Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 112-118).

published_or_final_version / Dentistry / Master / Master of Dental Surgery

Thesis (M.D.S.)--University of Hong Kong, 1998. / Includes bibliographical references.

published_or_final_version / Education / Master / Master of Education

Thesis (M. Phil.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 155-168).

published_or_final_version / Social Work / Master / Master of Social Work

published_or_final_version / Social Work / Master / Master of Social Work

The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial procedures, and (3) more clearly delineate what related services must be provided by school districts. This study utilized a descriptive research design. Using a documentary analysis method, state and federal court cases, state administrative hearings, and federal policy letters were analyzed. The analysis was divided into two major sections: issue analysis and issue resolution. The issue analysis section included the background of both the subject and the issues, as well as the specific interpreting body. The issue resolution section included the rulings and the rationale for each division. Data from each court case, administrative hearing, and policy letter were recorded on an individual analysis form. Data from each individual analysis form were then recorded on a corresponding matrix specifically designed to display information in relation to each research question. As a result of this study, it was determined that two issues generated policy interpretations or rulings by the courts, state administrative hearings, and/or policy letters. The first issue pertained to the definition of related services and whether or not a specific service was a related service within the federal definitions. The second issue revolved around the determination of a student's need for a service or eligibility for a service. An analysis of the rulings indicated that school districts were required to provide the contested related service in 67% of the cases in this study. It was also determined that the interpreting bodies broadened the definition of related services by ruling school districts to provide services that were not named or defined in the federal regulations of Public Law 94.142.

Ten subjects ranging from 9 to 16 years in age wi.th IQ's ranging from 23 to 62 were randomly selected as contingent or noncontingent subjects for two experiments. Five subjects received contingent access to two electronic games for performance within a specified learning session, while five subjects received noncontingent access to the games. These experiments were designed to determine the effect on performance, attending, and compliance skills in the classroom, when contingent access to the electronic games was based on performance. The development of fine motor skills and/or eye-hand coordination skills as a result of game usage was examined. The generalization of any effect to the remainder of the classroom day was also evaluated. The experimental design for these experiments was a single subject multiple baseline design for data on performance with the additional collection of attending and compliance data in a multiple baseline fashion. Probes were utilized to assess generalization effects. A change in performance related to experimental manipulation was noted in three of five of the contingent subjects, while support for subsequent change in attending and compliance was demonstrated by fewer subjects (one subject in regard to attending; three subjects in regard to compliance) . No changes in performance, attending, or compliance related to experimental manipulation were demonstrated by subjects receiving noncontingent access to the games. Nine of ten subjects (contingent and noncontingent) demonstrated gains in age equivalencies on the Upper Limb Coordination subtest of the Bruininks-Oseretsky Test of Motor Proficiency in excess of the duration of the experiment. In addition, six of ten subjects demonstrated gains on the Fine Motor Composite of this test.

This field study report is concerned with the development, implementation and evaluation of a Diploma of Special Education (UG2) teacher training program. In March, 1974, the Advanced Education Beard of Mew South Wales requested that Nepean College of Advanced Education, Westmead, implement a one year training course for Generalist (Resource) Teachers in Special Education to begin in February, 1975. The lecturers in special education, Mr. Richard Fee and Mr. George Comino, proceed to design a training program which departed radically from the approach adopted by the other colleges of advanced education in New South Wales (Mitchell, Newcastle, Kuring-gai, Alexander Mackie). Instead of following the noncategorical/ commonality approach used at these colleges, Nepean chose the categorical method. With this method, the education of a number of different handicapped children is studied separately (i.e. mentally retarded, orthopaedically handicapped, etc.) rather than by studying the various disorders collectively (i.e. Exceptional Children in Society, Exceptional Children in School, etc.). In order to evaluate the effectiveness of Nepean's approach to training special education teachers, on-going and summative evaluation in a variety of forms was carried out during the first semester. This evaluation which included the administration of a pilot Teacher Competency in Special Education Self-Rating Scale clearly demonstrated that the first intake of 29 students made significant increases in their ability to teach exceptional children. The results of the evaluation also assisted the lecturers in determining areas of course weakness which could be alleviated during the second semester.