Much has been written on rehabilitation but as yet there is little standardization of definition whether in general literature or clinical practice. The present study examines a representative group of writings to discover how far there is agreement as to the criteria for successful rehabilitation. The most important references include writings of Howard Rusk and his collaborators in the United States, and the findings of T.M. Ling and C.J.S. O'Malley and collaborators in Great Britain. Specific reference is also made to relevant theses completed at the School of Social Work, University of British Columbia. To preserve a sharp focus, the study is confined to cases of physical handicap, a medical setting, and the particular role of the social worker, in the rehabilitation team and in relation to the client. The background of other varied concepts of "rehabilitation" is considered at the outset. The factors on which there is agreement can be best reviewed by classifying them in two main areas, which may be broadly termed: (A) the inner resources, and (B) the external resources of the person concerned. Inner resources can be further analyzed in terms of: (a) initial assessment, (b) variables with rehabilitation potential, and (c) dynamic characteristics with rehabilitation potential. The external resources are analyzed as: (a) the family strength, (b) financial standing as a rehabilitation resource, (c) the criterion of leisure-time activities, (d) the rehabilitation centre and team as a resource, and (e) the community resources. The findings are evaluated particularly as they serve as diagnostic and prognostic aids for the caseworker. They are tested tentatively by application to a small number of cases drawn from the experience of Shaughnessy Hospital, Vancouver, of the Department of Veterans Affairs. These particularly show the importance of balance and interaction between "inner" and "external resources", and some implications may be drawn for other areas of rehabilitation. No attempt is made to assess the relative weights of the individual criteria, which is one of the indicated directions for future research. / Arts, Faculty of / Social Work, School of / Graduate

Students with visual impairments have been documented to have lower achievement indicators (standardized test scores, employment rates, and post-secondary completion) rates than students without disabilities. The nature of visual impairment, especially blindness, results in differences in the ability of these students to access the general education environment which may result in lower levels of academic engagement. Fifteen triads comprised of one student in each group (low achieving, average achieving, and visually impaired) were observed during language arts. Observation data were collected using the Engagement Observation Tool and through general educators' completion of the Student Participation Questionnaire. Observational findings indicated no differences among the groups except in the area of teacher interactions. Survey results indicated that students with visual impairments were rated similarly to low achieving classmates. / A Dissertation Submitted to the Department of Childhood Education, Reading, and Disability Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2006. / June 19, 2006. / Visual Impairment, Blind, Academic Engagement, Language Arts, Braille / Includes bibliographical references. / Sandra Lewis, Professor Directing Dissertation; Chris Schatschneider, Outside Committee Member; Stephanie Dent Al Otaiba, Committee Member; Silvia M. Correa-Torres, Committee Member; Monica Delano, Committee Member.

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Thesis (Ph. D.)--State University of New York at Binghamton, Department of History. / Includes bibliographical references.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 97-105). Also available on the World Wide Web.

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

Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: Mathew Cummiskey. "... in partial fulfillment of the requirements for the degree of Master of Science in Physical Education." Includes bibliographical references (leaves 77-81). Also available via the World Wide Web.