Spelling suggestions: "subject:"handicapped children"" "subject:"andicapped children""
21 |
Early literacy intervention with low income families /Fassina, Julie Ann. Unknown Date (has links)
Thesis (MEd)--University of South Australia, 1995
|
22 |
Children in poverty and school failure :Carmody, Robyn Lynette. Unknown Date (has links)
Thesis (MEd - Curriculum Leadership) -- University of South Australia, 1992
|
23 |
The process of inclusion of children with special needs into long day care centres :Blayden, Carmel Unknown Date (has links)
Thesis (MHlthSc(OccTh))--University of South Australia, 1999
|
24 |
Job satisfaction of senior teachers in Hong Kong special schools for children with mental handicap /Ng, Wai-fun. January 1900 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 113-121).
|
25 |
Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children /Lee, Mo-ling. January 1990 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 110-115).
|
26 |
Job satisfaction of senior teachers in Hong Kong special schools for children with mental handicapNg, Wai-fun. January 1900 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 113-121). Also available in print.
|
27 |
Experiences of caregivers regarding their participation in community-based rehabilitation for children aged 0-12 years in BotswanaKilonzo, Jackson M. M. January 2004 (has links)
>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
|
28 |
Contingent Valuation of Early Intervention Programs for Handicapped ChildrenEscobar, Colette M. 01 May 1986 (has links)
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.
|
29 |
The effects of implementing the consultation model on special education referrals in the Portland (Oregon) public schools from 1987-1990Yocom, Dorothy Jean 12 July 1991 (has links)
The purpose of this research study was to examine the impact of the
consulting teacher model on referral and verification rates to special
education. A population of schools which implemented the model
(N = 17) was compared with a randomly selected comparison group of
schools which did not (N = 30). All schools were from the Portland,
Oregon, Public School District. The research was designed to cover a
three school year period of time (1987 to 1990). Three different
types of data were collected: the number of children who were
discussed at regular education pre-referral meetings, the number of
children who were referred for special education assessment and the
number of children who verified as eligible for special education
services.
Three primary research questions addressed (a) the impact of the
consulting teacher model on the number of children in the process,
(b) the longitudinal impact of the model on referral rate accuracy and
(c) referral rate accuracy differences between the consulting teacher
and comparison group schools.
Results from the first question indicated a difference in the numbers
of children discussed at the initial regular education pre-referral step;
17 more children were discussed in the consulting teacher schools.
Differences were also found between the 1987-88 school year and
every other year; seven more children were in the process in the first
year of the study than in the later years.
Results from the second question found that length of time on the
model does have a significant effect on referral rate accuracy in the
consulting teacher schools. Two differences were found in this
question: an increase in referral rate accuracy between years three
and four and a decrease in referral rate accuracy between years four
and five.
Results from the third question indicated no differences between the
type of school and school year. Referral rate accuracy remained the
same in both the consulting teacher and comparison group schools
throughout all three years of this study. / Graduation date: 1992
|
30 |
Factors affecting older parents in making long-term plans for their adult mentally handicapped children still living at home /Chong, Ngar-yin. January 1998 (has links)
Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 143-147).
|
Page generated in 0.0674 seconds