Thesis (B.Sc)--University of Hong Kong, 1998. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

Thesis (M.S.)--Oregon State University, 2003. / Includes bibliographical references (leaves 43-48).

Thesis (M.S.)--Indiana University, 2002. / Includes bibliographical references (leaves 59-69).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 118-128).

This research was designed to do four things: first to discover what problems face caregivers who bring up handicapped children in their own homes; second, what community resources are available or which should be available to assist the mentally retarded and his family to cope with the problem; third, social policy measures available through the Transkei government, e.g. single care grant and disability grant and under what conditions are they available and whether other resources/services are available, and fourth, to find out from caregivers themselves how well the social services, although limited which are intended to help them and their children work in practice, more specifically in rural areas especially when community and public sector measures are highly circumscribed. The lack of resources for mentally retarded children and their families in Transkei and particularly the Sterkspruit district raised some questions in the researcher's mind on how to rear a mentally retarded child in this area. Data was gathered from a sample of all mentally retarded children who are single care grant recipients. The subjects were the mothers of these children or the present custodian about the time of the study. Information was also gathered from the social workers in the district mainly from their case files in the office. The sample was sufficient for the study to be meaningful and well represented and to eliminate guesses and assumptions about the lives of mentally handicapped children and their families. Findings reveal that caring for a mentally retarded child is a demanding task with varying levels of stress. Families of the retarded, in general, tend to have more problems in individual and marital adjustment, child-rearing practices, and sibling relationship. They are significantly affected - socially, economically and emotionally - by mental retardation. Support systems both formal and informal, were a great single source of help for these families for them to cope with these children. Recommendations for better quality of life for both the handicapped child and his family are given in the last chapter, and they are most suitable for undertaking by the Welfare and Education Departments. It is not the purpose of this study to give advice to parents on how to bring up their handicapped children. Often using the mothers' own words, the researcher only presents the picture given by the parents themselves of how they actually learn to live with a handicapped child

M.Ed. / A few pupils attending schools for extraordinary education have been diagnosed as children with Asperger 'syndrome. The change in diagnostic criteria in the DSM-IV and accompanying redefining of Asperger syndrome brought about an increase in diagnosing as well as a greater awareness of this syndrome. The most important characteristic of Asperger syndrome is the serious and continuous effect it has on the child's social interaction. This syndrome affects the whole functioning of the child and these children demand much more of their educators. There is, however, no clarity concerning the specific problems the parents of children with Aspergersyndrome encounter and educational psychologists are not sure to what extent the parents of these children are in need of guidance in the handling of their children's educational and developmental problems. Because of the above-mentioned uncertainties the following research questions are asked: How do parents of children with Asperger syndrome experience their children's dysfunctional social dynamics? What guidelines can be given to the educational psychologist when advising parents on how to handle their children with Asperger syndrome? By means of a literary study the educational situation of the child with Asperger syndrome is explored first. The diagnosing, typical symptoms and associated characteristics of these children, educational involvement with these children and parental guidance from an educational psychological perspective, is mentioned. The research done in this study is qualitative, exploratory, descriptive and contextual and aims to bring about insight and understanding in the experience and needs of parents with children who have Asperger syndrome. The research method used, was the interviewing of parents of children with Asperger syndrome and the data received was analysed by means of an inductive and descriptive method of analysis. Four themes were determined: (1) the parents' experience of the social disfunction of their children with Asperger syndrome, (2) the influence that a child with Asperger syndrome has on relationships inside and outside the nuclear family, (3) the more complicated and demanding educational involvement of a parent of a child with Asperger syndrome and (4) the need for and realization of parental support and guidance of parents of children with Asperger syndrome. A number of guidelines, based on the themes identified by the analysis of the data have been developed for educational psychologists in their guidance of these parents. To conclude - research has indicated that the educational psychologist guiding the parents of children with Asperger syndrome ought to, have the necessary therapeutic skills, be a knowledgable specialist in the field of Asperger syndrome (and pervasive developmental disorders), be objective and professional and have the required knowledge and skills concerning teacher-guidance and group-leadership. It has also been established that parents of children with Asperger syndrome don't always have the educational skills to comply with their child's special needs and thus, in need off parental guidance. The parents, however, find themselves in an unique family unit which results in the fact that parental guidance cannot be prescribed in an encompassing model but has to be adapted to the practical- and emotional needs of each individual family unit.

It is the purpose of this inquiry (1) to study and analyze selected Christian education programs that have been organized for mentally retarded children and young adults; and (2) to determine the effect of these programs in helping the retarded children and their parents obtain a better understanding of the seeking love of Jesus as revealed through the activities of the church.

No description available.

No description available.

No description available.