Thesis (B.Sc)--University of Hong Kong, 1994. / "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 20, 1994." Also available in print.

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." Also available in print.

Thesis (M.Ed.(Opvoedkundige Sielkunde))-Universiteit van Pretoria, 2005. / Abstract in English and Afrikaans. Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University, 2003. / Includes bibliographical references (leaves 163-174).

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 207-261). Available online via OhioLINK's ETD Center.

M.A. (Psychology) / Please refer to full text to view abstract

The purpose of this study was to examine the diagnostic and classification accuracy of placement decisions for Mildly/Educably Mentally Handicapped (M/EMH) children in British Columbia. Evidence from the United States suggests that classification decisions are often made on the basis of idiosyncratic student behaviours and the subjective opinions of educators, not on the basis of empirical evidence. Although Canadian special education practice is often based on that of the U.S., no major study of the accuracy of diagnosis and classification has been undertaken in this country. Based on a review of the literature, internationally accepted criteria for the diagnosis and classification of M/EMH students were formulated. In addition, variables that might influence the use of these criteria were identified. Elementary age students from two metropolitan Vancouver school districts who had been suspected of being M/EMH during a two-year period served as subjects (n=106). Of these 57 were classififed as M/EMH and 49 were classified as regular education. An evaluation of IQ, adaptive behaviour, reading and arithmetic achievement, maladaption, and visual and hearing acuity was performed for each subject. Preliminary data analyses permitted the formation of an achievement composite score and the pooling of subjects from the two districts. Using an internationally accepted two-factor diagnostic model, analyses were performed to investigate the classification accuracy for the sample. Cut-off criteria used with the two-factor model were adjusted to those of both the American Association for Mental Deficiency and the draft B.C. Special Education Guidelines. Where subjects could not be confirmed by the application of these models, sources of classification error were identified. Next, a series of discriminant function analyses, each representing a historical step in the development of diagnostic and classification models, were performed and the classification accuracy of each examined. Finally, a full model of all measured variables was examined using both a forced discriminant function procedure and a step-wise technique. The findings suggested that a combination of the adaptive behaviour, IQ, and achievement variables provided the highest classification accuracy. This result is consistent with much of the research from the U.S. IQ scores were found to consistently dominate classification decisions. In addition, academic achievement proved to be a valid predictor, either in combination with social adaptation or maladaption. However, maladaptive behaviour, whenever entered with social adaptation, overwhelmed the latter as a descriminator of group membership. The highest classification rate for the total sample was 92.0% for the combination of adaptive behaviour, IQ, and academic achievement. Although visual and hearing acuity were not found to be related to group membership, it was discovered that testing for these variables was not occurring in the districts studied in accordance with accepted best practice. A disproportionate number of M/EMH students proved to be untestable using school-based audiological and visual sweep testing techniques. In cases of untestability, the assumption that the child can see and hear within normal tolerances appears to be made, and efforts to use alternative testing procedures are not pursued. In addition, visual and hearing testing appears to occur after the administration of standardized cognitive tests, and not before, as best practices would dictate. The principal contributions of this research are (1) that it is the first major study of diagnostic and classification accuracy with a Canadian M/EMH population, (2) that it advises the inclusion of academic achievement as a domain of adaptive behaviour based on empirical evidence of the importance of that variable in diagnosing M/EMH, and (3) it examines the role of auditory and visual acuity testing in M/EMH diagnosis and classification. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This experimental study investigated the possibility of measuring pupil progress in art activities undertaken by a regular class and a class of Educable Mentally Retarded students to determine the extent to which E.M.R.s might assimilate concepts and complete activities from an art programme designed for regular classes. The underlying assumption explored was that it may be that E.M.R. students do not achieve results comparable with students in regular art classes simply, because they do not have comparable programme content and quality of instruction. Two classes, one regular art Grade 10/11 combination class and an E.M.R. class were assigned treatment identical in nature and scope. The classes were a part of the regular grouping within a senior secondary school in British Columbia. The treatment consisted of engaging in fifteen assignments delivered by the investigator over a period of six consecutive months. The first two and the last two assignments served as a pre-test and post-test respectively. All interim assignments and pre and post-tests provided materials for analysis arid comparison. Pre and post-test results provided within-group gains; interim assignments provided material for informal between-group comparisons. Evaluation of all assignments was performed by three art educators employing an objective scoring procedure previously familiar to each. The evaluative instrument purported to assess the results of each assignment on seven clearly stated criteria which normally form part of the foci of instruction in art. Analysis of the data revealed that both the regular class and the E.M.R. class gained significantly according to pre-test to post-test results. Significance levels reached by the regular class on all seven categories were .001. Significance levels reached by the E.M.R. class were .0C1 on five categories. On the two remaining categories the significance levels were .01 and .004. On programme results (interim assignments) performance by E.M.R.s was comparable to that of the regular class on better than 60% of programme content. Findings indicated that there were significant differences at the .05 level between groups on 28 out of 77 categories. However, on the remaining 49 categories there was no significant difference at the .05 level. The findings suggest that E.M.R. students can perform at a level comparable to that achieved by the regular class on most assigned art tasks. Special limited art programmes do not offer the only alternative for the education of the E.M.R. within the confines of the public school and other possibilities are worth exploring. / Education, Faculty of / Graduate

What do the parents of mentally retarded children in the Mt. Diablo Unified School District think of the school program for their children? The purpose of this study was to assist the Mt. Diablo Unified School District in evaluating its program for the mentally retarded in the light of parents’ reaction.

A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts (Clinical Psychology) in the Department of Psychology University of Zululand, 2002. / This study examined attitudes of parents towards their mentally retarded children in rural areas of Zululand. The study sample was obtained from a local hospital, a clinic and a special school for the mentally retarded in the Zululand area. The findings of this study revealed that parents in rural areas of Zululand have positive attitudes towards their mentally retarded children. There were no differences between the attitudes of mothers and fathers with both parents having more positive attitudes. This study further revealed that parents in rural areas of Zululand loved and accepted their mentally retarded children. However, the majority of parents were found to be disappointed by having a mentally retarded child and expressed feelings of embarrassment. In the light of these findings further research areas is recommended with the aim of using such information to build appropriate and successful rehabilitation and intervention programs for mentally retarded children and their parents. / National Research Foundation (NRF).