper analyzes the flows between statuses. A contribution of this research is to consider how labor market flows are impacted by education decisions by including schooling as a labor market status. Additionally, this chapter estimates the impact that labor market movements by young workers have on fluctuations of their unemployment rate; flows between unemployment and not-in-the-labor-force, account for over forty percent of the variation in unemployment for young workers. As young workers decide whether to participate in the labor force or continue their education, they must decide whether to forgo ``on-the-job” training and experience or attend college to acquire human capital through formal education. Following the work of John Robst (2007), the third chapter of this research considers three questions: To what extent do college graduates work in fields unrelated to their most recent degree field? Which degree fields lead to greater mismatch? What is the relationship between working outside a degree field and wages? This research first provides updated answers to these questions using data from the 2013 National Survey of College Graduates (NSCG). Additionally, this work includes new specifications of the wage penalty using parental education level, which was unavailable in Robst's data. The result indicates a wage correlation of complete mismatch between job and college major that is more than three times that of a partial mismatch. An important contribution of this paper is to address changes over time by comparing results from the NSCG data in 1993, 2003, 2010, and 2013. A significant result is that the negative association between mismatch and wages has increased by a factor of three for men and over four times for women from 1993 to 2013. The conclusions in this research describe both structural and cyclical trends in the young worker labor market. Despite the significant proportion of young workers in the labor force, little research has been conducted using data from individuals under the age of twenty-five. This dissertation focuses on young workers because of the importance they play in the labor market, but also to motivate future research. The decisions young people make impact the labor market as well as drive individual future labor market outcomes; policy should be informed by the structural and cyclical trends presented throughout this research.
Temple University--Theses
23

France, Thembisa. "The role of health care workers in supporting individuals with intellectual disabilities." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/16479.

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Анотація:
Thesis (MEdPsych)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: Sexuality education forms part of the life skills learning area. Sexuality education has become a means of providing the information learners need so they can prevent or protect themselves against abuse and violence including rape. It also helps young people to develop coping strategies in their social lives. However, the approach in schools to sexuality education does not cater for the needs of individuals with an intellectual disability. This study aims, therefore to explore whether these individuals (those with intellectual disability) are provided in other ways with information relating to sexuality education. The reason for selecting this group is that research has found that individuals with intellectual disability are more vulnerable to abuse, rape and violence. Hence, equipping them with skills on how to deal and cope with those societal dangers is essential. This study does not focus on those individuals with intellectual disability who are at school but focuses on those that are out of school in the community. A questionnaire is used to determine whether these individuals are adequately provided with sexuality education. The participants of this study are the health care workers chosen because they are the people who are supposed to be interacting on a regular basis with these individuals. They are the people who provide individuals with an intellectual disability with medication and treatment. The findings of the study are that individuals with intellectual disability are not provided with information on sexuality education. It is a challenge, therefore, to all the service providers to equip and empower these individuals with information on sexuality issues so they can cope with the societal pressures. The study also explores the health workers' perceptions of and experiences with individuals with an intellectual disability. The findings of the study are that the health care workers have different perceptions of individuals with intellectual disability on issues of sexuality. Most of their decisions are based on the individual's level of intellectual disability, especially with regard to issues such as the right to have children and the desirability of sterilisation.
AFRIKAANSE OPSOMMING: Seksuele opvoeding vorm deel van die lewensvaardighede-leerarea. Seksuele opvoeding het 'n middel geword om kennis oor te dra aan leerders om hulle teen mishandeling en geweld, insluitende verkragting, te beskerm en te verhoed dat hulle daaraan blootgestel word. Dit rus jongmense ook toe om doeltreffender strategieë te ontwikkel vir hulle daaglikse verkeer met ander persone. Seksuele opvoeding op skool maak egter nie voorsiening vir persone met 'n intellektuele gestremdheid nie. Hierdie navorsingsprojek het dus ten doel om vas te stel of daar voorsiening gemaak word sodat hierdie persone (met 'n intellektuele gestremdheid) seksuele opvoeding op ander maniere kan bekom. Die rede waarom juis hierdie groep gekies word, is omdat navorsing getoon het dat persone met 'n intellektuele gestremdheid kwesbaarder is vir mishandeling, verkragting en geweld. Dit is noodsaaklik om hulle met vaardighede toe te rus om hierdie samelewingsgevare die hoof te bied. Hierdie navorsingsprojek fokus nie op persone wat op skool is nie, maar juis op dié wat in die gemeenskap is. 'n Vraelys word gebruik om vas te stel of hierdie persone voldoende seksuele opvoeding ontvang. Die deelnemers aan hierdie navorsingsprojek is gesondheidswerkers omdat hulle veronderstel is om op 'n gereelde grondslag met die betrokke individue in aanraking te kom. Húlle is die mense wat persone met intellektuele ongeskiktheid van medikasie en behandeling voorsien. Die bevindinge van hierdie projek is dat persone met intellektuele gestremdheid nie van seksuele opvoeding voorsien word nie. Dit is dus 'n uitdaging aan diensverskaffers om hierdie persone met kennis rakende kwessies oor seksualiteit toe te rus en te bemagtig sodat hulle groepsdruk beter kan hanteer. Die projek verken ook gesondheidswerkers se persepsies en ondervindinge aangaande persone met beperkte verstandelike vermoëns. Die bevindinge van hierdie navorsingsprojek toon dat gesondheidswerkers uiteenlopende persepsies het van persone met beperkte verstandelike vermoëns rakende kwessies rondom seksualiteit. Die meeste van hulle sienings is gebaseer op die persoon se vlak van intellektuele gestremdheid, veral rondom sake soos die reg om kinders te hê en die wenslikheid van sterilisasie.
24

Dougherty, Rebecca. "A workforce in progress recommendations for a standardized training program for community-based direct support workers in Delaware /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 118 p, 2006. http://proquest.umi.com/pqdweb?did=1203580791&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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25

Shillingsburg, Miriam Alice. "Manipulating reflexive establishing operations in young children with pervasive developmental disabilities." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/SHILLINGSBURG_MIRIAM_42.pdf.

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26

Green, Teresa D. "Project SEARCH| Work-Based Transition Program for Young Adults with Disabilities." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556963.

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Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared for a successful adult life beyond high school. Individuals with developmental disabilities in the state of Missouri are over two times less likely to be employed than the national average. Laws have been passed to provide supports and services for individuals with disabilities to be as independent as possible. This paper explored the perspectives of a host site employer, parents, agency staff, and young adults with developmental disabilities in their participating experience of a one-year high school transition program with the main goal of employment. The students experienced employment through internships within a health care business setting. I conducted interviews, questionnaires, and observations in order to gain insight into the perspectives from each partner. Research questions included: How does Project SEARCH work? What are the parent perspectives on why and how Project SEARCH has prepared their children with developmental disabilities for competitive employment? What are the student perspectives on why and how Project SEARCH has prepared them for competitive employment? What are the business host site's employer and other agency staff perspectives on why and how they have prepared students with developmental disabilities for competitive employment? Findings found within the research were that Project SEARCH was a collaborative effort among various agencies to provide internships in a completely immersed business setting to students with developmental disabilities in which the ultimate goal was competitive employment. Parents perceived the program as indispensable to the increase in skill sets that occurred. Students perceived the experience obtained in the program as increasing their self-advocacy and self-confidence skills. By purchasing a license for the Project SEARCH program, the agencies involved have increased the opportunities for young adults with disabilities to obtain job readiness skills that impact the participant for the rest of his or her life. The results indicated although not every intern was employed upon exiting the program, skills beyond measure were obtained due to participation in an immersed workplace setting with specialized instruction in employability skills.

27

Pattison, Susan. "Young people with learning disabilities : an investigation of counselling and inclusion." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/1758/.

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28

Kensinger, Kari Michelle. "Leisure experiences of young adults with developmental disabilities a case study /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0005922.

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29

Proctor, Lindsay M. "Bullying: A Qualitative Study of Siblings of Young Children with Disabilities." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3345.

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Research indicates that, in some instances, siblings can be a first line of defense when a child experiences bullying. Research also shows that children with disabilities are often prime targets of bullying. However, no research was located that specifically explored the relationship between siblings of children with disabilities, their perceptions of bullying and the roles that they play when bullying occurs. This study investigated siblings' perceptions of bullying through a qualitative interview. Twelve participants ranged in age from 7 to 13. Few participants described witnessing siblings with special needs being bullied; however, many of these children described themselves at bystanders who intervene when a peer is being bullied. Several factors, such as the young age of the participants' siblings or the fact that none of our participants attended school with their sibling, may be related to the lack of bullying that was reported. Future research may investigate the experiences of children with school-aged siblings with disabilities.
30

Klym, Lucy Ellen. "Paralleled Support Models for Young Adults with Intellectual and Developmental Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3695.

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In the State of Indiana, for students over the age of 14 who have been diagnosed with intellectual or developmental disabilities, the transition from special education to Medicaid waiver oversight should occur seamlessly, but gaps in integrated and aligned goal development strategies remain. As a consequence, students who need adult-based support may not be receiving the full scope of services to which they are entitled. Using common-pool resource theory as a foundation, the purpose of this explanatory case study of transitional services to Indiana Medicaid was to understand, from the perspective of disability support service staff, the barriers to effective quality of life outcomes and collaboration among government agencies involved in the transition process. In-depth interview data were collected from a total of 6 vocational rehabilitation specialists, directors, and transition coordinators. These interview data were inductively coded and thematically analyzed according to identified common pool action areas. Key research findings included: (a) the need for implementation of student self-determination principles, (b) a strengthening of sustainable goal development directed toward student employment, and (c) an overall enhanced collaboration between key disability service support staff roles to create sustainable structures. Positive social change opportunities include recommendations to the Indiana Division of Disability and Rehabilitation Services to improve the overarching student-to-adult transition process, reduce redundant funding streams, and streamline goal development to create a sustainable, collaborative experience for students over their lifespan of support.
31

Meindl, Sheila Marie. "Training volunteers to improve reading instruction for illiterate adults with learning disabilities /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808103.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1988.
Typescript; issued also on microfilm. Sponsor: Frances Partridge Connor. Dissertation Committee: Leonard S. Blackman. Bibliography: leaves 68-75.
32

Guirguis, Sonia. "Burnout and ways of coping among workers in young offender services." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525331.

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33

Reeves, Michael. "The Challenges of Young-Typed Jobs and How Older Workers Adapt." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6010.

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This study sought to explore the challenges faced by older workers who do not fit the age-type of their jobs and how older workers adapt to overcome those challenges. Specifically, I surveyed a national sample of 227 workers 50 years of age and older, in a wide variety of jobs, on measures of perceived age discrimination and adaptation behaviors. I found that fit, as determined by career timetables theory, but not prototype matching theory, successfully predicted perceived age discrimination. Specifically, more age discrimination was perceived when fewer older workers occupied a job. Additionally, multiple regression analysis showed that career timetables theory, prototype matching theory, and measures of perceived discrimination interacted to predict adaptation behaviors. That is, older workers made more efforts appear younger at work when they perceived age discrimination in jobs occupied by fewer older workers and older women expressed greater desires to appear younger at work when they perceived age discrimination in jobs viewed as more appropriate for younger workers. Although older workers made a wide variety of efforts to appear younger at work, from changing the way they dressed to undergoing surgical procedures, the adaptation efforts believed to be the most effective against age discrimination were more oriented toward enhancing job performance than one's appearance. It is especially troubling that greater perceived age discrimination was found in young-typed jobs (than in old-typed jobs) given that the number of older workers occupying young-typed jobs is expected to rapidly grow in the near future and perceived discrimination is associated with mental and physical consequences for older adults. Understanding effective adaptations to age discrimination is a valuable first step in helping older workers overcome the disadvantages they may face in the workplace, especially when they occupy young-typed jobs. Implications for theory and research are discussed.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational
34

McManus, Suzanne Bells. "Enhancing positive early childhood mental health outcomes in young children /." Connect to title online (ProQuest), 2009. http://proquest.umi.com/pqdweb?did=1790314811&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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35

Antle, Beverley J. "Seeking strengths in young people with physical disabilities, learning from the self-perceptions of children and young adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/NQ41395.pdf.

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36

Gray-Stanley, Jennifer A. "Stress and coping of direct care workers serving adults with intellectual/developmental disabilities." online access from Digital Dissertation Consortium, 2008. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3327507.

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37

Shepherd, Thomas J. N. (Thomas John Nicholas) Carleton University Dissertation Social Work. "Getting to the heart: the role of frontline workers in supported living." Ottawa, 2000.

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38

Schwartz-Mitchell, Jennifer L. "The effects of supported employment level on the psychosocial experiences of integrated workers with mental retardation." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1442.

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Анотація:
Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 133 p. Includes abstract. Includes bibliographical references (p. 95-111).
39

Mumbardó, Adam Cristina. "Self-determination operationalization and conceptualization in young people with and without disabilities." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/664662.

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L'autodeterminació ens permet actuar com agents causals de les nostres vides, així com fer front a les oportunitats i desafiaments que van apareixent en el nostre context. Atès que la instrucció en autodeterminació pot beneficiar a tots els joves, amb o sense discapacitat, conèixer els efectes de les oportunitats que es donen en el context en l'autodeterminació d'aquests joves contribueix al coneixement sobre el desenvolupament i l'ensenyament de l'autodeterminació. L'objectiu d'aquesta tesi doctoral resideix en explorar l'impacte de les oportunitats contextuals, és a dir, de la família i dels contextos educatius, en l'expressió de l'autodeterminació, definida sota la Teoria de l'Agència Causal, dels joves amb i sense discapacitat. En primer lloc, s'han adaptat dos qüestionaris per avaluar les característiques essencials de l'autodeterminació i les oportunitats proporcionades en context familiar i educatiu per actuar de forma autodeterminada. En segon lloc, s'han analitzat les propietats psicomètriques de les puntuacions d'una mostra de 620 joves amb i sense discapacitat recollides amb aquests instruments. Finalment, l'estimació dels paràmetres estructurals d'un model teòric que integra les característiques essencials de l'autodeterminació i les oportunitats contextuals han confirmat l'impacte significatiu del context en l'expressió de l'autodeterminació. El treball resumit ha donat lloc als articles presentats en aquesta tesi doctoral.
La autodeterminación nos permite actuar como agentes causales de nuestra propia vida, así como hacer frente a las oportunidades y desafíos que van apareciendo en nuestro contexto. Dado que la instrucción en autodeterminación puede beneficiar a todos los jóvenes, con o sin discapacidad, desentrañar los efectos de las oportunidades que se dan en el contexto en la autodeterminación de estos jóvenes contribuye al conocimiento sobre el desarrollo y la enseñanza de la autodeterminación. El objetivo de esta tesis doctoral reside en explorar el impacto de las oportunidades contextuales, es decir, de la familia y los contextos educativos, en la expresión de la autodeterminación, definida bajo la Teoría de la Agencia Causal, de los jóvenes con y sin discapacidad. En primer lugar, se han adaptado dos cuestionarios para evaluar las características y esenciales de la autodeterminación y las oportunidades proporcionadas en contexto familiar y educativo para actuar de forma autodeterminada. En segundo lugar, se han analizado las propiedades psicométricas de las puntuaciones de una muestra de 620 jóvenes con y sin discapacidad recogidas con dichos instrumentos. Finalmente, la estimación de los parámetros estructurales de un modelo teórico que integra las características esenciales de la autodeterminación y las oportunidades contextuales han confirmado el impacto significativo del contexto en la expresión de la autodeterminación. El trabajo resumido ha dado lugar a los artículos presentados en esta tesis doctoral.
Self-determination has been recognized as a crucial trait to act as the causal agent of one’s life and face and navigate contextual opportunities and challenges. Given that self-determination instruction can benefit all adolescents and young adults having a disability or not, disentangling the effects of environmental opportunities in self-determination expression has the potential to inform self-determination development and instruction. The aim of this doctoral thesis is mainly to explore the impact of contextual opportunities, namely home and educational contexts, on the self-determination expression of young people with and without disabilities, through Causal Agency Theory lens. First, two questionnaires to assess self-determination essential characteristics and opportunities provided at home and in educational settings to engage in self-determined actions were adapted. Second, the scores collected with these instruments were psychometrically analyzed in a sample of 620 youth with and without disabilities. Finally, structural parameters estimation of a theoretical model tested integrating self-determination essential characteristics and contextual opportunities confirmed the significant impact of context in self-determination expression. The summarized work has led to the articles presented in this doctoral thesis.
40

MacIntyre, Gillian. "What next? : opportunities for young people with learning disabilities after leaving school." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/946/.

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41

Karellou, Joanna. "Perspectives on the sexuality of young people with learning disabilities in Greece." Thesis, Keele University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327634.

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42

Kasler, Jonathan H. "Career counselling for young adults with learning disabilities : falling through the cracks." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/6782.

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The subject of this thesis, career choice for young adults with (specific) learning disabilities, deals with two main issues. The first concerns the decision-making difficulties of young adults with learning disabilities as compared with their nondisabled peers. The second and major part of this thesis, deals with the development and validation of a self-report screening method for identifying those are likely to be at risk of being learning disabled. The primary purpose of this device is to provide career counsellors and other professionals, who generally receive only superficial training in the area of specific learning disabilities, with a tool for identifying individuals likely to have learning disabilities. It is important to emphasise from the outset that screening is not diagnosis. Even a very good screening tool can at best identify those at high risk for LDS. Also screening may identify problem areas but no information is available regarding aetiology or source of the problems. Finally screening is necessary because a large section of the population has been identified as potentially containing large numbers of LDS (Singleton et al. 1998). However, before beginning the research, a thorough review of the issues of definition that plague the field is undertaken. While the issues raised cannot be resolved in this thesis, they form a necessary background to the research done. In principle, learning disabilities are understood to be characterised by poor automisation of learning skills due to neurological malfunction, contrasted by at least average intelligence. Therefore the goal of screening is to identify the presence of these difficulties, while explanation of their causes remains the proper area of expertise of diagnosticians who bear the onus of showing evidence of neurological malfunction. The present research, then, is three-phased. First, the Career Decision Difficulties (CDD) questionnaire (Gati et al. 1996) is applied to establish empirical support for the hypothesis that young adults with specific learning disabilities have greater difficulties making career decisions than their non-disabled peers do and to identify problem areas of particular difficulty for these young adults. The second phase of the research is based on the assumption that the majority of adults with specific learning disabilities have not been diagnosed and are unaware of the reasons for study problems that they encounter. Against this background, a parsimonious and easily administered screening device is needed. The second part of the thesis focuses on the development and validation of a self-report model - the Strengths and Weaknesses Academic Profile (SWAP) - and a questionnaire based on it, and their use as a counselling tool. The questionnaire based on the SWAP model was administered to a sample of about 500 young adults in Israel studying in preacademic schemes, of which 117 were previously diagnosed as learning disabled. The data was then analysed for validation. Finally, the results were normed on a larger sample of just over 900. The third phase was undertaken in order to address outstanding issues of validation resulting from the inherent methodological weakness of the Israeli research, a further sample was tested in Sheffield, UK. Unlike the Israeli sample, the non-diagnosed were tested to reveal any hidden dyslexics and they were subsequently removed from the control group. I present here an epidemiological sample validating a research tool in a real life scenario. In order to check the construct validity of this tool, a stricter research definition of LD was adopted, and the same process was undertaken using a well-defined sample known to be dyslexic and non-dyslexic. In conclusion, the results of this empirical demonstration show that the SWAP model predicts to a satisfactory degree those individuals who are at high risk of dyslexia. This thesis combines the strengths of an experimental qualitative approach with those of a quantitative empirical approach. In the main sample, the Israeli sample, scores were normed and converted into percentiles. Preliminary data regarding the predictive success of the use of SWAP for referral for diagnosis is presented. In addition, several case studies are included as examples of the use of SWAP as a counselling tool.
43

Van, Colle Susan Judith. "Music therapy process with young people who have severe and multiple disabilities." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288927.

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44

Swanson, Rachel. "The Experiences and Future Aspirations of Young Adults with Siblings with Disabilities." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3883.

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Thesis advisor: Paul Gray
As siblings tend to have the longest lasting and most transformative relationship within family systems, more attention must be given to individuals with siblings with disabilities. Given that young adulthood is a time spent planning for the future, this research investigates the impact of the experience of having a sibling with a disability on the development of future aspirations for young adults. Semi-structured interviews and a qualitative analysis examine the various aspects of the sibling relationship and family systems which affect the future planning of young adults with special needs siblings. The purpose is to understand what personality and identity traits develop from the experience of having a sibling with a disability, and how these characteristics subsequently relate to decisions such as career choice, geographical location, beginning a family, and role accountability towards future caregiving for their special needs sibling
Thesis (BA) — Boston College, 2014
Submitted to: Boston College. College of Arts and Sciences
Discipline: College Honors Program
Discipline: Sociology
45

Fish, Thomas Robert. "Effects Of An Intervention Program On Parents Of Young Adults With Disabilities." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1046880666.

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46

Harwick, Robin. "Transition to Adulthood for Young Adults with Disabilities that Experienced Foster Care." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18531.

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The transition to adulthood can be especially challenging for youth that experience the foster care system. These challenges are magnified for youth that also experience disability, accounting for at least 40-47% of all children in foster care. Youth with and without disabilities that experience the foster care system encounter barriers during the transition to adulthood that often lead to poor outcomes; including high rates of mobility, mental health concerns, or a lack of a consistent positive relationship with an adult. A national study determined that 2.5 to 4 years after a youth has aged out of the child welfare system only 54% had graduated from high school and only 17% were economically self sufficient. In order to move from a deficit-based to a strength-based approach it is important to gain a greater understanding of what helped young adults with disabilities that experienced foster care overcome barriers to graduation and aided their transition to adulthood. The findings from this dissertation study suggest and confirm prior research that improved systems and interagency collaboration, more training for professionals and caregivers, and self-determination and self-advocacy training for youth are needed to improve post school outcomes for youth with disabilities who experience foster care. The services and supports that were perceived as the most helpful in overcoming barriers were (a) access to mental health and disability services, (b) stable and positive relationships, (c) systems that provide a "safety net" during transition, and (d) post secondary support programs for alumni of foster care. On an individual level, resilience, self-determination, and self-advocacy seemed to contribute to participants' successful transition to adulthood. This dissertation study also demonstrates the variability of the social and relational contexts for youth in foster care, therefore a personalized, youth centered approach to case management is required during their transition to adulthood.
47

Lai, Wai-man, and 黎偉民. "An exploratory study on upward mobility for sheltered workers: a myth or reality?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B43893892.

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48

Accuardi, Gia Teresa. "Cognitive interviews with early, middle and late adolescents living with disabilities." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/G_Accuardi_041510.pdf.

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49

Har, Man Kwong. "The construction of helping relationship between social workers and young substance abusers." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/340.

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50

Collins, Carol Anne. "The attitudes of social workers toward women with physical disabilities exercising their reproductive rights." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ28701.pdf.

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