Thesis (MEd)--University of South Australia, 1995

Thesis (MEd - Curriculum Leadership) -- University of South Australia, 1992

Thesis (MHlthSc(OccTh))--University of South Australia, 1999

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 113-121).

Thesis (M. Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 110-115).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 113-121). Also available in print.

>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

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 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

Thesis (M.S.W.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 143-147).