Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S.)--Eastern Illinois University, 1987. / Includes bibliographical references (leaves 45-51).

Thesis (Ph.D.)--University of Tulsa, 1989. / Bibliography: leaves 139-152.

Thesis (Ph.D.)--University of Tulsa, 1989. / Bibliography: leaves 139-152.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 108-123). Also available via the Internet.

No description available.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Meeting the needs of the Learning Disabled has become one of the most researched and documented areas in special education. Individualized programs which incorporate components to promote motivation, skill building, skill generalization and strategy use, and social competence have been called for in the literature (Deshler, Schumaker, Lenz, & Ellis, 1984), however, there have been remarkably few evaluations of such programs (Horn, O'Donnell, & Vitulano, 1983). / This study evaluated a multidimensional intervention program using the objectives-oriented method. The Kaufman Test of Educational Achievement and three nonstandardized measures were used to evaluate the four program objectives. Analysis of the individuals' gains indicated that objective achievement was idiosyncratic. Group gain analysis indicated significant gains only in English class marks, F(7,1) = 7.40, p =.3. The results are discussed and implications for future research are outlined.

This qualitative descriptive inquiry investigates the perceptions and uses of social support of a selected group of adolescents who attended an English school for students with learning disabilities in Montreal, Quebec. I draw on Vygotskian socio-cultural theory as a framework for understanding how the participants access and use people for social support and how these adolescents provide others with social support. I use three Vygotskian concepts, the zone of proximal development, self-regulation and internalization to examine the differences between those who use support well and those who do not. Data collected and analyzed includes audio taped interviews with focus groups, students, parents, teachers and professional staff, school based and classroom based participant observations. A major finding to emerge is that adolescents in this inquiry use or do not use support well based on what they have internalized through previous experiences and social interactions in their home contexts. The students who use support well appear to have had positive demonstrations of social support within their zones of proximal development, thus enabling them to internalize and self regulate how to access and use social support in other contexts. The students who do not use support well do not appear to have experienced positive demonstrations of social support within their zones of proximal development. This latter group experience difficulties in accessing, accepting and using social support both in home and school contexts. However, these adolescents can learn to self regulate, access and use social support when adults, their peers or significant others listen and validate their concerns and move into their zones of proximal development. Implications for teachers include; (a) Creating open and trusting environments in which students feel comfortable in risk-taking and self-disclosure; and (b) Implementing mentoring programs in which a collaborative environment is created and

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (p. 54-60).