The aim of this thesis is to analyze social inclusion among young adults with intellectual disabilities in small towns and rural community settings. The specific context is three small towns in south eastern Ontario in 2006/2007. A phenomenological study relying on a hermeneutics cycle is undertaken to derive an understanding from multiple sources. In the first instance, policy documents related to the province's approach to supports for adults with intellectual disabilities, the research literature on experiences of adults with intellectual disabilities in rural communities, and conceptual models of social inclusion were reviewed. Seventeen young adults with intellectual disabilities (20 to 28 years of age), their caregivers (n=13) and other community members (n=20) from the three selected towns were interviewed. The interviews included quantitative tools and open-ended questions. Data from the Canadian census were also used to characterize the towns. The data collected led to quantitative (counts, median scores, proportions) and qualitative (significant statements, formulated meanings, themes) analyses for comparisons within and across towns in order to reveal the role of context in social inclusion. The results highlight the importance of context. While similarities exist among the small towns in the region, they each have unique features which impact on the experience of social inclusion for young adults with intellectual disabilities. Key lessons are learned. Attention needs to be given to the availability and proximity of spaces and structures for interaction. The role played by developmental service agencies needs to be examined critically as it may hinder social inclusion and sense of belonging. As community involvement is easier for those seen as similar and sense of community is stronger among those who see themselves as similar, the socio-demographic profile of a town can be an important factor mitigating for or against social inclusion efforts. Finally, since residents of a small town who have a greater need for supports derive more sense of community from knowing that other residents are willing to help those in need, fostering caring communities may be as important as creating services specific to persons with intellectual disabilities. The need for geographers, epidemiologists and other social and life scientists to study persons with intellectual disabilities within the places where they live remains a research area where there is still much to learn and be done. / Thesis (Ph.D, Geography) -- Queen's University, 2012-09-17 12:24:42.783

This study investigated the attitudes toward disability on the part of children with special needs, average-achieving children, and high-achieving children as well as the latter two groups' experiences in inclusive elementary school classes. According to the Attitudes Toward Disabled Persons Questionnaire (ATDP), attitudes toward disability did not differ according to achievement level (p = .099). However, females were significantly more accepting than males (p = .008). In classes where the most severe disability was a mental handicap, children held significantly more positive attitudes toward disability than those who had classmates with learning, behavioral, or severe developmental disorders (p = .026). Based on interview data, average- and high-achieving children shared similar perceptions about their experiences in inclusive classes. Both groups frequently noted that classmates with disabilities enjoyed similar activities as nondisabled classmates yet exhibited more frequent inappropriate behavior. Interviewees most often acknowledged as their first response that making new friends was a benefit for children with special needs and that dealing with their disability was difficult. Learning about disabilities was viewed as a benefit for nondisabled children while feeling comfortable with their classmate with disabilities was seen as challenging. When questioned about the ramifications of inclusion on their academics, high-achievers were significantly more likely to report that they learned less (p = .01). Results are discussed in light of sensitivity theories that would predict high-achievers to be more accepting of disability because they are attuned to their classmates with disabilities' needs, and theories suggesting that high-achieving children whose academic needs are unmet may develop negative attitudes toward children with disabilities.

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Graduate

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There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

Use of compatible behavioral activities and management techniques were taught to teachers and aides, and implemented within two preschool handicapped classes. The effectiveness of the procedures in meeting behavioral goals was evaluated with the use of behavior analytic techniques. Traditional group research techniques were used to determine if the implemented curriculum affected the short-term attainment that students in treatment classrooms on the average made of academic and developmental goals. Findings1. Behavior observation research techniques documented dramatic increases in engaged/study behaviors during work and independent time periods and decreasing trends in problem behaviors after the behavioral curriculum was begun.2. Four independent factorial analyses of variance showed higher pretest - posttest gains on various subtests of the Learning Accomplishment Profile than control classroom students.ConclusionA compatible set of behavioral techniques and activities can be taught to teachers and aides within inservice training and instituted within preschool handicapped classes in such a way as to achieve more gains in observed student behavior and to affect school achievement positively.

The purpose of this study was to investigate the relationship between mixed eye-hand dominance and letter/word reversals in learning disabled and normal readers. Previous research had shown links between mixed dominance and reading disabilities, especially those disabilities related to visuo-spatial deficits. However, due to the different approaches to conceptualizing lateral preferences, the wide variety of methods used to assess laterality, and the heterogeneity of subjects exhibiting reading disabilities, many studies have been contradictory and inconclusive. This study was designed to: assess laterality on a continuum, investigate the specific area of mixed eye-hand dominance, and determine if there is a statistically significant relationship between the degree of mixed dominance and the specific reading problem of letter and word reversals.The research sample consisted of 53 learning disabled males and 44 males from regular education classrooms, randomly selected from a public school system in northern Indiana. Mixed eye-hand dominance was assessed by the General Laterality Factor and the Visual Activities Factor of the Lateral Preference Schedule. The degree of letter/word reversal difficulty was-determined by the Jordan Left-Right Reversal Test. Each subject was administered both instruments either individually or in small groups.The data was analyzed for statistical significance by computing Pearson product moment correlation coefficients. To compare the learning disabled readers and normal readers for significant differences in age and the degree of mixed eye-hand dominance, t tests were conducted. Two research questions were then addressed by examining the findings:Research Question #1: Is there a statistically significant relationship between mixed eye-hand dominance and letter/word reversal errors in learning disabled and normal readers? A statistically significant difference was found between the degree of mixed eye-hand dominance and reversal errors in the learning disabled group. No other statistically significant relationships were found.Research Question #2: Is there a greater degree of mixed eye-hand dominance in learning disabled students than in normal readers? There were no statistically significant differences between learning disabled and normal readers in the degree of mixed eye-hand dominance.It was concluded that there were no statistically significant relationships between mixed eye-hand dominance and reversal errors in normal readers or when groups of normal readers and learning disabled students were combined. There was, however, a statistically significant positive relationship between mixed dominance and reversal errors when learning disabled students were grouped separately. The greater the degree of mixed eye-hand dominance, the higher the reversal error score in learning disabled students.Attempts to develop more sensitive and reliable instruments to assess lateral preferences and specific reading problems were recommended. Additionally, studies investigating the relationship between lateral preferences and reading performance should continue. / Department of Educational Psychology