Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 143-147).

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 112-118).

Thesis (M.Ed.)--University of Hong Kong, 1987. / Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 86-89).

M.Ed. / Please refer to full text to view abstract

The purposes of this case study were: to ascertain the beliefs held by teachers of mentally handicapped students toward the concept of integration; to determine the perceptions of teachers about their program planning practices, in particular the development of Individual Education Programs and their use of the Special Education Core Curriculum Supplement; to elicit teacher opinions regarding their job-related needs for administrative and instructional support and personal professional development; and to generate, in the form of recommendations to the school district, a framework of support combining teachers' perceived needs and district objectives. The setting of the case study was the anonymously named Burrard School District—a medium-sized school district located in the metropolitan Vancouver area. The participants in the study were fourteen teachers of students with mental handicaps located in five different school settings and members of the District's administrative and consultative staff. Data for the study were obtained through open-ended "reflective" interviews with the study's participants during the period of May and June 1985. Interviews were tape-recorded and transcribed and condensed into major categories related to the questions posed for the study. Among the major findings of the study were: 1. Integration is judged to be an appropriate goal for mentally handicapped students in that it results in: more normalized behaviour, greater skill acquisition, improved self-concept, and access to more facilities and activities. 2. Positive attitudes among regular classroom teachers, administrative support, and the degree of co-operation between specialist and general classroom teachers were the factors judged to be minimally required for successful integration. 3. Teachers of mentally handicapped students endorse the development of Individual Education Programs (IEP's) as a part of program development activities, regardless of program type and actual use. 4. Individual Education Programs are used most by teachers of moderately and severely handicapped students and least by teachers of students with mild handicaps. 5. Specific program concerns varied considerably from program to program. 6. Teachers were positive about the structure and philosophy of the Special Education Core Curriculum Supplement and, with the exception of teachers of the severely/profoundly handicapped, judged it to be a useful guide for program planning. 7. Teachers indicated a desire for more professional development opportunities to gain more expertise, to be reassured of the soundness of their own practices, and to maintain professional affiliations with colleagues. The findings of the study suggest that teachers of students with mental handicaps have three general concerns: opportunities for expanding their skills, feelings of professional isolation, and the ambiguities of program ownership. The study presented several recommendations for the amelioration of these concerns. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This research project utilized a post-positivist design for the purpose of exploring and determining the most appropriate educational placement for seriously emotionally disturbed children who reside in residential care and who are considered to be "high risk," both educationally and socially. It was the goal of the study, through qualitative research, to establish a basis for the successful education and social integration of SED children.

The purpose of the study was to indicate procedures leading to meaningful learning experiences through music for the educable mentally retarded child. Four areas of a music curriculum were considered: performing, composition, listening and dancing. Based upon known characteristics of the educable mentally retarded and professional writings of authorities in the fields of both music education and special education, objectives and specific approaches to musical experiences were determined, Twelve performing, eight composition, ten listening and ten dancing experiences are outlined with objective, previous experience, materials, room arrangement, song material, procedure and related activities included in each.

published_or_final_version / Education / Master / Master of Education

Text in Afrikaans / In hierdie studie is die opvoedingspraktyke van verskillende samelewings met betrekking tot verstandelik erg gestremde kinders histories-analities ondersoek. Die tendense wat telkens onderliggend aan veranderinge was, is geidentifiseer en aan die hand van pedagogiese kriteria geevalueer. In die antieke Griekse en Romeinse beskawings is 'n praktyk van uitwissing gevplg. Die Christelike godsdiens bet 'n meer verdraagsame houding meegebring, maar in die Middeleeue bet onkunde en bygeloof nog steeds hoogty gevier. Eers vanaf die agtiende en negentiende eeu bet groter kennis en 'n nuwe kindbeeld tot 'n meer rasionele benadering tot die verskynsel van verstandelike gestremdheid gelei. Pioniers, veral medici, bet na vore getree en die weg gebaan vir 'n beter bedeling vir hierdie kinders. Dit was egter eers in die tweede helfte van die twintigste eeu dat onderwys aan verstandelik erg gestremdes 'n werklikheid geword bet. Die beginsel van normalisasie is toenemend op dienste wat aan hierdie kinders verskaf is, toegepas en het tot gevolg gehad dat wetgewing met betrekking tot die onderwys aan verstandelik erg gestremde kinders tans in die toonaangewende lande en in SuidAfrika op 'n handves vir menseregte geskoei is. Hierdie bevindings bet segwaarde vir die huidige situasie ten opsigte van die beplanning van onderwysvoorsieninge vir verstandelik erg gestremde kinders in die Republiek van Suid- Afrika. / In this study the education practices with regard to severely mentally handicapped children of various societies have been investigated from a historic-analytical perspective. The trends related to a certain anthropologic view and a specific child image, which have been the cause of certain changes have also been identified and were evaluated according to pedagogic criteria. In the ancient Greek and Roman civilizations a trend of infanticide influenced the education of severely mentally handicapped children. The Christian religion brought a more tolerant attitude, but during the Middle Ages superstition and ignorance were still at the order of the day. It was only from the eighteenth and nineteenth centuries that more knowledge and a new child image brought about a more rational approach to this problem. Pioneers, mostly medical surgeons, came to the fore and paved the way for a better dispensation for these children. In the latter part of the twentieth century education for the severely mentally handicapped had for the first time become a reality. The normalization principle was increasingly applied to all services rendered to these children and this resulted in legislation regarding the education of severely mentally handicapped children in all leading countries and in South Africa being based on a declaration of human rights. These findings have an important meaning for the present situation with reference to the planning of education services for severely mentally handicapped children in South-Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)