Thesis (M.S. Ed.)--Northern Illinois University, 2007. / Includes bibliographical references (leaves [65]-68).

Thesis (MEdPsych)-- University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

M.A. (Psychology) / Please refer to full text to view abstract

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

Magister Artium (Social Work) - MA(SW) / During apartheid, black learners with disabilities experienced difficulties accessing education. At this time very few special schools existed and admissions were limited, as they were restricted according to certain segregation criteria. In 2001, the Education White Paper 6 was published, demarcating that South African education should shift into the international trend of inclusion. Inclusion, relating to mainstream schools, encourages the schools to review their structures, approaches to teaching, student grouping and promote schools to meet the diverse needs of all students. Research indicated that inclusive education has been promoted in primary schools. However, there is limited research regarding inclusive education in secondary schools in South Africa. The purpose of this study was to explore the implementation of inclusive education in secondary schools for learners with special needs. The research study used an exploratory qualitative methodology with an interpretivist approach. Participants included the principal, teachers and learners from a secondary school which has an inclusive approach. Purposive sampling was used to identify participants. There were 12 participants who partook in the study and data was collected through a focus group discussion and individual interviews. The focus group consisted of 6 non-disabled learners who participated in the study. Data were analysed through the use of thematic analysis. The results suggest that learners with special needs should be taught in this mainstream secondary school. Teachers and non-disabled learners accept learners with special needs in their classroom and at their school. However, there are a number of barriers such as access, awareness, lack of training, that hinder the full participation of teachers when assisting learners with special needs.

Guided by feminist social constructionism, intersectionality and the social construction of disability, this thesis investigates the ways that sexual assault support workers and disability support workers in a medium-sized Ontario city construct women survivors of sexual assault who have a developmental disability, and how their service delivery reflects these constructions. The data were collected through semi-structured interviews with sexual assault support workers and disability support workers. Results suggest that these workers construct their service users in multiple, sometimes conflicting, ways, resisting and reproducing several ableist and sexist social constructions. Furthermore, sexual assault support workers and disability support workers often construct their service users in opposing ways. This reveals a divide between the two types of organizations. Bridging this gap may have the potential to improve services for women survivors of sexual assault who have developmental disabilities.

This study investigated the efficacy of a "lifestyle" planning process for persons with severe disabilities. The planning process involved five steps: (a) description of a desired integrated lifestyle (pre- test), (b) identification of attitudinal, knowledge, and opportunity barriers present in an individual's service delivery system, (c) development of weekly schedules and plans that are based on an individual's personal preferences (mid- test), (d) implementation of valid teaching technologies and assessments if needed to achieve greater community participation, and (e) application of evaluative measures to monitor success (post-test). The planning process was implemented by means of a consultant model. The process involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstration of instructional techniques. Planning and implementation spanned approximately 12-14 months. The consulting teams were composed of education and behaviour consultants. Four persons with severe disabilities and challenging behaviour served as subjects. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989-1991. Data were collected on three dependent measures at the beginning, midpoint, and end of intervention periods. The measures were type and frequency of integrated activities performed, program quality, and mastery of core steps of priority instructional goals in areas such as behaviour management and augmentative communication. All four persons engaged in a greater number of preferred integrated activities at the mid- and post- test than at the pre- test. The social networks of all four individuals were higher at the mid- and post- test than at the pre- test. Program quality scores were collected at the pre- and post- test only. All scores were higher at the post- test than at the pre- test. Behavioral problems reported at the referral stage were substantially reduced at the post-test for all individuals. These results are discussed in relation to previous research done in this area. Limitations of the study are identified, such as sample size, sample bias, and programmatic change that occurred outside of the planning process. Problems in implementing the process by means of a consultant model are discussed and areas for future research are suggested. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Passed in 1985, the Texas Education Code (TEC) §38.003, Screening and Treatment of Dyslexia and Related Disorders, required public school districts and charters to identify and provide remediation services for students with dyslexia. While Texas was the first state to pass such a requirement, the question remains: What is the prevalence and proportionality of dyslexia in Texas public school districts and charters? In Phase 1 of this study, a secondary analysis using point prevalence and disproportionality calculations was conducted to analyze the impact of this more than 30-year-old law. In order to better help understand these findings, semi-structured interviews with district leaders were conducted in Phase 2 to gain insight on how students were identified with dyslexia across the state. The results of Phase 1 showed the estimated prevalence of dyslexia in Texas public school districts and charters to be low in comparison to the literature. Additionally, the findings suggested a discrepancy in identifications between gender and district type (public school versus charter) and across racial and ethnic groups. Meanwhile, the results of Phase 2 revealed that leadership, support, funding, and accountability impact dyslexia identifications. This study emphasizes the need to further explore and analyze how to best identify and service all students with dyslexia, regardless of gender, race and ethnicity, district type, and geographical location.

No description available.

No description available.