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Factors affecting parental involvement in school for moderate mentally handicapped children a case study /Fan, Pin-wah, Philip. January 1999 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 79-85). Also available in print.
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Job satisfaction among special education teachers of special schools for severe grade mentally handicapped children in Hong KongTo, Sung-sung. January 1999 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 166-179). Also available in print.
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Leituras pedagógicas das crianças com deficiência em creches e pré-escolas de Campina Grande-PBLima, Maria Betania Barbosa da Silva 27 August 2012 (has links)
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Previous issue date: 2012-08-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Project is about the policy of inclusion on the Elementary school of the municipal net in Campina Grande Paraíba. It was observed that although there is guidance in order to enroll all the children with some kind of disability in the regular school, giving the necessary conditions to them to take part of the educational activities, there are sometimes contradiction on the law that reverberates in the practice, making it difficult the pedagogical process as a whole. Based on these considerations, we have the aim to analyse the policy of inclusion of handicapped children on the municipal daycare centers and elementary schools in Campina Grande. Our productions are based on authors that write about elementary school, childhood,
inclusion, identity, differences and policy and practice of inclusion, such as: Bujes (2005), Sarmento et al. (2006), Hall (2009), Silva (2009), Woodward (2009), Veiga-Neto (2001, 2005), Abramowicz (2001), Dorziat (2006, 2007, 2009a, 2009b, 2010, 2011), Laplane (2007), Lopes (2007), Glat (2007), Garcia (2008), Ferreira e Ferreira (2007), among others. The field of the research was three daycare centers and elementary schools, where nine teachers of the Atendimento Educacional
Especializado (AEE) , specialized Educational Service and Regular Classrooms (RC). Through semi structured interviews and observations, we got informations that indicate that the policy of inclusion that is developed by Preschool to materialize only in the Atendimento Educacional Especializado Specialized Educational Service AEE, with the participation of the appointed teachers to the service. It was clear the
disconnection between the teachers of the AEE and the ones of Regular classrooms, without a collective work and as a result, the teachers of Regular classrooms did not know about AEE, as well they do not take part in the angoing training. This lack of
connection/ knowledge/participation of the teachers is reflected in pedagogical practices that end up excluding handicapped children from essential experiences to their development. / Este trabalho trata da política de inclusão na Educação Infantil da rede municipal de Campina Grande Paraíba. Partimos do pressuposto de que embora haja, por parte da política da educação inclusiva, uma orientação em matricular todas as crianças, inclusive as consideradas com deficiência, na escola regular, oferecendo as condições necessárias para sua participação nas propostas educativas, muitas
vezes, há contradições na natureza da própria lei que reverberam na prática, dificultando o processo pedagógico como um todo. Com base nessas considerações, tivemos por objetivo analisar a Política de Inclusão de crianças com deficiências nas Creches e Pré-escolas municipais de Campina Grande. Para tanto, nos baseamos em produções que abordam sobre Educação Infantil, infância, inclusão, identidade, diferença e políticas e práticas de inclusão, recorrendo às contribuições teóricas de autores como Bujes (2005), Sarmento et. al (2006), Hall (2009), Silva (2009), Woodward (2009), Veiga-Neto (2001, 2005) Abramowicz (2001), Dorziat (2006, 2007, 2009a, 2009b, 2010, 2011), Laplane (2007), Lopes (2007), Glat (2007), Garcia (2008), Ferreira e Ferreira (2007), entre outros. O campo
da pesquisa foi composto por três Creches e Pré-escolas, com a participação de nove professoras do Atendimento Educacional Especializado (AEE) e Sala Regular (SR). Através de entrevistas semi-estruturadas e observações, obtivemos dados que
indicaram que a Política de Inclusão desenvolvida pela SEDUC para Educação Infantil se materializa apenas no Atendimento Educacional Especializado AEE, com a participação das professoras designadas para esse atendimento. Ficou
patente a desarticulação das professoras do AEE com as da SR, deixando à mostra a ausência de um trabalho coletivo e, como consequência, o desconhecimento das professoras das SR sobre o AEE, bem como a sua não participação na formação
continuada. Essa falta de articulação/conhecimento/participação das professoras se reflete em práticas pedagógicas que acabam por excluir as crianças com deficiência
de experiências fundamentais para o seu desenvolvimento infantil.
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Die ontwikkeling van 'n werkboek vir laerskoolkinders in gesinne met 'n gestremde lidPretorius, Maria Sophia 17 November 2014 (has links)
M.A.(Information & Knowledge Management) / Please refer to full text to view abstract
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The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in ZambiaKashimba, Sally Salome January 2005 (has links)
Magister Scientiae (Physiotherapy) - MSc(Physio) / The purpose of the study was to explore the need for physiotherapy support for teachers in selected inclusive schools in Zambia. The study aimed to determine teachers skills and teachers attitudes as they included learners with physical disabilities in their classrooms. / South Africa
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Voice, disability and inclusion: a case study of biology learners with cerebral palsyJohannes, Eleanor M. January 2006 (has links)
Philosophiae Doctor - PhD / This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions. / South Africa
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Caregiver factors that contribute to development of complications in disabled children in Elim Hospital, Vhembe District of Limpopo Province in South AfricaMulugo, Naledzani Rosemary January 2016 (has links)
Thesis (MPH.) -- University of Limpopo, 2016 / Background: Disabled children with different conditions such as cerebral palsy, traumatic brain injuries, developmental delays, severe orthopaedic impairment, hydro and micro-cephalous are brought to Elim Hospital for rehabilitation therapy. Most of these disabled children stay with caregivers who are responsible for their care including rehabilitation therapy at home to avoid complications. The aim of the study was to establish factors that contribute to development of complications in disabled children.
Methods: The quantitative descriptive study design was used and convenience sampling method was used to select 52 caregivers out of the population of 60. Questionnaires and observation checklist were used for data collection at the rehabilitation therapy clinic during their rehabilitation therapy visit. Data were analysed using SPSS version 22.
Results: The results show that there is no association between diagnosis and the development of complications. There was an association between availability of resources which is one of the caregiver factors and the development of complications.
Conclusion: The study concludes that, availability of resources to provide the rehabilitation therapy on the disabled children is the contributing caregiver factors on the development of complications in disabled children at Elim Hospital.
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To Determine if there is a Need of Industrial Arts Teachers for Special Education for Exceptional Children in the Public Schools of TexasDuncan, David W. 08 1900 (has links)
The purpose of this study is to make a survey of the teaching of handicapped children in the public schools of Texas to determine, if possible, the extent to which Industrial Arts is used in present teaching techniques as well as its importance in the future.
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A Survey to Determine Whether Additional Industrial Arts Teachers are Needed for Work in Institutions for Physically and Mentally Handicapped Children and to Suggest Special Preparation for These TeachersJohnson, Nick A. 08 1900 (has links)
The purpose of this study was to collect and present data relative to the teaching of industrial arts in certain special institutions for physically and mentally handicapped children with a view to ascertaining (1) the need for additional industrial arts teachers, and (2), the needs of such teachers for special preparation.
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Oral health knowledge of caregivers and parents of mentally impaired and physically disabled pre-school children in Hong KongShaboodien, Shabier Ibrahim. January 1998 (has links)
Thesis (M.D.S.)--University of Hong Kong, 1998. / Includes bibliographical references. Also available in print.
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