The purpose of this study was to identify the characteristics of special needs students in technical educational programs.

The purpose of this project is to examine what strategies can be devised to transition those with learning disabilities into the workforce. This is accomplished by a qualitative review of the history of educational policies and programs used in England, France, Russia, China, Hong Kong, Kenya, and Nigeria. These strengths and weaknesses are compared with the history of policies implemented in the United States, to see what strategies can be used to affect policy changes that will better the chances for employment for those with learning disabilities.

The purpose of this study was to investigate the effect of word processing on the quality of written expression of students with learning disabilities identified in the area of written expression. A examination of existing research revealed that most studies do not focus on word processing independent of writing instruction. Therefore, the consensus among researchers that word processors make a difference is limited by the influence of instruction within the research setting. Therefore, this study sought to determine the impact made solely by word processing by controlling for instruction. The 75 students who participated in the study represented three groups--students with learning disabilities identified in the area of written expression (LD-W), students with learning disabilities identified in an area other than written expression (LD-O), and general education students (NA). Each student completed four writing samples: (a) descriptive - handwritten, (b) informative - handwritten, (c) descriptive - word processed, and (d) informative - word processed. The writing samples were scored according to the TOWL-3 on the three Spontaneous Composite subtests (e.g., Contextual Conventions, Contextual Language, and Story Construction). In addition, Word Perfect 6.1- Grammatik was used to determine the number of syllables, words, and sentences in each writing sample. A multivariate analysis of variance (MANOVA) was used in the analysis in conjunction with univariate F-Tests and Tukey's Honestly Significant Difference (HSD) test. General education students scored consistently higher than LD-W on all subtests even when handwriting and word processing were considered. They also generated more syllables, words, and sentences than students with learning disabilities. In addition, all students scored higher on subtests when writing descriptive samples rather than writing informative samples. No practically significant results were determined for the effect of word processing. Therefore, word processing alone does not have an impact on students' quality of writing. It is simply a tool in the writing process. These results do not suggest that schools disregard the use of technology. Rather, teachers must continue to use word processors during writing instruction but should focus on providing good writing instruction.

The education of intellectually disabled (ID) people is constructed within mass education systems as a problem requiring specialised intervention, separation from “normal” school contexts and the application of professional expertise. A social model of disability resists these practices from a human rights perspective and underpins an inclusive education approach. In this study, a post-structuralist disability studies theoretical framework, drawing particularly on the work of Foucault, was used to examine discourses that construct the intellectually disabled person as a subject of education. The study was conducted in Buffalo City, South Africa at a time when an inclusive education policy is being implemented in the country. The research questions were: What discourses are deployed in the representation and educational practices of those identified as ID? What are the effects of these discourses in constructing the ID subject and associated educational practice? The study utilises Q-methodology, a factor analytic method that yields whole patterns of responses for analysis. A process of sorting selected statements along the dimension of agree to disagree was completed by three groups of participants, namely adults with ID, parents of people with ID and professionals working with ID. Discourses of representation and of educational practice were identified through statistical and interpretive analysis, following the discourse analysis school of Q-methodology. The findings of this study reveal the operation of power in a medico-psychological gaze that makes ID visible and supervises disability expertise within education. Representations of ID suffused with religious notions support the exercise of pastoral power by disability experts. Human rights discourses in education can marginalise ID people if applied uncritically. Fixed notions of impairment constrain an intellectually disabled subject who is vulnerable and incompetent. This study argues instead for a theory of (poss)ability, underpinned by an understanding of the situational and shared nature of competence and a fluid conception of impairment. Human rights should be supplemented by an ethics of care and belonging in the community (ubuntu). A research agenda supporting this effort would examine the ways in which ID people work on themselves as subjects (subjectivisation) and explore the potential for resistance in this process.

The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)

The number of students with learning disabilities entering the higher education system in South Africa is increasing dramatically. At the same time, the misconceptions about disabilities can have distressing consequences for disabled students. A thorough understanding of current staff attitudes and knowledge of learning disabilities will assist when setting up interventions aimed at improving perceptions. This qualitative, phenomenological case study uses the bio-psycho-social model of disability to explore staff perceptions at the University of the Witwatersrand. Interviews with staff members showed that a wide range of opinions and attitudes exist. Although perceptions varied between participants, the main findings indicated that they presented a poor understanding of what disability, and in particular, learning disability means. The conclusion was drawn that Wits University should be proactive in empowering their staff by providing them with opportunities to learn about disabilities. This investment in staff development should ultimately lead to a richer campus life where all students feel welcome. / Educational Studies / M. Ed. (Adult Education)