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Understanding university students' construction of their hidden disability identityBentley-Townlin, Tracy 19 September 2002 (has links)
This study co-investigated with students with hidden disabilities the
phenomenon of disability identity. This qualitative study utilized phenomenology
and strategies proposed by Paulo Freire in an effort to understand identity
development specific to individuals with hidden disabilities. There were seven
students from a medium-sized, public university who participated in the study.
The participants shared their experiences with having a hidden disability in
three one-hour individual conversations and three two-hour group conversations.
The conversations were tape recorded and transcribed. The concepts and themes
that appeared to emerge from the initial conversation guided subsequent
conversations. Findings revealed that the use of traditional identity development
literature was not useful to understanding students with hidden disabilities.
Relying on social constructivist concepts findings revealed the following themes:
1) Identity Confusion they tended to be neither able-bodied nor disabled; 2)
Identity Refinement they depended on perceptions of the other to varying
degrees; and 3) Identity Reconciliation they were using accommodations to
varying degrees.
A potential area for action and further study revolves around students with
hidden disabilities, disability services practitioners, faculty and college student
services administrators understanding the issues of normalcy and American
individualism and their influence on both individuals with and without disabilities.
Furthermore, fostering the development of a support system where students with
hidden disabilities can interact with each other and discuss disability-related issues
may help them cope with a fundamentally hostile collegiate environment. The
institution may need to educate students, staff and faculty about the social
construction of disability and the need to create a learning environment inclusive of
diverse learners. / Graduation date: 2003
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Explanatory Style and College Performance in Students with Physical DisabilitiesMartinez, Ramiro, 1964- 08 1900 (has links)
Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made attributions that were internal-stable-global (pessimistic ES) were more likely to experience mood and behavior deficits in the wake of bad events. The present study examined college achievement (GPA), utilization of university services, goal specificity, goal efficacy, and responses to academic setbacks, as these variables were related to ES. Additionally, ES scores were examined with regards to differences in gender and disability status (both between different disability groups and between individuals with and without physical disabilities).
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教師感知弱能學生的學校環境與學校活動參與的相關研究 / Correlational study of teachers' perception on the school environment and the disabled students' participation in school activities林嘉慧 January 2007 (has links)
University of Macau / Faculty of Education
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