The effectiveness of a memory paces in assisting stimulus generalization in adolescents with severe emotional and learning impairmentsBrowning, Ellen R. January 1982 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 121-133).
Snider, Vicki E.
Thesis (M.A.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 108-120).
Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 102-105).
The advantage of STEEP as a method to identify elementary school children who are at-risk for learning disabilitiesNease, Chandra. January 2004 (has links)
Theses (Ed.S.)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains 22 p. Bibliography: p. 21-22
The relationship between school and independent educational evaluations : issues in identification and eligibility for students with learning disabilities /Lynch, Marie A. January 2005 (has links)
Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 104-114).
Quality of life and deinstitutionalisation : an examination of the effects of relocating people with learning disabilities from hospital to life in the communityWhoriskey, Margaret January 1999 (has links)
The quality of life for people with learning disabilities was examined for 50 people leaving hospital to live in a range of community residences and for 50 people remaining in hospital. Individuals were followed up for up to 30 months at six monthly intervals. The social validity of quality of life assessment was examined by comparing the importance of a number of service objectives to people with and without learning disabilities. This then informed the development of two measures used to assess aspects of quality of life. A range of measures were employed to address both objective and subjective dimensions of quality of life. Five main areas were identified and examined in two studies - competence and personal growth; health and well-being; quality of care; engagement in activity and staff resident interactions. The issues reflecting some of the difficulties in assessing subjective states of people with learning disabilities are discussed. Overall there was some relatively small changes in the areas of competence and personal growth, quality of care and staff interactions for people moving from hospital to live in the community. The changes tended to occur within six months of moving with little improvement thereafter. In general, there was no change for the people remaining in hospital. Implications for the detailed examination of the effects of deinstitutionalisation are discussed.
Concealed intelligence : a description of highly emotionally intelligent students with learning disabilitiesKing, Clea Larissa 11 1900 (has links)
This multiple case study describes students who are highly emotionally competent yet have learning disabilities. The study sheds light on how such students perceive their educational experience and begins to answer inter-related questions, such as how emotional strengths assist with learning disabilities. A multiple case study design was used. The participant group ranged from 11 to 16 years of age and came from two separate schools which actively work with students diagnosed with learning disabilities. The study was divided into two phases. In the first phase, the Mayer—Salovey—Caruso Emotional Intelligence Test-Youth Version (MSCEIT-YV) was given to students in the two participating classes. The two students from each class who achieved the highest scores on the MSCEIT-YV were then asked to participate in the second phase of the study. Here, the researcher conducted observations of the participants within the school environment. Additionally, the participants attended a semi-structured interview, with interview questions based on the MSCEIT-YV and school related scenarios. Themes that emerged were then analyzed and compared within and between cases as well as with emotional intelligence research. Case study descriptions emerged from this analysis and a brief follow up interview was conducted with one family member and the participating student as a means of sharing and verifying findings. Participants revealed varying ability with emotional intelligence. However, all students demonstrated strong abilities with the ‘Strategic Emotional Reasoning’ Skills associated with Mayer, Salovey and Caruso’s (2004) theory of emotional intelligence. Moreover, all students showed a strong ability to use their emotional intelligence to improve academic functioning, with one student in particular displaying outstanding abilities and insights into emotional intelligence. The study contributes to our understanding of the complexity of ability and disability that can exist within students diagnosed with learning disabilities; this understanding, in turn, may be reflected in how these students are perceived and understood by researchers and teachers alike. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
12 February 2014
D.Ed. (Educational Psychology) / Please refer to full text to view abstract
Supportive strategies for teachers and parents dealing with learners experiencing mild intellectual barriers to learningSwartz, Deon Jude January 2015 (has links)
Education support provision underwent a complete metamorphosis with the adoption of Education White Paper 6: Building an Inclusive Education and Training System in 2001. Within this new paradigm, learners who experience Mild intellectual barriers to learning are understood from a culture of inclusion and accommodation within mainstream education, alongside their non disabled peers. Another important development within Inclusive Education is the recognition of parents as important role-players in their children’s education. This bold transformation implies that teachers and parents need the necessary support from health professionals and support staff at District Based Support Teams (DBSTs) attached to the local Education Support Centres, in order for them to support their children who experience Mild intellectual barriers to learning. As a result of the radical overhaul of the education system to accommodate learners who experience Mild intellectual barriers to learning in mainstream schools, the main aim of the study is to establish the implications for teachers and parents who deal with such learners. The researcher employed a qualitative research design within an interpretive paradigm from a phenomenological perspective, in order to capture the organic richness of the participants’ perceived experiences with regards to the phenomenon under investigation. The researcher made use of a combination of convenience, judgement and purposive sampling. The sample group included teachers and parents from two primary schools who deal with learners who experience Mild intellectual barriers to learning. The learners had previously been assessed psychometrically by Educational Psychologists and identified as fulfilling the criteria for Mild intellectual barriers to learning. Data were collected by means of semi-structured interviews and separate interview schedules were drafted for teachers and parents. Data was analysed using Tesch’s eight step data analysis procedure to identify common themes which emerged from the participants’ responses. The findings of the research indicated teachers and parents had different perceptions about their roles in regards to the children whose learning they support. It also indicated that teachers experience challenges in their attempts to support their learners who experience Mild intellectual barriers in their classes, and with understanding the philosophy of Inclusive education. Furthermore, both parents and teachers experience a lack of support from health professionals and Inclusive Education specialists at the DBSTs within Bronfenbrenner’s eco-systemic framework, which formed the theoretical foundation for this study. Consequently, strategies to support teachers and parents to address these challenges were proposed.
This qualitative study explored the educational journeys of five post-secondary students with learning disabilities from the perspectives of the students and their families. Guided by Ungar’s (2012) ecological conceptualization of resilience and Bronfenbrenner’s (2007) bio-ecological theory of development, this study sought to identify the challenges that these students faced and the capacities and resources within their environments that helped them along their journeys. Data collected through in-depth, semi-structured interviews with the students and their families and analyzed inductively revealed that while each student’s educational journey was unique, most of the participants followed a similar path. Common themes that emerged in the participants’ journeys included: early academic or socio-emotional challenges, early diagnosis and intervention, common family characteristics and parent support, development of self-awareness and self-advocacy in the students over time, goal setting and determination, the important yet complex role of peers, and the impact, both positive and negative, of teachers. The participants identified a number of interactions at both the microsystem and mesosystem levels that helped the students through their educational journeys. The ongoing interactions that occurred between the students and their parents, teachers, and peers at the microsystem level helped shape and develop the capacities they needed in order to negotiate for the supports and resources that sustained their well-being. These capacities included an awareness and understanding of their learning disabilities and themselves as learners, the self-advocacy skills they needed in order to seek out and negotiate for the supports and accommodations that would help them succeed, the ability to set lofty, yet attainable goals and the perseverance to work towards these goals in spite of setbacks and challenges, and the willingness to use the supports and resources that were available to them. The interactions that occurred among the students’ environments at the mesosystem were important as well, as they helped ensure that the resources they needed would be provided for them. The mesosystem level interactions included open and honest communication between the home and school environments as well as a solid link between the home and community environments so that the parents were able to seek out the appropriate supports in the community. These findings give voice to students with learning disabilities and their families and inform educators in how they can help other families navigate their way to the resources and supports within their environments that can sustain their wellbeing and support them through their educational journeys.
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