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.

It is possible for Visually Impaired people to do most jobs if they have the right training, technological assistance and emotional support. Yet it is difficult for Visually Impaired people to get employment, and also difficult to adapt to the workplace when a person becomes Visually Impaired. The purpose of the study is to explore how those who become Visually Impaired adapt to their work environment. In exploring these adaptations, the research aims to discover, firstly, if the Visually Impaired are doing the jobs they want to and how they go about doing so. Secondly, to discover which technology, equipment, support and training is helpful in aiding the VI in the workplace. Thirdly, to discover if the Visually Impaired person feels normal if physical and social barriers in the workplace are removed. And lastly, if the Visually Impaired do adapt to the workplace after they become Visually Impaired. The physical and social barriers a Visually Impaired person faces at work, the emotional adaptation that needs to be made when Visual Impairment sets in, the adaptive technology and equipment that assist the Visually Impaired at work, as well as the legislation relevant to the Visually Impaired worker are discussed. The qualitative approach is used as the method of research as the objective of the study is to understand the experience of those becoming Visually Impaired and adapting to their workplaces from within their own environments. Data was collected by means of interviews from five participants, and case studies written to describe their experiences. Comparisons were drawn to assist in analyzing the participants’ experiences. A number of assumptions were then made about Visually Impaired people, as a number of possible issues came to light that the majority of Visually Impaired people might experience in some way or other, as a result of the similarities in the experiences of the Visually Impaired participants. The following assumptions were made: The Visually Impaired do adapt to the work environment. The Visually Impaired must make certain adaptations to cope at work under their new circumstances. Adaptive technology and equipment, training and support are necessary and helpful to the Visually Impaired in the workplace. Some of the Visually Impaired participants are doing jobs they want to do, and others are not. Some Visually Impaired people feel normal and have always feel normal; others need physical and social barriers removed, to feel normal; and yet others would feel normal if they could have those things they took for granted before, back. The positive reaction of colleagues, clients and managers depends on two things: their knowledge of the Visually Impaired and the Visually Impaired person’s attitude to life and his/her impairment. Most Visually Impaired people need and can find some form of meaningful activity in their lives. Copyright 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: De Kock, HC 2002, Adapting to the work environment by the recently visually impaired, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02152012-120931 / > C12/4/125/gm / Dissertation (MCom)--University of Pretoria, 2011. / Human Resource Management / unrestricted

This paper will attempt to present what factual material is available comparing language development in the deaf with normal language development. It will discuss problems which have become apparent in the search for this data and some solutions to the problems. Preschool language development will be taken up first, followed by a consideration of school age written and oral language, and concluding with a discussion of associations as they affect the verbal behavior of the deaf child.

published_or_final_version / Speech and Hearing Sciences / Master / Master of Science in Audiology

No description available.

No description available.

Thesis (Ed.M.)--Boston University

This study examined how decision-making training related to the Drug Evaluation and Classification (DEC) Program was transferred to law enforcement officers, referred to as drug recognition experts (DRE), for use in identifying and assessing impaired drivers. Specifically, this study explored how particular factors observed as part of the DEC Program’s decision-making process influence the DRE’s prediction of a drug category that was impairing a suspected impaired driver in the enforcement environment. Quantitative and qualitative methods were utilized to better understand the complexity of the DRE’s decision-making. Factors observed from 199 drug influence evaluations (DIE) were used as a basis for the quantitative analysis. In addition, feedback gleaned from the interviews conducted with six DREs was analyzed to identify themes that described the perceptive influence of those same factors on the DRE’s prediction of a drug category. The DREs classified 88.4% of the DIEs correctly when compared to the toxicology results according to the criteria set-forth in the DEC Program’s Administrator’s Guide. The accuracy rates at the drug category level were 82.9% for Depressants and Cannabis, 80.9% for Stimulants, 96.5% for Dissociative Anesthetics, and 81.9% for Narcotic Analgesics. The results of the study showed that the DREs employed their DEC Program training appropriately, but reportedly used a subset of factors as a basis for their predictions. The quantitative analysis indicated that the factors the DRE expected to observe when a particular drug category was present in the toxicology results were documented as present on the DIE report by the DRE. In contrast, only a subset of those factors was unique to that drug category. The qualitative feedback from the DREs indicated that they rely on a subgroup of factors, such as those related to the eyes, as the main basis for their decision-making. The DREs also emphasized their consideration of the totality of evidence as major driver in their decision-making. The DEC Program provided an interesting opportunity to explore the transfer of decision-making training. Based on the results of this study, the DEC Program can improve the transfer of training by targeting DRE’s motivation to transfer training into practice, the transfer design, and the climate in which the DRE transfers their learning into performance.

This study examined how decision-making training related to the Drug Evaluation and Classification (DEC) Program was transferred to law enforcement officers, referred to as drug recognition experts (DRE), for use in identifying and assessing impaired drivers. Specifically, this study explored how particular factors observed as part of the DEC Program’s decision-making process influence the DRE’s prediction of a drug category that was impairing a suspected impaired driver in the enforcement environment. Quantitative and qualitative methods were utilized to better understand the complexity of the DRE’s decision-making. Factors observed from 199 drug influence evaluations (DIE) were used as a basis for the quantitative analysis. In addition, feedback gleaned from the interviews conducted with six DREs was analyzed to identify themes that described the perceptive influence of those same factors on the DRE’s prediction of a drug category. The DREs classified 88.4% of the DIEs correctly when compared to the toxicology results according to the criteria set-forth in the DEC Program’s Administrator’s Guide. The accuracy rates at the drug category level were 82.9% for Depressants and Cannabis, 80.9% for Stimulants, 96.5% for Dissociative Anesthetics, and 81.9% for Narcotic Analgesics. The results of the study showed that the DREs employed their DEC Program training appropriately, but reportedly used a subset of factors as a basis for their predictions. The quantitative analysis indicated that the factors the DRE expected to observe when a particular drug category was present in the toxicology results were documented as present on the DIE report by the DRE. In contrast, only a subset of those factors was unique to that drug category. The qualitative feedback from the DREs indicated that they rely on a subgroup of factors, such as those related to the eyes, as the main basis for their decision-making. The DREs also emphasized their consideration of the totality of evidence as major driver in their decision-making. The DEC Program provided an interesting opportunity to explore the transfer of decision-making training. Based on the results of this study, the DEC Program can improve the transfer of training by targeting DRE’s motivation to transfer training into practice, the transfer design, and the climate in which the DRE transfers their learning into performance.

Thesis (M. Arch.)--University of Hong Kong, 1996. / Includes bibliographical references.