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Factors affecting Hong Kong parents' choices in the educational placement of their children with disabilitiesWong, Siu-ping., 黃兆冰. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Integration of physically handicapped children in Hong Kong: an attitude survey of students,professionals and parentsNg, Chiu-ping., 吳超平. January 1994 (has links)
published_or_final_version / Education / Master / Master of Education
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Early education and training centres in Hong Kong: a historical and evaluative analysisPang, Cheung-yin, Rebecca., 彭張燕. January 1990 (has links)
published_or_final_version / Education / Master / Master of Education
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Increasing emergent literacy skills in children with autismLaFleur, Julie Lynnette 01 January 2006 (has links)
Examines and rationalizes the instructional strategies used to teach young children with autism early literacy skills using a balanced, multilevel approach to reading. Explores the five domains of reading in a way that brings light to the areas of reading deficits in young children diagnosed with autism. Additionally, attempts to bring the concept of best reading practices to the attention of educators who serve children with autism. The project provides a handbook of literacy activities geared towards children with autism and other developmental disabilities.
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School readiness and transition to primary education by non-Cantonese speaking children with special needs in Hong KongBecher, Yvonne Beatrix. January 2011 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicappedchildrenYu, Shing-ip, Francis., 余成業. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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The implimantation [i.e. Implementation] of inclusive education : a support program for teachersMakhavhu, Thanyani Selinah 04 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes
in the way they understand teaching and learning in the process of adapting to an
entirely new curriculum like Curriculum 2005 or Outcomes Based Education
(Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question
about what the needs of teachers are towards support to facilitate the implementation of
inclusive education in the Limpopo Province of South Africa.
A case study was conducted, the purpose being to inform support programmes for
teachers. The target population included a selected primary school, the Mutondo
Primary School in the Vuwani Area of the Limpopo Province. Participants included 20
voluntary teachers. A literature review was undertaken on the implementation of
inclusive education in South Africa. It indicated that teachers showed negative and
positive attitudes towards inclusive education in schools. It also showed that that
teachers needed support to facilitate positive change in their attitudes toward inclusion
in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also
emphasised that support was crucial for teachers as they felt that they did not have
enough training in order to meet many challenges they come across.
The aims of the study was to identify the need for a support programme towards
inclusive education for teachers in the Vuwani Area of the Limpopo Province, to
provide information to teachers on the implementation of inclusive education and to
evaluate the needs for a support programme on the implementation of inclusive
education in this area.
Information was gathered at the hand of workshops with focus group interviews. The
main themes that emerged from the data was the number of learners in a class,
resources, the need for in-service training, a culture of respect and acceptance and a
flexible curriculum. Findings suggested that a support programme could implement the
policy of inclusive education more effectively when teachers' needs for training and
support were being met. / AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te
bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe
kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht,
Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die
behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van
inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer.
'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n
ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n
geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik
die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n
Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne
Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings
openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat
onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe
veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht,
Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters
belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding
het om nuwe uitdagings aan te spreek nie.
Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n
ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo
Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en
die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering
van inklusiewe onderwys in hierdie gebied.
Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die
hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse,
hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding
en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die
implimentering van inklusiewe onderwys kan vergemaklik.
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n Verkennende ondersoek na die selfkonsep van leerders met spesiale onderwysbehoeftesHerbert, Petrus du Toit 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The purpose of the present study was an exploratory examination/study of the self-concept of
learners with Special Education Needs. To this end, all 1005 subjects completed the Piers-Harris
Self Concept Questionnaire once. This questionnaire consists of 80 statements divided into six
subscales i.e. : Behaviour, Intellectual and School status, Physical appearance, Anxiety, Popularity
and Happiness and satisfaction. A total score is then culculated from those separate dimensions.
Learners in the four Special Schools were selected per school as follows:
• in random order
• sex
• medium of instruction
• technical subject
• hostel/day scholar
• grade/standard
Correlations between self-concept variables were examined, but two other questionnaires
containing certain biographical details and information concerning the learners' academic and
technical marks and the parents' marital status, were also used in the study. By using these two
questionnaires, correlations between self-concept variables and certain biographical variables such
as the following were possible :
• sex and self-concept
• medium of instruction and self-concept
• living in the school hostel and self-concept
• evaluation of relationship with technical teacher and self-concept
• academic achievement and self-concept
• technical subject and self-concept and
• marital status of parents and self-concept correlations
The following decisive correlations emerged as a result of the study :
• regarding the correlation between self-concept variables, Happiness and satisfaction as well as
Popularity featured strongly with limited Anxiety. Physical Appearance correlated strongly with
Popularity and with Happiness and satisfaction.
• regarding the correlation between sex and self-concept, it appeared that boys have a better/higher
self-concept than girls with regard to Physical Appearance, Happiness and satisfaction and
limited Anxiety.
• regarding the correlation between medium of instruction and self-concept, there appeared to be a
significant link between the self-concept variables: Anxiety, Popularity and Happiness and
satisfaction. English speaking learners registered higher values on the scores than Afrikaans
speaking learners in all three self-concept variables.
• regarding the correlation between living in the school hostel and self-concept, it appeared that day
scholars had higher self-concept scores with regard to Physical Appearance, Popularity,
Happiness and satisfaction than hostel residents.
• regarding the correlation between evaluation of relationship with technical teacher and
self-concept, it appeared that there was a significant link between evaluation of the relationship
with the teacher and two self-concept variables : Behaviour and Intellectual and School Status.
Learners to whom the technical teacher meant a great deal, had higher self-concept scores in
Intellectual and School Status than those to whom the technical teacher meant little.
regarding the correlation between academic achievement and self-concept and sex, there were
significant correlations between academic achievement and self-concept variables such as :
Behaviour, Intellectual and School Status and Happiness and satisfaction. Differences between
the size of correlations between boys and girls were however, insignificant.
• regarding the correlation between technical subject and self-concept, there are significant links
between technical subject and Physical Appearance, Anxiety, Popularity and Happiness and
satisfaction.
• regarding the correlation between marital status of parents and self-concept variables, it appeared
that learners whose parents are in the process of divorce, scored lower for Anxiety. They
experienced a reasonably high degree of Anxiety and also less Happiness and satisfaction
compared to persons whose parents were married or divorced.
From the results of this study, it appears that the placing of a learner in a special school, despite the
criticisms expressed by opponents, does show positive correlations between self-concept and
certain biographical variables as discussed. / AFRIKAANSE OPSOMMING: Die doel van die huidige ondersoek was In verkennende ondersoek na die selfkonsep van leerders
met Spesiale Onderwysbehoeftes. Om dit te bewerkstellig, het al 1005 proefpersone die Piers -
Harris Selfkonsepvraelys eenmalig beantwoord. Dié vraelys bestaan uit 80 stellings wat in ses
subskale onderverdeel word, naamlik : Gedrag, Intellektuele- en skoolstatus, Fisiese voorkoms,
Angs, Populariteit en Geluk en tevredenheid. In Totaaltelling word dan uit hierdie afsonderlike
dimensies bereken. Leerders in die vier Spesiale Skole is per skool soos volg geselekteer :
• op In gelykkansige wyse
• geslag
• onderrigtaal
• tegniese vak
• koshuis/dagskoliere
• graad/standerd
Verbande tussen selfkonsepveranderlikes onderling is ondersoek, maar twee ander vraelyste waarin
sekere biografiese besonderhede en inligting oor leerders se akademiese en - tegniese punte en
ouers se huwelikstatus bekom is, is ook in die ondersoek gebruik. Deur dié twee vaelyste ook te
gebruik, kon verbande tussen selfkonsepveranderlikes en sekere biografiese veranderlikes soos die
volgende ondersoek word:
• verband tussen geslag en selfkonsep
• verband tussen onderrigtaal en selfkonsep
• verband tussen koshuisinwoning en selfkonsep
verband tussen evaluering van verhouding met tegniese onderwyser en selfkonsep
• verband tussen akademiese prestasie en selfkonsep
• verband tussen tegniese vak en selfkonsep en
• verband tussen huwelikstatus van ouers en selfkonsepveranderlikes
Uit die resultate van die ondersoek is die volgende beduidende verbande, gevind:
• ten opsigte van die verband tussen selfkonsepveranderlikes onderling, het Geluk en Tevredenheid
asook Populariteit redelik sterk gekorreleer met lae Angsgevoelens. Fisiese Voorkoms korreleer
ook redelik sterk met Populariteit en met Geluk en Tevredenheid.
• ten opsigte van die verband tussen geslag en selfkonsep blyk dit dat seuns 'n hoër selfkonsep het
as dogters wat betrefFisiese Voorkoms, Geluk en Tevredenheid en laer Angsgevoelens.
• ten opsigte van die verband tussen onderrigtaal en selfkonsep blyk dit dat daar 'n beduidende
verband is tussen selfkonsepveranderlikes : Angs, Populariteit en Geluk en Tevredenheid. Byal
drie selfkonsepveranderlikes toon Engelssprekende leerders hoër waardes op die tellings as
Afrikaanssprekendes.
• ten opsigte van die verband tussen koshuisinwoning en selfkonsep blyk dit dat leerders wat nie
inwoon nie, hoër selfkonseptellings het ten opsigte van Fisiese Voorkoms, Populariteit, Geluk en
Tevredenheid as leerders wat inwoon.
• ten opsigte van die verband tussen evaluering van verhouding met tegniese onderwyser en
selfkonsep blyk dit dat daar 'n beduidende verband is tussen evaluering van verhouding met
tegniese onderwyser en twee selfkonsepveranderlikes : Gedrag en Intellektuele en Skoolstatus.
Leerders vir wie die tegniese onderwyser baie tot geweldig baie beteken, het hoër
selfkonseptellings op Intellektuele en Skoolstatus as diegene vir wie die tegniese onderwyser baie
min tot min beteken. • ten opsigte van die verband tussen akademiese prestasie en seljkonsep en per geslag is daar
beduidende korrelasies tussen akademiese prestasie en selfkonsepveranderlikes soos : Gedrag,
Intellektuele en Skoolstatus en Geluk en Tevredenheid. Verskille tussen grootte van korrelasies
tussen seuns en dogters is egter baie gering.
• ten opsigte van die verband tussen tegniese vak en seljkonsep is daar beduidende verbande tussen
tegniese vak en Fisiese Voorkoms, Angs, Populariteit en Geluk en Tevredenheid en
• ten opsigte van die verband tussen huwelikstatus van ouers en seljkonsepveranderlikes blyk dit
dat persone wie se ouers besig is om te skei, laer angstellings het, met ander woorde hulle ervaar
'n redelik hoë mate van Angs en ook minder Geluk en Tevredenheid in vergelyking met persone
waarvan die ouers in ander huwelikstate verkeer.
Uit die resultate van die ondersoek wil dit tog voorkom asof die plasing van 'n leerder in 'n spesiale
skool, nieteenstaande al die kritiek wat deur teenstanders uitgespreek word, tog positiewe verbande
toon tussen selfkonsepveranderlikes en sekere biografiese veranderlikes soos bespreek
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Co-operative learning for learners with special educational needsPaulsen, Magdalena Elizabeth 03 1900 (has links)
Dissertation (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education,
more learners with diverse needs are entering the regular classroom. In order to
effectively address the needs of all learners, it is necessary for educators to
implement effective teaching 'strategies in educating learners with diverse needs.
Many educators have not been trained to address the needs of learners with
special educational needs with the help of specific teaching strategies. Because
of this, effective in-service training programmes for educators are necessary.
The primary aim of this research study was to determine whether the following
outcomes of an in-service programme on co-operative learning for educators
have materialised in the academic achievement, social skills and motivation of
learners with special educational needs have improved.
The research design was evaluative in nature and specifically addressed the
question of whether the participants (the learners with special educational needs)
changed in the direction that the programme was planned. An integrated
qualitative and quantitative methodology in evaluation research was followed and
involved observations before, during and after the intervention.
Research findings indicated that both learners with special educational needs
and regular classroom learners benefited favourably from the co-operative
learning lessons in terms of academic achievement, motivation and social skills. / AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van
inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes
die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien,
is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes
effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om
met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met
spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is
effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik.
Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van
'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en
of die akademiese prestasie, sosiale vaardighede en motivering van leerders
met spesiale opvoedkundige behoeftes verbeter het.
Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag
aangespreek of die deelnemers (die leerders met spesiale opvoedkundige
behoeftes) verandering getoon het in die rigting wat deur die programbeplanning
in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe
metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens
en ná die intervensie behels.
Navorsingsbevindings het getoon dat sowel leerders met spesiale
opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van
akademiese prestasie, motivering en sosiale vaardighede by die
koëperatieweleer-lesse baat gevind het.
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n Bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse : die rol van die opvoedkundige sielkundigeBotha, Lorinda 12 1900 (has links)
Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study was undertaken to explore the asset-based approach to community
involvement with learners with learning barriers. The extent to which the asset-based
approach serves as an extension of the medical and ecosystemic models as well as the
role of the educational psychologist was examined.
Action-research was used in a qualitative research design that entailed a study of
learners with learning barriers of the ELSEN-Unit at Parow Preparatory School. The
utilization of the community's assets was directed at the stimulation and further
development of the learners' identified assets. It was found that the collaborative
relationship within the asset-based approach contributes to community involvement
with learners with learning barriers.
The study further showed that certain aspects of the medical and ecosystemic models
are still utilized during the application of the asset-based approach. However, the
latter approach serves as an extension of these existing models, as the focus is
directed at the identification and mobilization of the learners' and the community's
assets, rather than at their shortcomings and needs.
The extension of the medical and ecosystemic models in the management of learners
with learning barriers implies certain degree of role modification an expansion of the
educational psychologist. The findings concerning the role of the educational
psychologist within the asset-based approach is examined and discussed. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die bate-gebaseerde benadering tot
gemeenskapsbetrokkenheid by leerders met leerhindernisse te ondersoek. Die mate
waarin die bate-gebaseerde benadering dien as 'n uitbreiding van die mediese en
ekosistemiese modelle, asook die rol van die opvoedkundige sielkundige word
ondersoek.
In In kwalitatiewe navorsingsontwerp is gebruik gemaak van aksie-navorsing wat In
studie van die leerders met leerhindernisse van die OLSO-Eenheid by
Voorbereidingskool Parow behels het. Die aanwending van die gemeenskap se bates
was gerig op die stimulering en verdere ontwikkeling van die leerders se
geïdentifiseerde bates. Daar is gevind dat hierdie kollaboratiewe verhouding binne die
bate-gebaseerde benadering bydra tot gemeenskapsbetrokkenheid by leerders met
leerhindernisse.
Die studie het verder getoon dat sekere fasette van die mediese en ekosistemiese
modelle steeds aangewend word tydens die toepassing van die bate-gebaseerde
benadering. Laasgenoemde benadering dien egter as uitbreiding van hierdie bestaande
modelle, aangesien op die identifisering en mobilisering van die leerders en die
gemeenskap se bates gefokus word, eerder as op hul tekortkominge en behoeftes.
Die uitbreiding van die mediese en ekosistemiese modelle in die hantering van
leerders met leerhindernisse impliseer sekere rolveranderinge en -uitbreidings van die
opvoedkundige sielkundige. Die bevindinge ten opsigte van die opvoedkundige
sielkundige se rol binne die bate-gebaseerde benadering word ondersoek en bespreek.
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