Global ETD Search

481	Factors affecting older parents in making long-term plans for their adult mentally handicapped children still living at home Chong, Ngar-yin., 莊雅妍. January 1998 (has links) published_or_final_version / Social Work / Master / Master of Social Work
482	Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children Lee, Mo-ling., 李慕玲. January 1990 (has links) published_or_final_version / Education / Master / Master of Education Special education - Case studies.
483	A study of stress and the coping pattern of mothers with mild grade mentally handicapped children. January 1985 (has links) by Yuen Siu-Mui. / Questionnaire in Chinese / Bibliography: leaves 299-305 / Thesis (M.S.W.)--Chinese University of Hong Kong, 1985 Mother and child Mother and child--China--Hong Kong
484	Validation of a play package to facilitate the development of communication-related skills Uys, Catharina Jacoba Elizabeth. January 2002 (has links) Thesis (Ph. D.(Communication Pathology))--Universiteit van Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references.
485	Patterns of discussion in computer-assisted collaborative learning in pupils with mental handicap Lui, Kwong Man., 呂廣文. January 1995 (has links) published_or_final_version / Education / Master / Master of Education Computer-assisted instruction. Computer-assisted instruction. Group work in education. Children with mental disabilities.
486	Enhancing teachers' competencies in positive behaviour management in aschool for moderately mentally handicapped children: an action research approach Yung Tsang, Sun-may, Grace., 容曾莘薇. January 1995 (has links) published_or_final_version / Education / Master / Master of Education Classroom management.
487	Job satisfaction among moderately mentally handicapped school teachersin Hong Kong Cheung, Chiu-kwan., 張肖君. January 1995 (has links) published_or_final_version / Education / Master / Master of Education Teachers - Job satisfaction.
488	The effectiveness of computer-assisted learning in stimulating vocabulary learning of children with mild mental handicap Tso, Shu-fai., 曹樹輝. January 1998 (has links) published_or_final_version / Education / Master / Master of Education
489	The role of parent training in the management of mentally handicapped children Kwan Ho, Shiu-fong, Cecilia., 關何少芳. January 1985 (has links) published_or_final_version / Social Work / Master / Master of Social Sciences Parenting - China - Hong Kong. Parent and child. Child rearing.
490	Professional development needs of early intervention providers of preschoolers with moderate and severe disabilities in Saudi Arabia Almalki, Nabil S. 14 December 2013 (has links) Research literature indicates that ongoing professional development makes a difference in enhancing the knowledge, abilities, and necessary skills for early intervention providers of preschoolers with moderate and severe disabilities (MSD). The purpose of this study was to assess the professional development needs of early intervention providers of preschoolers with MSD in Saudi Arabia. This research implemented a descriptive survey design to provide quantitative research findings. The study included a sample size of 92 early intervention providers (EIPs). The researcher used descriptive statistics to analyze the demographic characteristics of the participants and to determine participants’ responses towards the basic characteristics, objectives, and standards of professional development programs at the Disabled Children’s Association (DCA) in Saudi Arabia as well as their perceived teaching abilities. The Somers' D tests were conducted to compare several proportions among the items. ANOVA also was used to determine whether a significant difference existed among all independent and dependent variables. The research results discovered that the basic characteristics, objectives, and standards of professional development programs at the DCA in Saudi Arabia that provide early intervention providers with the knowledge, skills, and abilities were in the high level of quality. The findings also indicated that perceived teaching abilities of EIPs were in the high level, while “teaching Self-Help skills” was in the moderate level. There was a significant difference between perceived teaching abilities and the number of hours spent in a professional development course, at p<.05. Providers who spent five or more hours of professional development during the past year had higher means and influences in teaching the five achievement skills researched in this study. Overall, there was agreement between the criteria of the programs offered in the centers of the DCA and the perceptions of the early intervention providers about their professional development needs, which were both at the high level. The researcher recommends that stakeholders in Saudi Arabia and the Gulf countries should develop appropriate and effective early intervention programs like the ones offered at the DCA centers, which will contribute to enhancing the quality of education for providers and their students with disabilities, including preschoolers with MSD. / Department of Special Education

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