Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education. / vii, 111 leaves ; 29 cm.

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This is a report of investigations carried out into three aspects of the problem of maladjustment among Indian primary school children. For the sake of convenience and clarity, the dissertation is divided into the following parts, each investigating a different aspect of the topic: (a) A study of the Incidence of Maladjustment among Indian Primary School Children. (b) A Study of the Attitudes of Indian Teachers to Behaviour Problems of Children. (c) An In-depth Comparative Study of Sub-samples of Well-adjusted and Maladjusted Indian Primary School Children in respect of Selected Aspects of their Home Environment. The research was carried out in the form of three projects corresponding to the title order given above and referred to in this report as Projects One, Two, and Three, respectively. All three projects are linked together by the common theme of "maladjustment". / Thesis (Ph.D.)-University of Durban-Westville, 1978.

This study was designed to measure if a teacher’s intentional interventions during sensory play had an impact on the emotional development of preschoolers. The aspects of emotional development measured were the ability of children to recognize and label the expressed emotions of others and the frequency of self regulatory, aggressive, and non-aggressive problem solving behaviors. Data was collected from a control group and an experimental group using two self designed research instruments. Results were analyzed using multi-variant analysis indicating no significant difference in behavior changes by group. While quantitative data indicates no significant change at a class wide level, accounts of individual children illuminate the need for further research on this topic. / Access to thesis permanently restricted to Ball State community only / Department of Family and Consumer Sciences

The purpose of this research was to investigate career development of gifted and regular elementary school students. Students in grades four through six from a university laboratory school were examined by ability, grade level, and gender in several areas of interests, using the Holland (1985a) Theory of Vocational Personalities and Work Environments.The Self-Directed Search - Form E (SDS-E; Holland, 1985b) and The Occupational Alternatives Questions (OAQ; Slaney, 1980) were administered to 148 students, 34 of which had been identified as gifted. Holland (1985b) SDS codes were assigned to the SDS obtained scores and the stated occupational choices. Prestige of occupational choices were also assigned, using the socioeconomic index of Stevens and Cho (1985).Demographic variables and hypotheses were tested by MANOVA and ANOVA statistical procedures to determine the nature of relationships between variables.Results indicated overall significant main effects in the MANOVA of obtained SDS codes for the independent variables of grade, sex, and ability. Males scored higher than females on the Realistic code. Females scored higher on the Artistic and Social codes. Gifted students scored higher on the Investigative code. On the ANOVA of the differential variable, there were significant differences by grade and sex, with fifth grade students and females more highly differentiated. / Department of Counseling Psychology and Guidance Services

This study examines many of the common and unique barriers and obstacles that foster care youth encounter when transitioning into postsecondary education. It also considers how these obstacles affect the degree of commitment and persistence toward education aspirations and results. The subjects for the study were Indiana former foster care youth who received educational support funding through Educational Training Vouchers to enroll and attend postsecondary education for the academic years 2004-2005 and 2005-2006.The data set used in this study constitutes the first and only comprehensive data on postsecondary enrolled former foster care youth in Indiana. Also of note, this study will begin to shine a light on the unique challenges faced by resource steams targeted to assist this population. By analyzing this available data using quantitative statistical research methods including logistic regression, those variables, which can be shown to be significant factors to educational continuation, will be discussed. And equally important, using these statistical methodologies, factors which do not hold significance to persistence are pointed out and discussed.By using quantifiable, structured, statistical methodology, relationships were explored between many variables including gender, ethnicity, degree type, grade point average and county of wardship. Implications for future research are included. / Department of Educational Studies

The purpose of this study was to determine the effects of using an FM auditory trainer on the speech intelligibility with unilateral hearing loss. Half lists of the NU-6 was administered to 20 normal hearing adults under the following conditions: binaurally (quiet and noise), one ear occluded without and FM auditory trainer (quiet and noise), and one ear occluded with an FM auditory trainer (quiet and noise). The occlusion of the right and left ears was performed in order to control for the dominance of the right ear in speech discrimination under noise.The results indicated a significant improvement in speech discrimination when an FM auditory trainer is used with the unilaterally hearing impaired. / Department of Speech Pathology & Audiology

A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contained gifted class for the 4th, 5th, and 6th grades. The gifted classes were offered at two sites in the midwestern school district. Archival data and a questionnaire were used to collect data.A variety of statistical treatments were used to analyze the quantitative data available. Scores from the Iowa Test of Basic Skills, California Achievement Test, ISTEP Test and SAT, along with GPA and class ranking, provided achievement data from the school records. Qualitative data were generated from a follow-up questionnaire.The findings indicate that students who participated in the program perceive it as having long-term positive effects. Students in the experimental group showed significant differences from the control group on all measures of achievement. Students in the experimental group chose majors and career goals in the math and science areas almost twice as often as students in the control group. Students in the control group were significantly different from the experimental group in initial verbal ability indicating possible socio-economic differences between the groups. This was reinforced in student responses for reasons why they chose not to participate in the g/t program. A significant number of experimental group responses reported feelings of isolation during program years. A statistically significant difference in lower math scores for girls was substantiated in quantitative measures on the Iowa Test of Basic Skills at the 3rd grade level and on the SAT. / Department of Educational Administration and Supervision

The purpose of this study was to investigate whether the use of computers can modify the focus of attention of learning disabled students in a matching task. More specifically, this study examined learning disabled students' performance (correct answers and response time for correct answers) when completing a task consisting of matching Chinese characters when presented under three display conditions: traditional card, static computer, and animated computer display.This study involved 42 subjects who were children with ages 9 through 11 and were randomly selected from a list of learning disabled students in the Muncie Community School District, Muncie, Indiana. They were in regular classrooms with special education servicing for learning disabled students. Subjects were randomly assigned into one of the three presentation methods.Previous research has shown that microcomputers have been successfully used in special education. Microcomputers can not only motivate learning disabled students to learn but also control many focus of attention related stimulus characteristics including brightness, distance between stimuli, number of stimuli, and the stability of a stimulus. Based on this research it was hypothesized: (a) that learning disabled students who visually match Chinese characters presented via static or animated computer screens would have more correct answers and have less response time for correct answers than learning disabled students who visually match Chinese characters presented via traditional cards; (b) that learning disabled students' performance in the animated computer condition would be better than that in the static computer condition; and (c) that learning disabled students' performance in these two computerized conditions would be better than that in the traditional card condition at different stimulus difficulty levels.A 3 x 5 analysis of variance with repeated measures and a Scheffe Multiple Comparison Test on Main Effects were used to analyze the data. The results of this study indicated that: (a) learning disabled students who were presented the matching task via computer screens did not demonstrate an overall improvement in focus of attention; (b) learning disabled students who were presented with the matching task via animated computer screen presentation did better than students under the static computer presentation at the easiest level of task difficulty; and (c) learning disabled students who were presented the matching task under the static computer screen presentation condition performed worse than students completing the task under the traditional card presentation condition at the easiest task difficulty level when dealing with simple tasks; and (c) that learning disabled students who were presented with Chinese characters via static computer screen might perform worse than students with traditional card presentation when completing simple tasks.The results from this study failed to completely support the main hypothesis that computerized instruction methods could improve learning disabled students' focus of attention. The possible explanations for the general unsuccessfulness of the computer conditions are that the testing materials in this study were not programmed in the sense of individualized rate and that there was no feedback regarding correct or incorrect responding or contingent reinforcement for the correct answers. Future studies should include systematic feedback for correct answers as well as computer conditions. Replication studies which use different stimuli from those of the current study to determine the generalization of the results should also be conducted. / Department of Special Education