The aim of this study is to discuss the existing facilities for the treatment and care of crippled children in British Columbia with a view to determining those aspects in which adequate coverage is given and those in which lacks exist. To consider that the crippled child will receive all the necessary benefits from maximum physical treatment, is to ignore all the other parts of his personality. Social work philosophy recognizes that care and treatment of anything less than the child's whole personality is to deprive him of his right to become a valuable and contributing person to his home, family and community. The method used has been to trace in a descriptive manner, with some analysis of the present program, the development of the chief facilities existing for this purpose up to the present time. The study attempts to illustrate the resources available today and the philosophy which forms an integral part of the program in the various institutions. It is noted that there is a growing acceptance generally of the contribution which social work theory and philosophy can make in assisting the child-patient to adjust to treatment and living away from home. The study uses a recognized authority in the field of planning for handicapped children, as a frame of reference. The criteria outlined by this authority show more clearly the positive and negative aspects of the present program and the effects of the latter on the crippled child. General suggestions are made to assist in developing, through the co-operation of all the professions concerned, a program under which every crippled child in British Columbia may be assured of his right to a useful and happy life. / Arts, Faculty of / Social Work, School of / Graduate

This multiple case study explored how three school districts within the same state determine the provision of orientation and mobility instruction for students with visual impairments. Results indicated a lack of accountability within programs and educational programming based on teacher judgments in place of evaluation. Personnel other than the orientation and mobility instructors were found to evaluate skills and provide instruction. The decision to recommend instruction appeared to be based on absence of severe disabilities, presence of severe visual impairment, and student potential to travel independently. Barriers to instruction included parents' resistance, lack of administrator support, difficulty coordinating instruction without interfering with general education requirements, limited access to community environments, inability to transport students, and lack of funding and time / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2008. / October 28, 2008. / Blindness, Screening, O&M, IDEA, Special Education, Expanded Core Curriculum, ECC / Includes bibliographical references. / Sandra Lewis, Professor Directing Dissertation; Chris Schatschneider, Outside Committee Member; Amy McKenzie, Committee Member; Bruce Menchetti, Committee Member.

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