Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Judith A. Niemeyer; submitted to the School of Education. Includes bibliographical references (p. 163-181).

Thesis (Ph. D.)--University of Washington, 1986. / Vita. Bibliography: leaves [107]-120.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 96-102).

Thesis (Ed. D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 116 pages. Includes bibliographical references.

M.Ed. (Curriculum Studies) / A child born with myelomeningocele was observed, as well as the parents. The parents were admired for their dedication in caring for this child. Their sustained efforts to make life easier for the handicapped child were observed. It seemed if they were doing a marvellous job. The following words of Mary Sharidan struck the researcher: "It is no exaggeration to 'say that in the background of every individual handicapped child there is always a handicapped family." These words instigated the empiric research undertaken to establish what is the factual situation in respect of the education of a family with a child born with myelomeningocele. In the first chapter the emphasis is on the problems parents with handicapped children have to encounter and cope with, for example the degree of the handicap, the expectations of the parents, the influence of the child on the other children, overprotection and common practical problems. The second chapter deals with the handicap myelomeningocele, an explanation of the term myelomeningocele, incidence of the handicap, corrective surgery applied and the physical handicaps arising from this congenital handicap. The physical handicaps can be bone-deformities, paralysis of the lower , extremities, loss of sensation, incontinence of bowl and bladder and hydrocephalus. In the third chapter an attempt was made to define a family, to point out that the family is a source of relations, the first life situation, a primary and educational milieu and the family milieu is an answer to experiences. Education and the aims of education were briefly discussed. In the second part of the third chapter the emphasis is on education as encountered in a normal family. The pedagogic werelation is the main theme. Its success depends on the availability of the parents and a home, the importance of conversation among members of the family, the use of leisure time, acceptance of the child by the parents, the future of the child, mutual dependence and sympathetic authority guidance. To establish how education takes place in a family with a child with myelomeningocele a questionnaire was compiled. The parents of 40 children born with myelomeningocele were interviewed. The questions covered all aspects of family education as well as the physical care of the child. The information gathered was interpreted in connection with 45 hypotheses put by the researcher. Finally the following difficulties in the education of a family with a child with myelomeningocele were identified: the child is not always available because of hospitalisation or the fact that many of the children are resident pupils; family planning suffers as a result of the handicapped child; it is difficult for the parents to join clubs or associations for sport or recreation; the parents are in need of information re their handicapped child; the future of the children is a source of concern; incorporation of the children in a suitable cultural group creates problems, as well as their total dependence on their mothers. Recommendations proposed: only the best schools and creches should be available, initial guidance to the parents should be encouraged and better arranged, aims of education for these children should be re-evaluated, the child must be guided to accept himself, obesity should be investigated and techniques should be developed to prevent the incidence of myelomeningocele.

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Thesis (Ed.D.)--Boston University.

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