>Magister Scientiae - MSc / This study investigated the experiences of caregivers regarding their participation in community-based rehabilitation for children with physical disabilities in two selected communities in Botswana. The experiences included the impact of disability on the immediate family, coping strategies, enabling factors and barriers to participation in community-based rehabilitation. / South Africa

The thesis discusses the problems of e-learning for handicapped. It concerns creation of electronic courses for visually and hearing-impaired students. The main target is to create and publish a sample course for this groups of students. The course shows practical employment of methods and recommendations for creating study materials easily accessible for handicapped. Those methods and recommendations are described in the theoretical part of the thesis. The creation and publication of the sample course is completely carried out using freely available software applications and services. The operating procedure, advantages and limits of this approach are described as well as further possible development of the courses for handicapped. The thesis could then serve as one of the first theoretical and practical handbook for creating this type of courses. The first part sketches out the specifics of visually and hearing-impaired and various types of teaching these handicapped. In the second part of the thesis the rules and recommendations for a correct creation of an e-learning course for handicapped are explained. Principally the technical rules but also some pedagogical suggestions are focused. The last part of the thesis shows the method of creating an e-learning course for handicapped in the e-learning system Moodle using freely available audio-visual applications and publication services.

Orientadores: Helder Anibal Hermini, Jose Manoel Balthazar / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica / Made available in DSpace on 2018-08-04T01:18:55Z (GMT). No. of bitstreams: 1 Caceres_MauroSergioJuarez_M.pdf: 11525505 bytes, checksum: 074f979a2df3a27d9e765aec6119b0bf (MD5) Previous issue date: 2004 / Resumo: Este trabalho foi inspirado em aspectos legais, sociais e tecnológicos.O objetivo deste estudo foi desenvolver um dispositivo mecatrônico de acessibilidade, ergonomia e mobilidade em veículos automotivos, considerando pessoas com necessidades especiais. A acessibilidade é um dos fatores crlticos para a inclusão do indivíduo com deficiência no mundo do trabalho e da educação. A contribuição deste trabalho situa-se no incremento da acessibilidade do indivíduo com deficiência, promovendo sua autonomia relativa; isto é, o usuário se locomove até seu veículo, adentra nele, conduz o veículo ao seu destino e o deixa de forma autônoma sem ajuda de outras pessoas. Este trabalho simulou as condições de ergonomia e de interação dos dispositivos de acessibilidade e mobilidade desenvolvidos, com os veículos automotivos, através de simulação computacional dos movimentos dos dispositivos interno e externo ao veículo com o controle lógico implementado. Neste estágio do trabalho encontram-se disponíveis a concepção da idéia, os desenhos, as simulações computacionais e a lógica de controle, necessários para a posterior construção dos dispositivos e sua montagem em veículos automotivos adaptados para a condução por pessoas com deficiências / Abstract: This study was inspired by the legal, social and technological aspects of acessibility for handcap people.The purpose of the study was to develope a virtual mechatronic device to acessibility for handcap people.The acessibility is a critical factor for the inclusion of the disabled people in the work and educacional enviroments. The contribution of this study is to help handcap people to have relative autonomy like: moving towards the car, getting in, driving to a destination and getting out by themselves.This study simulate the ergonomic conditions and the devices interaction of the acessibility and mobility, developed whith automotive vehicle through computacional simulations of the intemal and external devices moviments.Through computational simulation, we tested tbe moviments. It was also made the implementation of the controllogic. On this stage of the swdy we provide the concept, the draws, the computation simulations and the logic centrol; necessary parameters for build the devices and its assembly to tbe adapted cars for handcap people / Mestrado / Mecanica dos Sólidos e Projeto Mecanico / Mestre em Engenharia Mecânica

My graduation theses refers to the utilization of the grant-in-aid from the Europen Social Fund in order to create „the protected workroom“ to help and support the employment of the handicapped people. According to the entrepreneurial activity and analyses of employment of handicapped people macroeconomical factors present the situation on the labour market as well as the perspective profitability through some specific solutions.

The purpose of the present study was to investigate whether a self-evaluation procedure paired with a token economy would be effective in reducing the off-task and talk-out behavior of behaviorally disordered and learning disabled high school students in a resource classroom. The study also examined the effects of the seIf evaluation procedures when monitored by regular education peers on target students' behavior in their regular education English class . In addition to improving classroom behavior, another purpose of the study was to examine the effectiveness of the self-evaluation procedures when paired with an academic goal-setting component on academic variables in both the resource and regular education classrooms. The results revealed that student behavior generally improved after self-evaluation procedures were taught in the resource room and that improved behavior generalized to the regular class once peers implemented the matching component of the self-management procedures. As a group, students' average rate of off-task behavior decreased 17% in the resource room and 35% in the regular class. Averages rates of talk-outs for the group were reduced by 6% in the resource room and 24% in the regular class. Gains in academic performance were observed in both the special and regular classrooms. An increase in the number of assignments completed was observed following the implementation of the self-management procedures across all subjects in the special education class, as was an increase in the overall percentage of those assignments that were correct. Similarly, the percent complete on assignments in the regular class increased on the average 20% while the percent correct increased 24% following the implementation of the matching procedures.

Early intervention programs for handicapped preschool children may have long-term implications for the children and their families. Economic eva luations of these programs have been conducted to measure costs and bene fit s, but parental wi l lingness-to-pay has been overlooked in these analyses. Parental willingness-to-pay, as a measure of consumer surplus, could complete the measure of benefits and provide both policymakers and practitioners with useful information for decisionmaking. In this study, the impli cations of eliciting willingness-to-pay responses for an early intervention program for handicapped preschoolers are discussed. A survey technique, known as the contingent valuation method (CVM) , is applied to program to empirically estimate wil lin gness-to-pay for the total program and for particular components of the program. Also investigated are the implications of using a rationality test in the survey to determine if consumer responses are in accordance with assumptions for rational consumer behavior. Results indicate relatively high willingness-to-pay for the program as whole, but low value is associated with program components. This implies that parents may value these programs more for the respite rather than specialized services offered. Results of the rationality test support the hypothesis that such a measure is necessary in survey designs of this nature.

The effects that each sibling's relative cognitive and physical abilities may have on the quality of sibling interaction are not clearly understood in either nonhandicapped or handicapped sibling dyads. A measure of sibling authority based on behavioral observations of sibling interaction was developed that represents how sibling abilities are translated into sibling power within handicapped and nonhandicapped sibling dyads. This measure of sibling authority was related to the occurrence of prosocial and aggressive behaviors in sibling dyads with and without a child with handicaps. Ninety-three sibling dyads participated. Included were 34 nonhandicapped sibling dyads, 12 sibling dyads in which the older sibling had a handicapping condition, and 47 sibling dyads in which the younger sibling had a handicapping condition. The handicapping conditions were Down Syndrome, mental retardation, or severe hearing impairment. Results indicate that although the older sibling had greater authority overall, younger siblings had greater authority in over half of all sibling dyads. Sibling authority was not found to be dependent specifically on the presence of the handicapping conditions represented in this study nor upon the gender composition of the sibling dyads. Small differences in authority scores between siblings were associated with a greater frequency of prosocial behavior in both siblings. However, there were no significant differences between groups or siblings on the occurrence of either prosocial or aggressive behaviors. Both siblings contributed equally to the positive or negative nature of their interaction regardless of handicapping condition.

The primary purpose of this study was to investigate attitudes of parents of school-aged and preschool aged children with and without handicaps, toward the issue of mainstreaming. A sample of 212 individuals responded to a parent questionnaire which was mailed to each household to be completed by both parents. This questionnaire examined attitudes and concerns of parents across 14 mainstreaming issues (Appendix 2) . Of the total sample, 123 responses were used for the final analysis. Cases were discarded because some were missing the age of their child, some we::e not qualified because of their child's age, and others had not completed the survey. Regarding overall attitudes toward mainstreaming, there was a significant interaction between handicapping condition and sex of parent. Fathers of handicapped children disagreed more with the attitude questions than mother-s of handicapped childr-en. Also, the handicapping condition of the child affected parental attitudes about problems which a handicapped child might encounter in a mainstreaming situation. Parents of nonhandicapped children disagreed more with these issues than parents of handicapped children. Fathers of handicapped and nonhandicapped children agreed more than mothers that there might be problems encounter-ed by handicapped children in a mainstreaming situation. Mothers of nonhandicapped children and fathers of handicapped children disagreed more with these statements. The interaction between sex of parents and handicapping condition of the child was found to be significant for the dependent variables of overall mainstreaming attitudes and attitudes toward problems which a handicapped child might encounter in a mainstreaming situation. Another significant independent variable was handicapping condition of the child which was found to be significant on attitudes toward problems which a handicapped child might encounter in a mainstreaming situation and attitudes toward safety issues of both handicapped and nonhandicapped children in a mainstreaming situation. In other words, parents of handicapped children were more children were more concerned about school related problems and safety issues for handicapped children in a mainstLeaming situation. Age of the child was not found significant for- any of the dependent variables. In addition, the interaction of handicapping condition and age of the child was found to be significant for the dependent var-iable which dealt with attitudes toward safety of both handicapped and dealt with attitudes toward safety issues of both handicapped and nonhandicapped children. Families with school-aged handicapped children and families of nonhandicapped preschoolers disagreed mo~e with the safety isses.

This research effort focused on developing a process model to include art in the individualized education programs (IEPs) of physically handicapped and health impaired students which followed guidelines prescribed by Public Law 94-142. A systems approach was utilized for the development of the model. The sequence of interrelated tasks involved stating needs, identifying the problem, assessing the resources, identifying the population sample, establishing definitions of disabilities, specifying objectives, defining methodologies, developing a programmatic plan, conducting the operational phase, evaluating and refining the model.

This thesis embodies the results of an investigation of a residence exclusively devoted to those who r blind. Working within the theoretical perspective of symbolic interactionism, the primary focus of this study was to discover whether relationship existed between the pattern of group organization within the residence and the perception of the attitudes of the sighted towards the blind. Underlying its approach was the assumption that how the residents perceived the attitudes of the sighted was related to how they evaluated themselves. A second focus of this study was to determine the basis and extent of group formation within the residence. / Thesis / Master of Arts (MA)