Rationale: Due to the uniqueness of the conflict and post-conflict experience in Bosnia and Herzegovina and limited primary source research, it is unclear to what extent persons with physical disability participate in rehabilitation and other community services. It is uncertain whether persons with physical disability have access to available community programs and services and what role policy, environmental and attitudinal barriers play in community integration and social participation. Objective: The purpose of this study was to understand and describe factors that influence community integration and social participation of persons with a physical disability in post-conflict Bosnia and Herzegovina. Methods: A concurrent embedded mixed methods design was used. Three face to face interviews were conducted and thirteen participants completed written questionnaires adapted from The “KIPA” Clear Direction Strategic Framework: Knowledge-Inclusion-Participation-Access (Edmonds, 2003). Participants had physical disabilities and were recruited through Mojmilo Health Clinic, Centar Za Fizikalnu Theraiji I Rehabilitaciju Community Based Rehabilitation centre and the Clinical Centre University Hospital in Sarajevo, Bosnia and Herzegovina. Results: The study identified challenges and barriers encountered when accessing rehabilitation, primary health care, education and other community services and programs. The data suggested that persons with a physical disability perceived that factors associated with knowledge, inclusion, participation, and access are very important to their quality of life. Government policy reform and assistance, employment opportunities, attitudes and awareness, and community understanding emerged as critical factors of acceptance and integration. Conclusions: The study revealed that a complex array of factors influenced the integration of persons living with a physical disability in post-conflict Bosnia and Herzegovina. Persons with disability indicated the need for individuals and disability groups to collectively advocate for all PWDs in order to voice their goals for integration and social participation. Knowledge, inclusion, participation, and access to health care, education, livelihood, attitude, social participation and advocacy emerged as intrinsic to the successful community integration of persons living with a physical disability. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2011-04-24 13:30:35.306

(Fragile Frames + Monstrosities)ModernWar + (Flagged Bodies + Cyborgs)PostmodernWar = dis-AbilityCyborged / Thesis (Master, Sociology) -- Queen's University, 2011-09-20 12:49:42.317

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The purpose of the study was to investigate the role of linguistic competence in developmental dyslexia. This was done to determine whether there existed subgroups of dyslexics classified according to linguistic criteria. / Two groups, a control group of normal readers and an experimental group of dyslexic readers, were compased using a series of reading tasks that measured certain components of linguistic competence. / A quantitative analysis between groups revealed differences at the level of linguistic competence. A qualitative analysis of the dyslexic group revealed the existence of three subgroups: a morphological subgroup, a Cloze grammatical subgroup, and a Cloze lexical subgroup. / The study indicates a need for further research in the diagnosis of language deficits in beginning readers to prevent reading problems.

<p>The aim of this study was to determine the types of sport that are available for the learner with a physical disability in ordinary schools in the Western Cape and what prevents and facilitates participation in sport.</p>

<p>Sport participation can play a vital role in enhancing life of youth with physical disabilities. This is because of the rehabilitative influence sport can have not only on the physical body but also on rehabilitating people with disability into society. A successful sport programme in which the youth with disabilities are involved should possibly respect youth‟s wishes regarding the preference of the sport. The Review of the literature revealed that little has been documented about the status of disability sport in developing countries. Given the psychosocial and physiological benefits of sport in everyone‟s life, including those with physical disabilities, there is a need for a study to document the status of sport of this sub-population in Rwanda. This study, therefore, aimed to identify the factors associated with sport preferences among youth with physical disabilities in Rwanda. A sequential mixed model design was used to collect data, specifically the sequential explanatory strategy. Data was collected by means of a self-administered questionnaire and a total number of 204 participants voluntarily answered the questionnaire. Semi-structured interviews were conducted among four (4) NPC staff to collect data regarding the challenges experienced by youth with physical disabilities with regard to sport preferences. The Statistical Packages for Social Sciences (SPSS) version 19 was used for data capturing and data analysis. Descriptive statistics were employed to summarize demographic information as means, standard deviation, frequencies and percentages. Inferential statistics (chi-square and independent samples t-tests) were used to test the associations between different categorical variables (p&lt / 0.05). For the qualitative data, audiotaped interviews were transcribed and translated from Kinyarwanda into English, and the expressed ideas were coded and reduced into subthemes and categories. Thematic analysis was then done under the generated sub-themes. Permission to conduct this study was obtained from the concerned authorities. Ethical issues pertaining to informed consent, anonymity, confidentiality and the right to withdraw from the study were respected in this current study. The results of the current study revealed that the top five sports played by youth with physical disabilities were sit ball, sitting volleyball, volleyball, table tennis and wheelchair basketball. It also showed that youth with physical disabilities were committed to and enjoyed their sport experience. Additionally, they have had strong feelings about their physical abilities. Discouragingly, the results indicated that the youth with physical disabilities have had low perception that their parents were supportive of their participation in sport. The findings further showed that age, gender, use or non-use of mobility aids, and type of impairment influenced the choice of sport. However, there was no statistically significant association between demographic characteristics and some sports codes played in Rwanda. During the semi-structured interviews, the participants reported the challenges experienced by youth with physical disabilities with regard to sport preferences including physical factors (lack of accessible facilities, uneven playgrounds, transport to and from sport fields, resources and limited sporting codes available), social factors (lack of parental support and models) and financial factors (inhibit the implementation of many sport codes, high cost of adaptive equipment) which influence the youth with physical disabilities to choose a sport with sufficient facilities even if they do not like it. Factors that emerged as facilitators for sport preferences include: sport availability, perceived ability to handle a sport, friendship, facilities, improved individual competences, independence in mobility gained, and to take part in international tournaments. Based on the results of this study, and the role of sport in preventing many chronic diseases, it is apparent that there is a need to widen the spectrum of sport opportunities and to create awareness among youth with physical disabilities. Furthermore, there is a need to provide social and a local barrier-free inclusion of various stakeholders in recommending and designing sport programmes for the youth with disabilities.</p>

This thesis explores the experiences of emerging adulthood for men with an acquired impairment. Qualitative semi-structured interviews were conducted with four men with acquired impairments in an urban center of Canada. Through thematic analysis, three themes emerged: internal perceptions, dynamics of social relationships, and barriers and opportunities. Their stories illustrate many common emerging adult experiences as well as some divergent experiences, which may potentially be due to their acquired impairment. The main findings include the importance of friends and family and the fact that the timing for some of the developmental tasks of emerging adulthood may be delayed. Implications for professionals and researchers are presented, focusing on ways to best support men in emerging adulthood with acquired impairments.

The purpose of this study was to examine ideas about disability within social work education within three Bachelor of Social Work programs in Canada, and to identify and describe major perspectives and themes of disability. One important aspect of the study was to determine the extent to which critical disability studies perspectives were presented, explained, and discussed in the classroom within core social work theory courses, and specialized courses addressing disability. Three Bachelor of Social Work programs; St. Thomas University School of Social Work in New Brunswick, the Dalhousie School of Social Work in Nova Scotia, and the University of Manitoba Faculty of Social Work, Fort Garry Campus, were purposefully chosen for this multicase study based on a theoretical replication logic that predicted that social work education on disability within each of the schools would represent different points on a range of disability perspectives, as developed from the disability studies literature. Data collection and analysis included multiple methods, including a manifest content analysis of texts, a modified inductive analysis of transcriptions from interviews with key informants, and a critical discourse analysis of transcriptions from an audio-taped session of classes addressing disability in each case. Findings from the multicase study indicate that the original research suppositions were not supported. Based on the analysis of texts and interviews, the approach to disability followed by each Bachelor of Social Work program was found to incorporate a broad range of disability theory, particularly social pathology and critical disability perspectives. However, there was little evidence of classroom discussion and use of social work practice approaches supporting these perspectives. It was argued in the literature review to the study that anti-oppressive social work approaches, such as structural social work, were congruent with critical disability perspectives, but that there is also a need for an “infused” approach to integrating disability content into core curriculum. In conclusion, I also suggest that the Canadian Association for Social Work Education has an important leadership role to play in providing specific recommendations for disability inclusion in social work education.