This was a descriptive study focused on identifying attitudes of University staff towards the inclusion of students with disabilities at University within the context of a focus on psychological wellness. A probability sample of93 staff members was selected through systematic random sampling from the Mafikeng Campus of North West University. A questionnaire identifying attitudes of staff towards inclusion of students with disabilities and factors contributing to the development of attitudinal barriers was designed and administered by the researcher. The literature reviewed identified the following factors as barriers to the inclusion of students with disabilities at university: inadequate understanding of disability, negative attitudes, stereotyping, inadequate support services and insufficient knowledge and experience of students with disabilities. The central hypothesis was that the existence of negative attitudes amongst staff would inhibit the inclusion of students with disabilities at university. The results obtained correlated with the hypothesis and implicit in these findings is the threat to the healthy psychological development of students with disabilities. / M.Soc.Sc. (Clinical Psychology) North-West University, Mafikeng Campus, 2004

This was a descriptive study focused on identifying attitudes of University staff towards the inclusion of students with disabilities at University within the context of a focus on psychological wellness. A probability sample of 93 staff members was selected through systematic random sampling from the-Mafikeng Campus of North West University. A questionnaire identifying attitudes of staff towards inclusion of students with disabilities and factors contributing to the development of attitudinal barriers was designed and administered by the researcher. The literature reviewed identified the following factors as barriers to the inclusion of students with disabilities at university: inadequate understanding of disability, negative attitudes, stereotyping, inadequate support services and insufficient knowledge and experience of students with disabilities. The central hypothesis was that the existence of negative attitudes amongst staff would inhibit the inclusion of students with disabilities at university. The results obtained correlated with the hypothesis and implicit in these findings is the threat to the healthy psychological development of students with disabilities. / M.Soc.Sc. (Clinical Psychology) North-West University, Mafikeng Campus, 2004

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 98-106).

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vii, 171 p. Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 106-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11738

Peer, staff, and faculty members who mentored college students with Intellectual Disabilities (ID) completed self-reflections and digital interviews, and participated in focus groups. The information was used to determine whether the mentoring experience affected their attitudes and beliefs regarding individuals with ID as well as whether mentor personal growth occurred as a result of participation in the mentoring experience. The research suggested that participants from all groups of mentees did experience a change in their attitudes and beliefs regarding those with ID. Those changes in attitude and beliefs were overwhelmingly positive. Peer, staff, and faculty mentors also reported many benefits from participation in the mentoring experience including but not limited to increased self-awareness and self-improvement. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2006.

Thesis (Ph. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains vii, 138 p. : ill. Includes abstract. Includes bibliographical references (p. 119-129).