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Neuropsychological and personality features of learning disabled and emotionally handicapped childrenGrewe, Scott David January 1993 (has links)
The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study. / Department of Educational Psychology
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Validation of neuropsychological subtypes of learning disabilities. / Neuropsychological subtypesHiller, Todd R. January 2009 (has links)
Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology
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A case study of effects of accelerated learning methodology on reading gains of ten middle school students in southwest WashingtonQuestad, Beverly A. 06 May 1992 (has links)
Learning disabled students in special education
programs have not been demonstrating equal achievement
gains in reading when compared to their non-handicapped
peers.
The purpose of this study was to determine the effects
of Accelerated Learning methods in teaching reading to ten
learning disabled middle school students in southwest
Washington.
Accelerated Learning (AL) was developed by Georgi
Lozanov in Bulgaria in the 1960's. The method incorporated
the fine arts, suggestion and visualization techniques with a
dynamic, active instructional presentation.
A multiple-case study design was conducted using ten
learning disabled middle school students. Each case study
used information gathered from school cumulative,
confidential and special education files, parent, teacher and
student interviews and observation. Their achievement in
reading was measured using the Woodcock-Johnson Psycho-Educational
Battery. Their reading gains, as measured after
experience in their regular classes and after special
education instruction using Englemann and Hanner's Direct
Instruction methods, were similar to Educational District
#112's learning disabled population's average gain of five
months a year. Under Eclectic instruction the subjects' gains
averaged nine and a half months per year and using AL
instruction the gain was approximately fifteen and one half
months a year.
No patterns emerged to substantiate an effect between
instructional reading treatment and behavior or attendance.
Pattern matching for grade point average was inconclusive
due to paucity of data. / Graduation date: 1992
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Music therapy for young children who have special needs : the music therapy experience from the perspectives of carers and professionals : thesis in partial fulfilment of the requirements of the degree of Master of Music Therapy at the New Zealand School of Music, Wellington, New ZealandChiang, Jenny Yu Kuan January 2008 (has links)
This project aims to investigate how carers and other professionals perceive the music therapy process over time. Music therapy has been used to address a wide range of diagnoses and developmental issues of young children. The research was conducted during my clinical placement working with young children who have been referred to a child development team. The participants in this project were carers with children with special needs. The children were diagnosed with various disabilities and required different support and developmental goals. Each child attended individual music therapy sessions once a week over a period of three to nine months. It was speculated that many other changes or developmental progress could occur along with the goals and objectives set by me in the music therapy process. To understand fully what other changes or progress the children have made with the input of music therapy, the research was designed using open-ended interviews to find out what the carers and a professional witnessed during and in between the sessions. Three carers were involved in a one-on-one in-depth interview in which they were encouraged to talk about their observation and perception of music therapy. A speech-language therapist was also invited to participate in an in-depth interview. Data derived from the interviews was analysed using a thematic analysis approach. The findings compare themes generated from the clinical notes and interview data. The results showed some shared experiences amongst the participants as well as exceptions influenced by parental differences and the children’s conditions. Examination of the similarities and differences between the clinical notes and the interview data helped me validate the outcome of music therapy intervention and gain more insights into effective practice.
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IEP team's knowledge about student characteristics, legislation, AT devices and AT services on considering assistive technology in the IEP development for 3rd to 5th grade students with learning disabilities in reading and writingKo, Hui-ching, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.
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Student-environment fit for students with physical disabilities /Hemmingsson, Helena, January 2002 (has links)
Diss. (sammanfattning) Stockholm : Karol. inst., 2002. / Härtill 5 uppsatser.
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Communicating your way to a theory of mind : the development of mentalizing skills in children with atypical language development /Falkman, Kerstin W. January 2005 (has links)
Univ., Diss.--Göteborg, 2005.
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Provision of modern foreign languages for lower achievers and pupils with special educational needs in secondary schools in England, Scotland and the Czech RepublicMcEachern-Kelly, Mary Clare. January 2008 (has links)
Thesis (M.Litt.) - University of Glasgow, 2008. / M.Litt. thesis submitted to the Department of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Incentives in a specialty care carve-outInkelas, Moira. January 2001 (has links)
Thesis (Ph. D.)--RAND Graduate School, 2000. / Includes bibliographical references (p. 309-317).
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Incentives in a specialty care carve-outInkelas, Moira. January 2001 (has links)
Thesis (Ph. D.)--RAND Graduate School, 2000. / Includes bibliographical references (p. 309-317).
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