No description available.

The purpose of this study was to investigate the degree of accuracy of teachers of educable mentally retarded (EMR) students in making estimates about student performance in reading and mathematics and to examine certain variables which may assist in explaining the variance in accuracy: sex of the student, subject area of the estimate, years teaching experience, and length of student/teacher contact time. A secondary purpose was to examine the categories of information about the student which teachers felt were important in making judgments. The sample consisted of 28 EMR teachers and 136 (EMR) students (CA=6-13 years) from six school districts in Virginia. The teachers made estimates about whether or not students would complete 10 performance objectives in reading and 10 performance in mathematics. These estimates were then compared to the actual performances of the students as measured by the Brigance Diagnostic Inventory of Early Development. Teachers also indicated which information sources they utilized in making the estimates and in writing the students' individualized education programs (IEPs). The data were collected during individual interviews conducted by the researcher during the teacher's workday. The data were analyzed by employing a two-way analysis of variance, product moment correlations, and chi square procedures. It was concluded that EMR teachers are good estimators of student performance regardless of the sex of the student or the subject area of the estimate. Furthermore, teacher accuracy is not related to the number of years teaching experience of the teacher or to the amount of student/teacher contact time experienced before the estimate is made. In addition, the number of information sources used by the teacher in making the estimate does not affect the teacher's ability to estimate student performance. Teachers were able to make accurate estimates based on information obtained through classroom procedures without information from more formalized procedures such as intelligence and achievement tests and psychological reports. / Ed. D.

published_or_final_version / Education / Master / Master of Education

In Texas, placement of educable mentally retarded (EMR) students has required three factors-- intellectual assessment, educational appraisal, and adaptive behavior. This study examined 28 reclassified EMR students to determine which assessment factor is least stable in defining EMR and to determine significance of change in assessment scores. Data were secured from school records. Type of intellectual assessment test used varied greatly and was found to be the most inconsistent placement factor. However, educational appraisal scores contributed to over half the reclassifications. Adaptive behavior did not contribute to any reclassification. Due to limited sampling and variety of assessment tests, significance of change in scores was not determined. Generally, on retest,performance IQ scores were elevated while verbal IQ scores remained the same.

published_or_final_version / Education / Master / Master of Education

Thesis (M.Div. with Concentration : Christian education)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 126-130).

Thesis (M.Div. with Concentration : Christian education)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 126-130).

Thesis (M. Cur.) -- University of Limpopo, 2015. / Background:The experiences of families living with the mentally handicapped childrenwho attended the Bana Ba Thari School in the Polokwane Municipality of the Limpopo Province were never evaluated and, therefore, the experiences of families werenot known. Theaim:The aim of this study wasto describe the experiences of the families caring for the mentally handicapped children who attended theBana Ba Thari School in thePolokwane Municipality of theLimpopo Province, South Africa. Study methodology:A qualitative phenomenological research approach was used.Data was collected from 23 families who cared for their mentally handicapped children by conductingsemi-structured face-to-face interviews. Data wasaudio recorded and field notes were written down. Data was analysed using Tech’s open coding method forqualitative research.After the Medunsa Research and Ethics Committee had given ethic clearance for this study to be conducted, the Department of Education also gave permission for the study to be conducted.After the Medunsa Research and Ethics Committee had given ethic clearance for this study to be conducted, the Department of Education also gave permission for the study to be conducted.Ethical considerations and measures to ensure trustworthiness were observedand adhered to while conducting the study. The results:The results showed that the parents lackedadequateknowledge about mentally handicapped children which ledto poor interaction.The study also revealed a gap of knowledge from various professions likedoctors andeducators which ledto poor intervention and delay of therapy for the mentally handicapped children. The study also revealed the psychological impact on the parents and siblings.Parents worriedabout the future of their mentally handicapped children, which led to their denial andanxiety while the siblings became depressed. Parents also experienced a physiological impact, socio-economic problems, lack of resources at school like material for rehabilitation, and lack of transport to take their children to school every day. In addition,it was found that most of the parents and siblings didnot get continuing psychological support. vi Conclusion and recommendations:It is recommended that government and agencies should provide assessment and therapy facilities for mentally handicapped children and their parents. It is also recommended that professionals like doctors and educatorsstill need to undergoin-service training with regard to mentally handicapped learners to enable them to make proper decisions or to execute accurate interventions.

Thesis (M. A. (Psychology)) -- University of Limpopo, 2016 / The aim of this study was to determine the psychological experiences of family caregivers of children with an intellectual disability. The study was conducted along the lines of an exploratory sequential mixed-method design. Firstly, 15 family caregivers were purposively sampled as participants. They described their experiences of caring for children with a formal diagnosis of mild intellectual disability. The research question, which was used as a “grand-tour” question, was: “What are the psychological experiences of family caregivers of children with an intellectual disability?” Themes that emerged included the following: understanding intellectual disability; disclosure of the disability as a result of schooling difficulties; reaction to the disclosure of the disability; challenging behaviour of the child’s integration into the family system, unemployment and financial strains due to the child’s condition and community reaction; social support and stigmatisation. In the quantitative aspect of the study, the researcher used a close-ended questionnaire to collect data from one hundred self-declared primary family caregivers (one per household) of children with an intellectual disability. Results of regression analysis indicated that psychological wellbeing as measured by the Psychological General Well Being Index and its dimensions was predicted mainly by psychological stress and family support. Significant other support and support from friends only predicted life satisfaction. Policy recommendations are advanced based on the findings of the study.

Call number: LD2668 .T4 1979 L33 / Master of Science