This thesis is a participatory research study that was conducted amongst twenty-two, 15 to 20-year-old youth with disabilities in the Umgungundlovu district of KwaZulu-Natal, South Africa. The aim of the thesis was to investigate how Zulu-speaking youth with physical and sensory impairments bring into discourse issues surrounding love, relationships, sex and HIV & AIDS in the construction of their sexual identities. As part of this process, three youth with disabilities were trained as co-researchers. In this context, a further aim of this thesis was to make evident what youth with disabilities learn through undertaking sexuality research. Using a post-structural framework, with particular emphasis on queer theory, a key argument of this thesis is that power emerges through the networks of relations in the study. This thesis also troubles the linear discourse of empowerment and the relationships between adults and young people in sexuality and HIV & AIDS research. The thesis adopted a qualitative methodology and used a participatory research design. Data was collected through the use of focus group discussions, individual interviews and participatory rural appraisal (PRA) techniques such as drawings and timelines. The co-researchers were responsible for carrying out the focus group discussions and individual interviews with other disabled youth, as well as being involved in some aspects of the data analysis of this thesis. Data were analysed using a multi-levelled process that combined both content analysis and discourse analysis. The findings make evident that youth with disabilities are sexual beings who continually re-construct their sexual identities in the context of the discourses available to them. Furthermore, the findings demonstrate that, in constructing their sexual identities, youth with disabilities do so within the intersectionality of complementary and contentious discourses of gender, culture, modernity, ableism and adultism. In relation to the co-researchers, it was found that being part of the study provided a dialogical space allowing them to develop new self-positions, which they were able to apply to their personal lives outside the research arena. The thesis recommends the training of youth with disabilities as peer educators in sexuality and HIV & AIDS pedagogy. It also strongly argues for the need to review current teacher education curriculum in South Africa in order to take cognisance of the sexuality of youth with disabilities and their vulnerability to HIV & AIDS. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 9, 2006. Dissertation Committee: Maureen E. Angell (chair), James R. Thompson, C. Al Bowman, Stacey Jones Bock, Emily H. Watts. Includes bibliographical references (leaves 203-216) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Toni McCarty, Lanny Morreau (co-chairs), Kenneth Strand, Ming-Gon John Lian. Includes bibliographical references (leaves 76-88) and abstract. Also available in print.

This study, conducted in one local authority in England, set out to investigate how and why ‘Structured Teaching’ is implemented for children with autism and learning difficulties who are educated in special schools in one local authority in England. Structured Teaching is the educational component of the comprehensive approach ‘Treatment and Education for Autistic and Related Communication handicapped CHildren’, better known as the TEACCH approach. Structured Teaching aims to promote independence and self-esteem, manage behaviours and, in so doing, facilitate learning. Despite its popularity, there has been little research in relation to the approach as it is implemented in the United Kingdom. In addition, the need for eclectic educational practice is widely documented, given the wide range of individual needs and strengths of learners with autism. Yet despite schools implementing a diverse range of approaches, knowledge of how and why teachers select combinations of approaches is limited. This investigation aimed therefore to: 1. Identify which Structured Teaching strategies are implemented, in what ways and for what purposes. 2. Identify which other approaches are used in combination with Structured Teaching and for what purposes. 3. Explore factors which underpin teachers’ decisions in selecting and combining approaches. An early literature review established key principles, purposes, definitions and concepts associated with Structured Teaching, as determined by those who developed the TEACCH approach to autism. This enabled the researcher to evaluate whether Structured Teaching was being implemented in the ways intended by those who developed the approach. A further literature review explored the existing research evidence-base for Structured Teaching and revealed gaps in that evidence, both methodologically and in relation to outcomes for children. A positivist approach which measures children’s behaviours has resulted in Structured Teaching being identified as an ‘evidence-based approach’. However, that evidence neglects to consider the perceptions of those who implement the approach and does not consider in depth other outcomes for children such as the effect upon their wellbeing and readiness to learn. This investigation was therefore designed to explore the gaps in the existing research evidence in order to better understand how and why the approach is implemented. An initial survey questionnaire, distributed to five special schools in one local authority in England, found that all components of Structured Teaching were being implemented. The results revealed that a predominant perception of outcomes for children was linked to their wellbeing. A variety of other classroom approaches were also identified by respondents and again linked to children’s wellbeing. Subsequently, an interpretative case study approach was designed to gather qualitative insights into classroom practices in relation to Structured Teaching combined with other approaches. Multiple case studies included: two key stage two classes in one special school; one key stage two class, together with one contrasting class for children in their early years, in another special school in a neighbouring town. Fieldwork took place over four school terms. Iterative analysis of interviews and classroom observations revealed that Structured Teaching is implemented as a flexible framework, responsive to individual needs and strengths. Within this framework, a combination of other approaches is implemented. Decision-making is underpinned by knowing each child as an individual and with a priority focus upon children’s wellbeing. The analysis and synthesis of the case studies result in a new model, which reflects the ‘mindful blending’ of approaches within a framework of Structured Teaching. The results of this investigation complement the existing research evidence-base. Future research might best be conducted by adopting a mixed-methods approach, combining positivist with interpretivist methodology. This would enhance the research evidence. Measurable behaviours would reveal what children do as a result of classroom practices, whilst insights of practitioners may shed light on potential reasons for why. In addition, an interpretive approach might also usefully gather the insights of those who are at the receiving end of a blend of approaches, that is, the children and their families. Finally, future research might test the usefulness of the ‘mindful blending’ model in order to inform and enhance educational approaches for children with autism.

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Magister Scientiae (Physiotherapy) - MSc(Physio) / This study aimed to determine health promotion needs of physically disabled youth with spinal cord injury. The study specifically explored health-related behaviours with reference to participation in physical activity and substance usage, factors that influenced these behaviours and major issues that needed to be targeted in health promotion. / South Africa

Childhood obesity and resulting secondary complications in youth with disabilities are occurring in epidemic proportions, due in part to a trend of physical inactivity. The purpose of this study is to report the prevalence of overweight, the leisure time activity patterns, and the association between frequency of physically active leisure participation and body mass index for age, in a sample of 50 youth with spina bifida, ages 4.5 to 17.9 years. Results indicate that 52% of the sample are classified as at risk of overweight or overweight; 36% were male and 16% were female. The top five leisure time activities and team sport participation are identified. Subjects who did not use a wheelchair for ambulation participated significantly more in physically active leisure than subjects who used a wheelchair. Future research and rationale for physically active leisure as an intervention for youth with spina bifida are discussed.

No description available.

No description available.

This study aimed to determine health promotion needs of physically disabled youth with spinal cord injury. The study specifically explored health-related behaviours with reference to participation in physical activity and substance usage, factors that influenced these behaviours and major issues that needed to be targeted in health promotion.