Thesis (M. S.)--Industrial Design, Georgia Institute of Technology, 2009. / Committee Chair: Mullick, Abir; Committee Member: Milchus, Karen; Committee Member: Sanford, Jon

Thesis (doctoral)--Ludwig Maximilians-Universität zu München, 1979.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 74-78).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 120-126).

This dissertation focuses on the definitions and understandings of literacy support revealed by three teachers and two teacher assistants in their interactions with five children identified with learning disabilities in two grade 6 integrated classrooms. The nature of this support was revealed through interactions among students and their teachers, teacher assistants and peers while engaged in language arts activities in a pull-in, co-teaching model of support over a three-month semester. The data consist of the transcriptions of 29 separate audio-tapes of 60 minute duration which were recorded on average of two times each week. Thirty classroom interactions (each 50- minutes long) and 13 interviews with participants were recorded. The classroom support interactions and the interviews have been examined using a qualitative software tool (QSR NUD*IST) for the nature, understandings and perceptions regarding literacy support in language arts classes. Data were also analyzed for the text-accessing structures, strategies and technologies explicitly taught or made available to learners with LD in each classroom. The findings from this study add to the existing literature by identifying three dynamics of support for learners with learning disabilities in language arts classrooms. First, it offers definitions and descriptions of specific helping practices and attitudes of staff and students which serve to either access or restrict involvement in the language arts lessons. Second, it identifies attitudes and practices which diminish effective support for learners of this profile, and finally it reveals the importance of three teachers’ understanding and beliefs in three important areas that affected language arts instruction and student participation: a) adaptation and modification of curricula to suit individual needs; b) ways for learners to represent knowledge; and c) views on school-related abilities. Findings derived from the data regarding one teacher’s practices in the language arts classroom showed an inadequate understanding of these three concepts which negatively impacted the literacy experiences for the at-risk students. A second teacher’s practices showed an understanding of the concepts which resulted in satisfactory support for students with LD. The study also suggests that some of the practices directed at students with LD may have beneficial implications for general population students including First Nations children. / Graduate

It is important that employees with disabilities are recognised as valuable contributors to the growth and profitability of organisations and ultimately the country. However, on the broad status of disability and equality, data reveals that despite access to guidelines, there has been very little progress regarding the awareness of and action to address the stigma and misconceptions about disability, nor enough work to enable the development of skills to accommodate persons with disabilities into the workplace adequately. Evidence shows that employers still discriminate against employees with disabilities and do not fully utilise the talents and skills that persons with disabilities can bring to the workforce. The ideal outcome is that managers should strive to create an inclusive workforce and to implement all labour and Employment Equity legislation meaningfully. The goal of the study was to identify and describe the challenges experienced by managers of employees with disabilities. By law, employers are obligated to evaluate the effectiveness of their workplace strategy on the management of disability at regular intervals and make improvements where required. The study was motivated by lack of availability of research and understanding of the experiences and challenges of managers of employees with disabilities. It was found that managers are predominately unable to effectively manage employees with disabilities because they are not trained nor provided with the requisite skills and knowledge to deal with issues of disability in the workplace. The study from an EAP perspective was motivated by the minimal research on the involvement and role of EAP in disability management in the workplace. The potential role of EAP regarding disability management was identified in the study. The role for EAP in disability management and recommendations in the regard is likely to have implications on the practice of EAP in relation to the management of employees with disabilities within the workplace. / Mini Dissertation (MA)--University of Pretoria, 2019. / Social Work and Criminology / MA / Unrestricted

The performance of 223 Grade 4 children, with Average overall IQ and no disability (ND), or reading disability (RD), or math disability (MD), or reading/math disability (RD+MD), was compared on theoretically-derived factors measuring specific cognitive processes underlying reading and math achievement. The processes included automatic visual/orthographic and visual/math fact retrieval, working memory span, phonological and algorithmic processing, and IQ (e.g., verbal/nonverbal reasoning). Good readers and good mathematicians (ND group) showed solid performance across all tasks. Compared to the ND group, achievement and cognitive profiles of single disability (RD and MD), and RD+MD were elucidated. Structural equation models (SEM) for the entire sample confirmed a theoretically-derived four factor READ model and a four factor MATH model, both with identical Working Memory Span and IQ factors. Two other READ model factors were Automatic (RAN/Words) and Phonological Processing. Two additional MATH model factors were Automatic (RAN/Facts) and Algorithmic Processing. Based on the cognitive and functional neurobiological literatures, these models supported a systems view of the unique and collaborative relations among the automatic, processing, working memory, and IQ cognitive processes underlying reading and math achievement. Through regression analyses, the specific factors from both the READ and MATH models predicted each group’s reading and math achievement. Regression results enhanced our understanding of what factors/cognitive processes (strong or weak) contribute to good or poor reading and math achievement. Findings that automatic RAN/Words and RAN/Facts both predict fluent math fact retrieval for all groups suggest potential overlap in basic automatic visual/orthographic and visual/fact routes. Possible overlap in these automatic processes was also seen in the weakest RD+MD group for word reading.

The performance of 223 Grade 4 children, with Average overall IQ and no disability (ND), or reading disability (RD), or math disability (MD), or reading/math disability (RD+MD), was compared on theoretically-derived factors measuring specific cognitive processes underlying reading and math achievement. The processes included automatic visual/orthographic and visual/math fact retrieval, working memory span, phonological and algorithmic processing, and IQ (e.g., verbal/nonverbal reasoning). Good readers and good mathematicians (ND group) showed solid performance across all tasks. Compared to the ND group, achievement and cognitive profiles of single disability (RD and MD), and RD+MD were elucidated. Structural equation models (SEM) for the entire sample confirmed a theoretically-derived four factor READ model and a four factor MATH model, both with identical Working Memory Span and IQ factors. Two other READ model factors were Automatic (RAN/Words) and Phonological Processing. Two additional MATH model factors were Automatic (RAN/Facts) and Algorithmic Processing. Based on the cognitive and functional neurobiological literatures, these models supported a systems view of the unique and collaborative relations among the automatic, processing, working memory, and IQ cognitive processes underlying reading and math achievement. Through regression analyses, the specific factors from both the READ and MATH models predicted each group’s reading and math achievement. Regression results enhanced our understanding of what factors/cognitive processes (strong or weak) contribute to good or poor reading and math achievement. Findings that automatic RAN/Words and RAN/Facts both predict fluent math fact retrieval for all groups suggest potential overlap in basic automatic visual/orthographic and visual/fact routes. Possible overlap in these automatic processes was also seen in the weakest RD+MD group for word reading.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Includes bibliographical references (leaves 525-537). Available also in a digital version from Dissertation Abstracts.