D.Ed. (Educational Psychology) / Please refer to full text to view abstract

Education support provision underwent a complete metamorphosis with the adoption of Education White Paper 6: Building an Inclusive Education and Training System in 2001. Within this new paradigm, learners who experience Mild intellectual barriers to learning are understood from a culture of inclusion and accommodation within mainstream education, alongside their non disabled peers. Another important development within Inclusive Education is the recognition of parents as important role-players in their children’s education. This bold transformation implies that teachers and parents need the necessary support from health professionals and support staff at District Based Support Teams (DBSTs) attached to the local Education Support Centres, in order for them to support their children who experience Mild intellectual barriers to learning. As a result of the radical overhaul of the education system to accommodate learners who experience Mild intellectual barriers to learning in mainstream schools, the main aim of the study is to establish the implications for teachers and parents who deal with such learners. The researcher employed a qualitative research design within an interpretive paradigm from a phenomenological perspective, in order to capture the organic richness of the participants’ perceived experiences with regards to the phenomenon under investigation. The researcher made use of a combination of convenience, judgement and purposive sampling. The sample group included teachers and parents from two primary schools who deal with learners who experience Mild intellectual barriers to learning. The learners had previously been assessed psychometrically by Educational Psychologists and identified as fulfilling the criteria for Mild intellectual barriers to learning. Data were collected by means of semi-structured interviews and separate interview schedules were drafted for teachers and parents. Data was analysed using Tesch’s eight step data analysis procedure to identify common themes which emerged from the participants’ responses. The findings of the research indicated teachers and parents had different perceptions about their roles in regards to the children whose learning they support. It also indicated that teachers experience challenges in their attempts to support their learners who experience Mild intellectual barriers in their classes, and with understanding the philosophy of Inclusive education. Furthermore, both parents and teachers experience a lack of support from health professionals and Inclusive Education specialists at the DBSTs within Bronfenbrenner’s eco-systemic framework, which formed the theoretical foundation for this study. Consequently, strategies to support teachers and parents to address these challenges were proposed.

This research is an examination of Charles Dickens’ representation of the underprivileged in the Victorian society. The socially disadvantaged members that will be under discussion are the poor, women and children, who are of major concern in Dickens’ selected texts namely Bleak House, Great Expectations, Hard Times and Oliver Twist. It is evident that Dickens noted the impact of industrialisation on the Victorian society as it created a massive urban development, leading to a higher class division. Initially, the English society consisted of the aristocracy, the landed gentry and the servants who belonged to the lower class. The influx of industrialisation created a further division of these classes in which there emerged the capitalists or bourgeoisie, who were the industrialists like Mr. Bounderby in Hard Times, and the working class, who were the industrial workers. Although the Industrial Revolution fostered urban growth, it is unfortunate that the number of the poor also increased. Many of them lived under squalid conditions with poor sanitation leading to fatal diseases and even death. Being a socially conscious writer, Dickens depicts the world in which he lives, as a strategy to raise awareness in his readers of what was really happening, and hopefully, to bring social reforms. Apart from the poor, Dickens also portrays the brutal treatment of children at the workhouses. This research will show that Dickens was an obstinate critique of the Poor Law and its administration. Furthermore, it will be proven that Dickens also abhorred child labour because of his own childhood experience. Moreover, his repugnance is also noted in the way he creates child characters like Oliver Twist who are mistreated and exploited as child workers. Dickens representation of women is largely influenced by the Victorian ideology surrounding the role of women in society. It is evident that the English society was very patriarchal and strongly confined women to domesticity. Women were also expected to uphold virtue and purity and if they lost both, they were despised and not tolerated at all by society. Although Dickens creates both the Victorian stereotypical woman who is the “angel in the house,” and the antitypical women who comprise of the prostitutes, those who bear children out of wedlock and the larger than life characters like Mrs. Joe Gargery and Molly in Great Expectations, he is revealing the different types of women one can find in society. Moreover, the juxtaposition of the stereotype and the antitype is also a suggestion of the latter’s struggle to fight against patriarchy by assuming the unexpected. Therefore, this research will prove that Dickens is not a patriarchal writer but he actually sympathizes with the plight of women. A realist and naturalist reading of Dickens’ selected texts will provide literary theory for this research. Writing during the time that both theories were grounded, it is evident that Dickens adopted both elemental forms of writing. A feminist approach to Dickens’ female characters will also foster the analysis. Being a realist and naturalist writer, Dickens is comparable to writers of his time such as Nikolai Gogol from Russia who also employs a similar mode of writing in his works. Dickens’ antitypical female characters are comparable to those of the later feminist writers who have placed much emphasis on the independent female characters. It is evident that Dickens’ creation of violent or impure female characters influenced the feminist writers to use them as representations of female independence.

Much has been written on rehabilitation but as yet there is little standardization of definition whether in general literature or clinical practice. The present study examines a representative group of writings to discover how far there is agreement as to the criteria for successful rehabilitation. The most important references include writings of Howard Rusk and his collaborators in the United States, and the findings of T.M. Ling and C.J.S. O'Malley and collaborators in Great Britain. Specific reference is also made to relevant theses completed at the School of Social Work, University of British Columbia. To preserve a sharp focus, the study is confined to cases of physical handicap, a medical setting, and the particular role of the social worker, in the rehabilitation team and in relation to the client. The background of other varied concepts of "rehabilitation" is considered at the outset. The factors on which there is agreement can be best reviewed by classifying them in two main areas, which may be broadly termed: (A) the inner resources, and (B) the external resources of the person concerned. Inner resources can be further analyzed in terms of: (a) initial assessment, (b) variables with rehabilitation potential, and (c) dynamic characteristics with rehabilitation potential. The external resources are analyzed as: (a) the family strength, (b) financial standing as a rehabilitation resource, (c) the criterion of leisure-time activities, (d) the rehabilitation centre and team as a resource, and (e) the community resources. The findings are evaluated particularly as they serve as diagnostic and prognostic aids for the caseworker. They are tested tentatively by application to a small number of cases drawn from the experience of Shaughnessy Hospital, Vancouver, of the Department of Veterans Affairs. These particularly show the importance of balance and interaction between "inner" and "external resources", and some implications may be drawn for other areas of rehabilitation. No attempt is made to assess the relative weights of the individual criteria, which is one of the indicated directions for future research. / Arts, Faculty of / Social Work, School of / Graduate

This qualitative study explored the educational journeys of five post-secondary students with learning disabilities from the perspectives of the students and their families. Guided by Ungar’s (2012) ecological conceptualization of resilience and Bronfenbrenner’s (2007) bio-ecological theory of development, this study sought to identify the challenges that these students faced and the capacities and resources within their environments that helped them along their journeys. Data collected through in-depth, semi-structured interviews with the students and their families and analyzed inductively revealed that while each student’s educational journey was unique, most of the participants followed a similar path. Common themes that emerged in the participants’ journeys included: early academic or socio-emotional challenges, early diagnosis and intervention, common family characteristics and parent support, development of self-awareness and self-advocacy in the students over time, goal setting and determination, the important yet complex role of peers, and the impact, both positive and negative, of teachers. The participants identified a number of interactions at both the microsystem and mesosystem levels that helped the students through their educational journeys. The ongoing interactions that occurred between the students and their parents, teachers, and peers at the microsystem level helped shape and develop the capacities they needed in order to negotiate for the supports and resources that sustained their well-being. These capacities included an awareness and understanding of their learning disabilities and themselves as learners, the self-advocacy skills they needed in order to seek out and negotiate for the supports and accommodations that would help them succeed, the ability to set lofty, yet attainable goals and the perseverance to work towards these goals in spite of setbacks and challenges, and the willingness to use the supports and resources that were available to them. The interactions that occurred among the students’ environments at the mesosystem were important as well, as they helped ensure that the resources they needed would be provided for them. The mesosystem level interactions included open and honest communication between the home and school environments as well as a solid link between the home and community environments so that the parents were able to seek out the appropriate supports in the community. These findings give voice to students with learning disabilities and their families and inform educators in how they can help other families navigate their way to the resources and supports within their environments that can sustain their wellbeing and support them through their educational journeys.

The effect of specific preschool programs on the development of reading readiness, perceptual-motor, language and cognitive skills has been studied by a number of investigators. The majority of the studies reviewed indicated a positive effect on reading readiness, IQ and the development of prerequisite skills. The purpose of this investigation was to determine the effect of diagnostic-prescriptive instruction on the development of prerequisite skills and reading readiness, using the Early Prevention of School Failure Program as a model. The major components of this program are screening, diagnosis of the screening results, individual learning profiles based on the screening results, prescriptions to strengthen weak areas, and parent involvement. Five treatment levels were included in the present study: (1) diagnostic-prescriptive instruction and parent involvement; (2) diagnostic-prescriptive instruction; (3) an attention placebo to control for a possible Hawthorne effect; (4) learning profiles given to the teachers of one group without the benefit of further suggestions or instruction; (5) the control group. The population was defined as "moderate and high risk" children in kindergarten in the Coquitlam school district. The sample was drawn from 21 half-day kindergarten classes situated in 9 schools of the same district. The final sample consisted of 140 "moderate and high risk" children. The investigator assumed the role of a learning assistance teacher and provided the treatment for groups 1 and 2 once a week. The duration of the treatment was 4 months. Six months elapsed between pre-tests and post-tests. An analysis of covariance was conducted on the Peabody Picture Vocabulary Test, Preschool Language Scale and Beery Developmental Test of Visual-Motor Integration with the pre-tests as a covariate. An analysis of variance was conducted on the Lee Clark Reading Readiness Test. There was no significant treatment effect on the prerequisite skills measured by the Peabody Picture Vocabulary Test, nor was there a treatment effect on reading readiness as measured by the Lee Clark Reading Readiness Test. However, results indicated a positive effect of diagnostic-prescriptive instruction on the development of prerequisite skills measured by the Preschool Language Scale and the Beery Developmental Test of Visual-Motor Integration. In addition, the latter test showed that, without intervention, the discrepancy between mental age and chronological age tended to perpetuate. Therefore it was recommended that school districts implement an early intervention program at the beginning of the kindergarten year. Limitations of the study were noted and suggestions for future research included the establishment of a more reliable and valid screening battery, as well as the establishment of local norms. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Opportunities for South African occupational therapists to deliver appropriate work practice services to workers with disabilities in the open labour market, has increased within the context of current Disability Equity Legislation which promotes the rights, and therefore the employment of people with disabilities in the work place. The training of students at university plays a significant role in equipping them to competently deliver work practice services to workers with disabilities in the open labour market. The University of Pretoria’s Occupational Therapy Department has responded to the growing need for the training of occupational therapists in the area of work practice services, and for this reason implemented the Post-Graduate Diploma in Vocational Rehabilitation in 1997, the only post-graduate training course in this field in South Africa. However despite a long history of both under- and post-graduate training in the area of work practice, research into the identification of professional competencies required for this type of work has not been previously undertaken. The need for research to determine these professional competencies thus emerged. A Delphi Survey Technique was selected as research methodology with both qualitative and quantitative aspects. A panel of 35 occupational therapists representing various practice settings and meeting pre-determined criteria as being experts in this field, was selected to participate in this research. Three consecutive questionnaires were sent to the research participants requesting them to identify knowledge, skills and values considered to reflect professional competencies. Following a process of data analysis, 16 professional competencies were identified as being necessary to deliver work practice services to workers with disabilities in the open labour market. / Dissertation (MOccTher)--University of Pretoria, 2006. / Occupational Therapy / MOccTher / Unrestricted

Students with visual impairments have been documented to have lower achievement indicators (standardized test scores, employment rates, and post-secondary completion) rates than students without disabilities. The nature of visual impairment, especially blindness, results in differences in the ability of these students to access the general education environment which may result in lower levels of academic engagement. Fifteen triads comprised of one student in each group (low achieving, average achieving, and visually impaired) were observed during language arts. Observation data were collected using the Engagement Observation Tool and through general educators' completion of the Student Participation Questionnaire. Observational findings indicated no differences among the groups except in the area of teacher interactions. Survey results indicated that students with visual impairments were rated similarly to low achieving classmates. / A Dissertation Submitted to the Department of Childhood Education, Reading, and Disability Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Summer Semester, 2006. / June 19, 2006. / Visual Impairment, Blind, Academic Engagement, Language Arts, Braille / Includes bibliographical references. / Sandra Lewis, Professor Directing Dissertation; Chris Schatschneider, Outside Committee Member; Stephanie Dent Al Otaiba, Committee Member; Silvia M. Correa-Torres, Committee Member; Monica Delano, Committee Member.

A dissertation submitted in partial fulfilment of the requirements for the Degree M.A. (Counselling Psychology) in the Department of Psychology, Faculty of Arts at the University of Zululand, 2004. / This study investigated families of physically disabled children. Birth has always been anticipated with great excitement and high expectations for the future. But the discovery that the child has a disability changes everything. The family into which this disabled child is born undergoes major changes, as they have to accommodate such a child. Siblings compete with the disabled child's needs for parental attention, and are required to integrate him/her into the neighbourhood. Parents on the other hand are vulnerable, insecure about raising such a child. They are pushed to their financial, physical and emotional limits. This research studied 23 caregivers of disabled children who received disability grant. Caregivers included mothers, aunts, grandmothers and siblings. The physically disabled children attended mainstream education schools. Due to their condition they encountered a number of problems. Some left school, leaving caregivers devastated. Some caregivers shared a variety of traumatic experiences with regard to their task. Other caregivers seemed unaware of such feelings and had never received any form of support and guidance in dealing with these feelings. The study assisted in making unconscious feelings conscious. The ways caregivers used to manage and cope with their disabled children were explored. These were regarded as expected or 'normal' reactions. Furthermore, participants were introduced to resourceful places where they would receive professional help with regard to raising such children whenever they needed such services. / National Research Foundation

Nurses can play integral role in collaborating with community leaders and identifying health promotion strategies, such as physical activity and nutrition classes, for people with developmental disabilities (DD). This study identified a role that nurses can establish among Direct Support Professionals (DSPs) who serve important functions in the daily supervision and care of clients with DD. The data reviews from the archival results from Association of Individual Development Health Matters Assessment Reports in August 2012 and September 2013 indicated DSPs' need for further training in their roles as health instructors. The Health Matters Assessment Report in 2012 indicated low scores in employees' confidence in terms of planning health education classes (20.8%), running a health promotion program (22.7%), evaluating health functions and behavior for people with DD (19.3%), teaching clients with DD how to exercise (26.7%), and making healthy food choices (25%). The Health Matters Assessment Report in 2013 indicated poor attendance to Health Matters Class training (20%) and reduced attendance to Health Matters Class launch events (34%). This study proposed a Train-the-Trainer education program to help DSPs prepare as health instructors of Health Matters Class. The education program can establish effective partnerships between nurses and can promote peer-to-peer support while increasing DSPs' knowledge, skills, and commitment as health instructors. This study can benefit nurses, researchers, and community workers involved in providing care to clients with DD. The findings of this study can provide direction for further research in the advocacies of health promotion programs among clients with DD in the community.