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The purpose of this study was to describe the extent and quality of prior knowledge, transactional nature, and social context of literacy knowledge demonstrated by young mildly handicapped learners. The study was based on current theories of literacy which view literacy growth as part of the total language system development, and ethnographic methods were used to gather and analyze qualitative data. Language and literacy events were observed in three special education classrooms including 43 students ranging in age from 4 years 1 month to 9 years 11 months. Major findings of the study included: (a) The children in this study demonstrated prior literacy knowledge much like that of non-handicapped peers, (b) Demonstrations of oral and written language system transactions decreased after students received formal instruction in reading and writing. And (c) children's ability to interpret print depended greatly on the presence or absence of context with the print.

This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.

"The purpose of this study is to endeavor to discover the adequacy of vocational rehabilitation services rendered to mentally ill persons by analysing individual case folders of rehabilitated clients, and by making a group analysis of certain characteristics of the clients. Criteria to be used as measures of adequacy include medical examinatins, psychological examinations, counseling interviews, medical or surgical treatment when indicated, vocational training when indicated, occupational equipment, placement in satisfactory job, increase in earnings, and follow-up on the job"--Introduction. / Typescript. / "June 5, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts, College of Arts and Sciences, under Plan II." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 28-29).

Thesis advisor: Susan Bruce / The prevalence of children with severe and multiple disabilities who come from culturally and linguistically diverse backgrounds increased considerably with the rise of immigration to the U.S. However, there is very little research about the way that children with disabilities who come from a culturally and linguistically diverse background communicate and develop communication skills (Mueller, Singer, & Carranza, 2006). Furthermore, there is no established term for describing this group of children. That is why this study uses the term Prelinguistic bilinguals to define individuals who use one or more languages at a nonverbal level in their everyday lives. This definition of prelinguistic bilinguals was built upon Grosjean’s (2010) definition of bilingualism. Knowing how prelinguistic bilingual children communicate and develop communication skills is fundamental for their educational team in order to effectively interact and support the children’s communication, which in turn would have a positive effect on their learning outcomes. The main goals of this study were to describe the communication of prelinguistic bilingual children and to learn more about what teachers, teacher assistants, speech language pathologists, and parents do to support their communication in English and Spanish. This qualitative study uses a constructivist theory approach to make in-case and across-case analyses of three case studies. Findings for the study indicated that prelinguistic bilingual children were not only aware of a difference between the two languages, but could also express a preference for one of their languages. Most of the communication supports that the participating adults provided for prelinguistic bilingual children were the same communication supports used for monolingual children developing language, which did not consider the children’s bilingual needs. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The problem with which this research study is concerned is that of appraising and evaluating the therapeutic effectiveness of two different group counseling approaches, group-centered and directive, with institutionalized mental defectives. More specifically, this investigation is designed to assess the changes, if any, in self concept, behavior, and anxiety level of mental defectives that result from two different group counseling approaches. The hypothetical assumption is made that there will be a significant positive change in self concept, anxiety, and overt behavior of students participating in group-centered group counseling compared to students in both the directive and control groups.

Fok, Sui Yan Maggie. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 49-57). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

In order to examine the literature on acceptance and mindfulness in parents of children with developmental disabilities a systematic review was conducted. Twelve studies were included in the review and provided some support for the relevance of these concepts in helping to support parents of children with developmental disabilities. However, general study quality was poor and methodological limitations hampered confidence in these findings. Research considerations are discussed. An empirical study was conducted to examine the relationship between psychological acceptance and family quality of life in parents of children with intellectual disabilities. One-hundred and twenty-nine parents of children with intellectual disabilities participated in a questionnaire based study. Participants completed measures of family quality of life, psychological acceptance, emotional adjustment, mental well-being and impact of the child. Parental psychological acceptance was positively associated with family quality of life and was found to account for around 1.9 per cent of its variance. Parental emotional adjustment was also positively associated with family quality of life, however, when parental psychological acceptance was added to the regression model emotional adjustment was no longer a statistically significant variable. The results of this study suggest that parental psychological acceptance may explain some of the variance in family quality of life. Further research is needed to ascertain whether interventions that improve parents' psychological acceptance also improve family quality of life.

Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner's MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner's MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner's theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students.