Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes bibliographical references (p.157-164). Available online via OhioLINK's ETD Center

Thesis (M. Sc.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 37-40).

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Bibliography: leaves 134-139.

Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 28-33). Also available online.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2002. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 130-138).

Thesis (B.Sc)--University of Hong Kong, 1992. / A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), University of Hong Kong, April 30, 1992. Also available in print.

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

As the population of British Columbia and its diagnostic and educational services increase, so does the number of children known to have hearing impairment. This thesis was written to trace the development of special education for the hearing-impaired within the Province, to outline existing facilities for this education and to indicate trends in the growth of these facilities. It was written also to acknowledge the dedicated work being done in this area of education and to encourage and stimulate others to enter it. The method used has been historical and descriptive. A thorough study has been made of books, periodicals, reports and literature, together with information from correspondence and interviews. Growth of a programme of special education for the hearing-impaired is traced from the first organized class in the Province to the development of a provincial responsibility, thence to the multidiscipline or team approach. No attempt has been made to establish norms or means or to correlate various organizations' achievements with the efficiency of their staff or physical plant. Conclusions reached indicate the nucleus of a programme providing much needed services. With efficient co-ordination and thorough development this programme could compare favourably with well-organized plans outside this Province. / Education, Faculty of / Graduate

The investigation attempted to differentiate between a deaf population's retarded and non-retarded readers on selected performance tasks. Twenty-seven deaf subjects were divided into three groups for purposes of the investigation. The groups consisted of nine retarded readers with I.Q.s below 90 on the WISC Performance scale, nine retarded readers with I.Q.s above 90 on the WISC Performance scale, and nine non-retarded readers with I.Q.s above 90 on the WISC Performance scale. Subjects were administered the Bender-Gestalt Test, the Graham and Kendall Memory for Designs Test, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Coding sub-tests of the WISC. Statistical treatment of the data did not significantly differentiate between retarded and non-retarded readers. Consideration of the data revealed that the deaf subjects' mean performance levels on visual motor tasks were below the mean performance levels of hearing children. Also, the deaf subjects' performances on Block Designs and Object Assembly were generally superior to their performances on Coding. Coding performance levels of the deaf subjects were below mean performance levels of hearing children. Educational implications were drawn from these observations. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate