University of Macau / Faculty of Education

Texas houses the largest number of school-aged individuals with intellectual disabilities in state-administered institutions than any other state in the nation. Despite current conditions of legal and procedural constraints on such placements, the number of admissions of school-aged individuals has been increasing in recent years. Prior to conducting this study, a review of literature was completed, which provided an historical overview of the care for people with intellectual disabilities, the damaging effects of institutionalization in all areas of child development, and the reasons for placement of children with intellectual disabilities in institutions was completed. The purpose of the study was to gain an understanding of the decision-making processes involved in the placement of individuals under the age of 22 in Texas state supported living centers and the community services determined as necessary. Surveys were distributed to five groups of individuals who are typically involved in the decision-making process: parents of current residents under age 22 of state supported living centers, Local Authority interdisciplinary team members, local Community Resource Coordination Group interagency members, local County Judges, and the Directors of the state supported living centers. A sixth group surveyed included parents who sought placement for their child in the institution, but accepted Medicaid waiver-funded community-based services instead. Although the families expressed a strong commitment to keep their family member at home as long as possible, the results indicate that the Local Authority for intellectual disability services influences the majority of families' decisions to place their child in the institution as well as a severe lack of appropriate, adequate and accessible community-based services to meet the needs of families. Both parent groups rated improved public school and personal attendant services as the most necessary for the prevention of out-of-home placement. The availability of behavior supports and respite services were viewed by both the parents and the professionals as important in preventing out-of-home placement. / text

published_or_final_version / abstract / toc / Education / Master / Master of Education

This thesis examined the experiences and perspectives of immigrant Chinese Canadian mothers of children with disabilities in the Lower Mainland of British Columbia in the areas of parental involvement in education and coping with parenting stress. In-depth interviewing, supplemented by questionnaires, was utilised to gather data. Ten women, most of whom were newly immigrated, whose school-age sons had various disabilities and who spoke English as a second language, participated in the study. The mothers' acculturation level to Canadian ways of living was generally low. Devotion to the children was at the heart of parent involvement and coping. Inability to speak English fluently posed a major barrier to the involvement of these women in their children's education. It also restricted their ability to seek community resources. These women valued their children's education and worked with them at home. The degree of the mothers' participation in school was generally less than that of their involvement at home. The women made comparisons of education in Canada and that in the Asian countries where they came from, and stated their preferences for qualities possessed by teachers. The mothers expressed some conflicts with the schools, and they mostly tried to avoid confrontation. Self-reliance, self-control, a belief in family support, as well as a belief in fate helped them to cope. Readily available interpreter services and information in Chinese about service agencies serving children with disabilities and their families would be helpful to Chinese Canadian women like them.

Thesis (M.D.S.)--University of Hong Kong, 1998. / Includes bibliographical references.

Thesis (M.D.S.)--University of Hong Kong, 1998. / Includes bibliographical references. Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Apr. 13, 2010). Directed by Diane Borders; submitted to the Dept. of Counseling and Educational Development. Includes bibliographical references (p. 168-176).

Exploring the resilience construct is highly relevant for the field of learning disabilities. Resilience is a dynamic process of adaptation that involves interactions between a range of risk and protective factors. This research presents recent learning disability and resilience literature, focussing on the risk and protective factors in the lives of those with learning difficulties. Children with a learning disability often have associated emotional, behavioural and social difficulties that may become major obstacles to positive future outcomes. Historically little attention has been paid to the experiences of mothers of children with a learning disability and how the mother-child relationship may or may not foster the development of resilience in the learning disabled child. This research explores the issue within a qualitative framework / Educational Studies / M. Ed. (Guidance and Counselling)

The purpose of this study was to assess school-based psycho-educational support to parents of children with learning impairments and how the parents' needs differ according to the age of the child, the severity of the learning impairment and the educational status of the parent. The study presents a literature review of the neuro-physiological origin of learning impairments, cognitive development, common problems experienced by children with learning impairments, the effects on the family of having a child with learning impairments and an overview of school support services in South Africa. A survey study was used. Data was collected by means of a questionnaire. The results of the study showed that parents need to be equipped with knowledge and skills irrespective of the age of the child, the severity of the learning impairment, the number of years the child has been in special school and the educational status of the parents. / Educational Studies / M.Ed. (Guidance and Counselling)

Text in English / It is common knowledge that the social work profession in Africa, including its theories, methods, and models, has been implanted from the global North (Europe) and North America. Scholarship within social work has confirmed that there are challenges of relevance and appropriateness of Westernised social work interventions, and consequently, their effectiveness in a context outside the Euro-North American axis. It is against this backdrop that the researcher explored the African family, its experiences, and its coping strategies when raising a child with Down syndrome as well as the nature of social work services they received and whether such services were congruent with the family’s existential condition and subjectivities. A retrospective qualitative study following a phenomenological design was conducted. Research data were collected from a sample drawn using purposive and snowball techniques, through the use of semi-structured interviews. Qualitative data analysis process adapted from Terre Blanche, Durrheim and Painter (2006:33) was used. The findings revealed the existence of a paradoxical relationship between Eurocentrism underlying social work practice and the Afrocentric worldview. The typical African family raising a child with DS was found to be characterised by a unique form and structure consistent with a clan system different from the conventional Eurocentric concept of family. It was also found that despite the pressure and assault exerted by modernity, colonization and apartheid on the traditional African clan system, it remained resilient and retained its unique character distinct from the western nuclear family system. In relation to dealing with challenges associated with raising a child with DS, the African clan’s concerns were found to transcend pre-occupation with the etiology and treatment of the condition as emphasized in the western paradigm. Without discounting the significance of the etiology and treatment of the condition, the African clan draws on its spirituality and affection to consider the purpose and function of the condition in the bigger scheme of things. Social work as a helping profession seemed to be unpopular amongst African clans raising children with DS. The findings were used to develop indigenised social work practice guidelines for social workers assisting African families raising children with DS. / Social Work / Ph. D. (Social Work)