Evidence-based practices utilized by social workers working with veterans experiencing physical (e.g., spinal cord injuries and loss of limbs) and/or mental health (e.g., posttraumatic stress disorder, depression, substance use) issues are widely used with this vulnerable population. The number of social workers integrating animal-assisted interventions (AAI) or animal-assisted therapy (AAT) as a complementary intervention to these practices is extremely limited. A significant amount of research has been published on AAI and AAT, yet there is a gap in research regarding AAI and AAT as effective complementary approaches when working with veterans. The qualitative method utilized in this study was interviews in which MSWs and LCSWs were asked to share personal experiences while employed at veteran-supported agencies and/or non-profit organizations. The qualitative method of interviews and content analysis were used to help identify the themes and sub-themes of this study. The themes and sub-themes supported the phrases and statements drawn from the seven interviews conducted for this study. Findings supported in this study addressed the value of the human-animal bond, how integrating AAI and AAT with evidence-based practices can assist the veteran in improving quality of life (e.g., a decrease in social isolation, increase in social activity, decrease in substance use), and how important it is to recognize the need to provide the education in this field to social workers. Findings from this study can help to provide the foundation for future research, can underscore the value of offering and integrating AAI and AAT education into more MSW programs, and can contribute to establishing policy where those who can benefit by AAI and AAT are given access to it.

The purpose of the current study is to examine the academic and social functioning of college students with a chronic physical health condition (CPHC). For the current study, chronic physical health condition will be defined as follows: “A physical [or mental] health condition that has lasted or is expected to last at least 6 months and interferes with their activities,” (Varni & Limbers, 2008, p. 107). The sample consisted of 174 participants attending Western Kentucky University. Two groups (CPHC vs. Healthy) were comprised based on the participants’ self-reported health status. Participants were solicited through Western Kentucky University’s department of Psychology Study Board as well as through the university’s Department of Disability Services. The participants completed the demographics questionnaire, Pediatric Quality of Life Inventory for Young Adults (PEDSQL), and the Costello-Comrey Depression and Anxiety Scales (CCDAS). All the measures were completed online. Three hypotheses were made. Hypothesis one stated that college students who have a chronic physical condition will have a lower level of social functioning when compared to their healthy peers. Hypothesis two stated that college students who have a chronic physical health condition will have a lower level of educational adjustment when compared to their healthy peers. Hypothesis three stated that female college students who have a chronic physical health condition will endorse higher levels of the internal symptoms associated with anxiety and depression. Results yielded support for the second hypothesis, as individuals with a CPHC did report lower levels of academic adjustment than healthy individuals. The first hypothesis was marginally supported as participants with a CPHC reported lower levels of social functioning than healthy individuals. The third hypothesis was not supported as females and males with a CPHC reported similar levels of anxiety and depression.

Writing is an important skill that is necessary throughout school and life. Many students with physical disabilities, however, have difficulty with writing skills due to disability-specific factors, such as motor coordination problems. Due to the difficulties these individuals have with writing, assistive technology is often utilized. One piece of assistive technology, speech recognition software, may help remove the motor demand of writing and help students become more fluent writers. Past research on the use of speech recognition software, however, reveals little information regarding its impact on individuals with physical disabilities. Therefore, this study involved students of high school age with physical disabilities that affected hand use. Using an alternating treatments design to compare the use of word processing with the use of speech recognition software, this study analyzed first-draft writing samples in the areas of fluency, accuracy, type of word errors, recall of intended meaning, and length. Data on fluency, calculated in words correct per minute (wcpm) indicated that all participants wrote much faster with speech recognition compared to word processing. However, accuracy, calculated as percent correct, was much lower when participants used speech recognition compared to word processing. Word errors and recall of intended meaning were coded based on type and varied across participants. In terms of length, all participants wrote longer drafts when using speech recognition software, primarily because their fluency was higher, and they were able, therefore, to write more words. Although the results of this study indicated that participants wrote more fluently with speech recognition, because their accuracy was low, it is difficult to determine whether or not speech recognition is a viable solution for all individuals with physical disabilities. Therefore, additional research is needed that takes into consideration the editing and error correction time when using speech recognition software.

Writing is a multifaceted, complex task that involves interaction between physical and cognitive skills. Individuals with physical disabilities vary in terms of both their physical and cognitive abilities. Often they must overcome one or more significant barriers in order to engage in the task of writing. Minimizing or eliminating barriers is important because opportunities are greater for individuals who can effectively communicate their ideas via writing. Assistive technology (AT) is an increasingly effective solution to increase typing fluency. The purpose of this study is to examine if word prediction software, a commonly used software program used with individuals with learning disabilities, will be effective for those with physical impairments to increase typing rate and reduce spelling errors (fluency). Data will be collected for words correct per minute (WCPM) and errors (e.g., spelling). Four middle- or high school-aged participants with diverse physical disabilities will be recruited in this single subject, alternating treatment design. Participants will type for three-minute timed sessions using either a standard word processor or Co:Writer 4000, a word prediction software program. Specific research questions are: (a) to what extent will students with physical and health disabilities produce greater WCPM when writing a draft paper on a common topic using word prediction rather than word processing, (b) to what extent will the use of word prediction software result in the production of different types of errors compared to errors produced using word processing, (c) to what extent will the use of word prediction software increase accuracy by decreasing spelling errors, (d) to what extent will more text be produced using word prediction software than with word processing, and (e) to what extent will word prediction increase motivation or willingness to write? Data will be graphed and analyzed for bifurcation. Bifurcation will be determined by examination of the means, level of performance, and trend. Finally, examination of errors will be used to verify spelling accuracy.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-07-31T21:47:27Z No. of bitstreams: 1 _DISS_2014_Molise de Bem Magnabosco.pdf: 939556 bytes, checksum: 1f89240f3166fc782c9c915fe82b8d16 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-08-07T16:48:58Z (GMT) No. of bitstreams: 1 _DISS_2014_Molise de Bem Magnabosco.pdf: 939556 bytes, checksum: 1f89240f3166fc782c9c915fe82b8d16 (MD5) / Made available in DSpace on 2017-08-07T16:48:58Z (GMT). No. of bitstreams: 1 _DISS_2014_Molise de Bem Magnabosco.pdf: 939556 bytes, checksum: 1f89240f3166fc782c9c915fe82b8d16 (MD5) Previous issue date: 2014-03-17 / CAPES / O paradigma da educação inclusiva, estabelecido como política pública no Brasil desde a década de 90, busca superar práticas discriminatórias a partir da proposta de uma educação que reconheça e valorize a diversidade presente na sociedade. Com a sua implementação, a escola tem recebido estudantes que, até então, permaneciam alheios ao sistema educacional, como as pessoas com deficiências. A inclusão destes estudantes no ensino comum tem sido relacionada a diversos benefícios, tanto para estes sujeitos quanto para aqueles que não têm deficiência. Há, assim, um grande número de estudos que enfocam a inclusão escolar, mas poucos se propõem a conhecer o que as crianças pensam sobre ela. A partir disso, delineamos o objetivo da presente pesquisa: identificar as representações que os estudantes sem deficiência elaboram sobre a criança com deficiência física diante do estabelecimento de relações interpessoais no cotidiano escolar. Tais representações foram analisadas a partir da Teoria dos Modelos Organizadores do Pensamento, bem como foram feitas considerações sobre as suas relações com o preconceito. Participaram deste estudo 60 crianças, com idades entre 6 e 8 anos, que estudavam no 1° ciclo do Ensino Fundamental de escolas da Rede Municipal de Ensino de Rondonópolis. Estas crianças foram entrevistadas individualmente, por meio da aplicação de um instrumento que ilustrava uma situação de conflito entre duas crianças, sendo que uma delas tinha deficiência. Diante dessa circunstância, os estudantes foram solicitados a relatar os pensamentos e sentimentos das personagens representadas, bem como a indicar uma delas como sua escolha para situações de relacionamento interpessoal (fazer amizade, brincar e compartilhar atividades escolares). Os resultados encontrados revelaram a prevalência do modelo médico na representação da deficiência, bem como a ação do preconceito e do estigma. Assim, as representações foram centralizadas nas limitações do sujeito decorrentes da deficiência e na atribuição, a ele, de sentimentos negativos. O altruísmo e a necessidade da superação da deficiência para a conquista da felicidade foram outros elementos que se destacaram e que também reforçam a compreensão da deficiência pelo viés da patologia. A partir destes resultados, verifica-se a necessidade de se desenvolver ações que promovam a compreensão da inclusão fundamentada em uma perspectiva social. / The paradigm of inclusive education, established as public policy in Brazil since the 90s, demands overcoming discriminatory practices from the proposal for an education that recognizes and values the diversity present in society. With its implementation, the school has welcomed students who thitherto remained outside the educational system, such as people with disabilities. The inclusion of these students in the ordinary teaching has been related to many benefits both for these guys and for those who do not have disabilities. There are thus a large number of studies that focus on school inclusion, but few propose to know what children think about it. From this, we outline the purpose of this research: to identify the representations that students without disabilities elaborate on children with disabilities before the establishment of interpersonal relationships in everyday school life. Such representations were analyzed from the Theory of Organizing Models of Thought, as well as commenting on their relation with prejudice were made. The study included 60 children, with ages between 6 and 8 years old, studying in 1st cycle of Basic Education schools of Municipal School of Rondonópolis. These children were interviewed individually by the application of an instrument illustrating a conflict between two children in wich one of them had disabilities. Given this circumstance, students were asked to report the thoughts and feelings of the characters represented, as well as to indicate one of them as their choice for situations of interpersonal relationships (make friends, play and share school activities). The results showed the prevalence of the medical model in the representation of disability as well as the action of prejudice and stigma. Thus, the representations were centered on the limitations of the subject resulting from the disability and the attribution to him of negative feelings. Altruism and the need to overcome the disability to conquer happiness were other elements that detached and also strengthen the understanding of the disability by the pathology bias. From these results, there is a need to develop actions that promote inclusion comprehension grounded in a social perspective.

Orientador: José Irineu Gorla / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-17T17:44:44Z (GMT). No. of bitstreams: 1 CostaeSilva_AnselmodeAthayde_M.pdf: 2283688 bytes, checksum: eac5b6f7c38b063426e4284c060848a0 (MD5) Previous issue date: 2011 / Resumo: O handebol em cadeira de rodas (HCR) é uma modalidade cuja prática competitiva foi iniciada recentemente no Brasil (CALEGARI, 2010). A avaliação motora tem um papel importante no treinamento desportivo e é necessária a criação de instrumentos para avaliação. O presente estudo tem por objetivo validar a bateria de testes de habilidades para atletas de HCR. A bateria é composta por cinco testes (Velocidade 20 m - VM, Bloqueio - BL, Condução de bola - CB, Precisão de Passes - PP e Eficácia de arremessos - EA). Participaram da amostra 11 atletas (oito homens e três mulheres) avaliados em dois momentos diferentes por três avaliadores. Os dados foram apresentados através de estatística descritiva e análise de variância foi utilizada para analisar o critério de objetividade dos testes. Para fidedignidade utilizou-se o coeficiente de correlação linear e a consistência interna foi avaliada através dos coeficientes de correlação linear (VM, BL, CB, PP) e Alpha de Cronbach (EA). O software utilizado para as análises foi o R-plus 2.10.0®. De modo geral a bateria mostrou-se objetiva pois não foram encontradas diferenças entre as avaliações realizadas pelos diferentes avaliadores. Quanto aos critérios de fidedignidade e consistência interna, apenas três testes apresentaram resultados satisfatórios, sendo exceção os testes EA e PP cujos valores de correlação apresentaram-se abaixo de 0,50 (consistência) e abaixo de 0,69 (fidedignidade) que por isso foram excluídos da bateria. Conclui-se deste estudo que a bateria de testes de habilidades para atletas de HCR é uma bateria válida para avaliação no HCR. / Abstract: The Wheelchair Handball (WH) is a competitive sport whose practice was started recently in Brazil (CALEGARI, 2010). The motor assessment has an important role in sports training and it is necessary to create instruments for evaluation. This study aims to validate a battery of skills tests for athletes of HCR. The battery consists of five tests (20 m Velocity - V, Block - BL, Driving the ball - DB, Passes for Precision - PP and Efficacy of pitches - EA). A sample of 11 athletes (3 men and 8 women) were evaluated at two different days by three evaluators. The data were presented using descriptive statistics and analysis of variance was used to analyze the criterion of objectivity of the tests. For reliability, we used the linear correlation coefficient and internal consistency was evaluated using the linear correlation coefficients (VM, BL, CB, PP) and Cronbach's Alpha (EA). The software used for the analysis was R-2.10.0 Plus®. Generally the battery proved to be objective since there were no differences between the evaluations made by different evaluators. The criteria for reliability and internal consistency, only three tests showed satisfactory results, with the exception EA and PP tests whose correlation values were below 0.50 (consistency) and below 0.69 (reliability) so that were excluded from the battery. We conclude from this study that the battery of skills tests for athletes of HCR is a valid assessment battery in the HCR / Mestrado / Atividade Fisica, Adaptação e Saude / Mestre em Educação Física

Magister Scientiae (Physiotherapy) - MSc(Physio) / This study attests to the fact that disability is an issue in conflict-affected populations, in particular refugees. Refugees with disabilities living in Mayukwayukwa refugee camp also have poor HRQOL similar to other studies. Education was the only variable significantly correlated to the psychological and social domains of the HRQOL. The study highlighted that environmental and personal variables played a role in the determination of health related quality of life among refugees with disabilities. / South Africa

Information appliances such as notebook computers and cellular telephones are becoming integral to the lives of many. These devices facilitate a variety of communication tasks, and are used for employment, education, and entertainment. Those with disabilities, however, have limited access to these devices, due in part to product designs that do not consider their special needs. A usability evaluation can help identify the needs and difficulties those with disabilities have when using a product and universal design principles can then be applied to enhance accessibility and usability. This study addresses the usability of two of the most common information appliances - notebook computers and cellular telephones. The usability of notebook computers was evaluated using a remote ethnographic method where participants recorded usability-related critical incidents. Participants included those with a wide range of abilities, such as legal blindness, total blindness, and upper extremity physical disabilities. Objective and subjective measures were used to determine the effects of several specific design parameters for cellular telephones. The notebook computer study revealed that participants have difficulty with non-standard keyboard layouts, the use of isometric pointing devices, case latches, and inadequate system feedback. User performance and ratings in the cellular telephone study were the best with the 12 mm lateral pitch and 0.7 mm key height, while the fewest task failures were committed using the 0.5 mm keystroke. Participants also preferred telephone models with large <Power>, <Send> and <End> keys located in prominent locations, and 22-point and 36-point display fonts. These results were used to generate product-specific design guidelines that can be used to design notebook computers and cellular telephones that are more usable and accessible for users with visual and upper extremity physical disabilities. Universal design implications are also discussed. / Master of Science

No description available.

The thesis is focused on the issue of comprehensive rehabilitation of pupils with physical or multiple disabilities upon entering school. The theoretical part of the thesis is divided into three sections. The first section is devoted to the situation of a child with physical and multiple disabilities. The second section covers education and specifics of students with physical and multiple disabilities. The third section is devoted to the concept of comprehensive rehabilitation. I takes into consideration the components of comprehensive rehabilitation for younger school age children. The research part of the thesis addresses the question of whether comprehensive rehabilitation in early schooling is a help or a burden. Data was obtained by questionnaire and structured interview. The interviewed were parents of children with physical and multiple disabilities in the South bohemian region. There were two files made. One consisted of parents of children from a regular Elementary school, the second consisted of parents of children who attend a special Elementary school. The results of the investigation indicated that all parents consider rehabilitation to be necessary. The rehabilitation of their child is already a permanent part of their family life. The differences are in the conditions for...