Thesis--University of Tennessee. / Includes bibliographical references.

Thesis--Wisconsin. / Includes bibliographical references (leaves 40-41).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 80-83).

Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1963. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 24-25).

Thesis (M.D.)--University of Hong Kong, 1980. / Also available in print.

Thesis (B.Sc)--University of Hong Kong, 2001. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

During his twelve years of life, T., a gifted boy who was born with severe cerebral palsy, achieved the ability to communicate with "the rest of the world" at an advanced level, though he used facilitated and augmentative communication. The author of this narrative and interpretive study is T.'s father, who maintained a unique dialogue with his son. T. himself volunteered to contribute actively to the study by helping to plan and to edit, and by supplying a number of autobiographical sketches. The pedagogical relationship that existed between T. and his father is prominently featured. The study explores T.'s individual case through thirteen narrative "scenes" (beginning with his birth and ending with his twelfth year), which address various particulars of his lifeworld and his language development. Each narrative scene is followed by two, three, or four interpretive passages, each of which interprets one of seven themes that emerged from T.'s life. The seven themes are: memory, observation, scientific/technological assessment, not foreclosing on the future, integration, communication, and growth. The interpretive passages treat the seven themes at four levels of interpretation: the literal level, the moral level, the allegorical level, and the anagogic level. The attempt is to revive an exegetic practice common in the days before the Enlightenment, Cartesian doubt, and the "mathematical project" (Heidegger, 1993c, p. 293). Following the dictum that "the hermeneutic imagination is not limited in its conceptual resources to the texts of the hermeneutic tradition itself" (Smith, 1991, p. 201), the study borrows from a variety of sources, including Astrology, Waldorf education, and Zen. The reader is offered a direct experience of "the fecundity of the individual case" (Gadamer, cited in Jardine, 1994, p. 143). Emerging, through the thirteen scenes, the seven themes, and the four levels of interpretation, is a unique picture of an exceptional boy's language development. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Young people with disabilities face a time of great stress as they move from child to adult care, which profoundly impacts them and their families. They 'transition' from very high and cohering levels of care, until they reach a point, determined by age, when they are receiving low levels of far less cohesive care. Further, the propensity shown by the Scottish Government to devolve down the responsibility for service and local policy delivery, can lead to unforeseen consequences resulting in variation in experiences. Does this devolution of responsibility, to local bodies and service users, produce a valuable personalisation of delivery or a worrying 'postcode lottery'? I draw on policy concepts to examine these two expectations:- 'street level bureaucracy' and the 'personalisation' agenda highlight the potential for discretion, learning and transfer, and accountability theory, highlight the potential to cooperate or conform to the same basic standards. I examine the case of young disabled people in Scotland moving from child orientated to adult care to show, through semi-structured interviews and documentary analysis, that there is some cooperation between various professions, but they make sense of policy from different perspectives. I found that, while broad parameters set by the Scottish Government were adhered to, council and health board protocols often varied, meaning that, in some cases, a house address number dictates the level of service delivered. The research is particularly important and timely in that it focuses on Scotland, is cross-professional in focus, has profound social implications and contributes to knowledge in placing 'transition' in the context of public policy theory. It confirms the importance of street level bureaucracy in a new context but, unexpectedly, I found that professionals would welcome increased accountability and outcome measurement.

Seven cerebral palsied children living in the home and their mothers were involved in this study. The mothers attended eight weekly sessions and were instructed in basic nutrition and feeding skill development. A Food and Nutrition Education Curriculum was developed for this instruction. Each of the eight lessons in the curriculum included discussions of nutrition based on the Basic Four Food Groups and the development of a feeding skill. Certain measurements were made before and after the nutrition education intervention to determine the benefits to the cerebral palsied children. These included a 24-hour dietary recall, food frequency check, height and weight measurements and a feeding evaluation. The mothers' nutrition knowledge was determined before and after the nutrition classes by way of a practical nutrition quiz. Nutrient intakes were compared to the 1974 Recommended Dietary Allowances (RDA). Intakes above 67% of the RDA were considered adequate. Energy intakes were compared to a suggested requirement based on height in centimeters. Height and weight measurements were plotted on the National Center for Health Statistics (NCHS) Growth Charts (1976). Five subjects, three girls and two boys fell below the 5th percentile on the NCHS Growth Charts. Intakes of five subjects exceeded two-thirds of the RDA for protein, calcium, iron, thiamin, riboflavin, niacin and ascorbic acid both before and after the nutrition education classes for their mothers. Protein and vitamin A intakes exceeded 100% of the RDA in many cases. The feeding evaluation was divided into three categories: gross motor skills, oral skills and eye-hand coordination. All seven subjects made improvements in the post test. The group as a whole made significant improvements (P <. 05) in gross motor skills. Significant improvements (P <. 05) were made by the mothers as a group in the practical nutrition quiz post test. / Graduation date: 1977