Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Proefschrift Universiteit van Amsterdam. / Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

The purpose of this study was to investigate the reactions of mothers to their handicapped child to determine if there is an association between visible and non-visible handicaps, and the mother's reaction to the handicapped child. A null hypothesis was employed which asserted that the mother's reaction to the handicapped child would not be related to the visible nature of the handicap. It was further hypothesized that the variables of mother's age at the birth of the handicapped child, education, and rigidity, child's birth order and the husband's occupation would be unrelated to the mother's reaction to her child. The population consisted of 18 mothers of deaf children and 17 mothers of children with visible physical handicaps. The data were collected by use of a questionnaire administered to the mothers in their homes. Using a chi-square analysis the findings reject the null hypothesis and show that mothers of children with a visible handicap are more accepting of their children than are mothers of children with non-visible handicaps. Of the other variables only the husband's occupation showed a statistically significant relationship to the mother's acceptance of her handicapped child.

The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with disabilities, especially those directives that called for the Inclusion of them. Second, the researcher investigated the educational models used in each country to ascertain the placements available for the disabled, making special note of those that were more inclusive. Next, the researcher gathered data that examined the categorical system used to label, group, and educate the Special Education population. Finally, the researcher compared the extent to which the students with disabilities were educated in the regular classroom in each country by looking at the total proportion included as well as the percentage included in each disability category. To make a comparison of the educational attainments of each country, the researcher utilized a study by the Organization for Economic Co-operation and Development that incorporated the students with disabilities in their international assessments. Results revealed that the United States has a much more extensive legislation dedicated to the education of individuals with disabilities than does the United Kingdom, Canada, Australia, and New Zealand. As a result, the United States' placement models and categorical systems are just as complex. Data also confirmed that other countries are including their disabled population in a regular education classroom at a much higher rate than that of the United States. Finally, the international study found that the United States performed worse than all the other countries in the subject areas assessed: Reading, Math, and Science. Recommendations for further research included the examination of teacher education programs world wide, comparison of provincial and territorial regions in Canada and Australia, and a comparison of graduation rates for those students with disabilities in inclusive settings and those in segregated settings.

No description available.

This investigation focused on the examination of the effectiveness and costs of instructional delivery in using programmed tutorial materials by trained high school paraprofessionals to instruct learners attending the elementary self-contained and resource rooms. Forty tutees, divided equally into experimental and control groups, were administered two pre and posttest measures, the E-B Beginning Reading Placement Test and the Woodcock Reading Mastery Test (WRMT) . Tutees in experimental groups received tutorial instruction from the paraprofessional tutors 25 minutes daily over the ten-week treatment period. An analysis of covariance was computed on the two measures to compare the academic performance between the experimental and control groups. Though no statistical differences were found between the groups on WRMT, statistical differences were indicated on the E-B Beginning Reading Placement Test for both School Districts A and B, favoring the groups receiving treatment. Significant increases in both Subtest A scores, one subtest of the E-B Placement Test, and the total reading scores of this measure were evidenced in the groups receiving treatment. Results also indicated that the percent of mastery for both School Districts A and B tutees that received treatment mastered at least 84% of all the skills taught by the high school paraprofessional tutors. These tutors mastered 77% of the instructional procedures used in the first part of the tutorial session and 47% in the second part of the session. The investigation of costs indicated that total cost expenditures in the Maximum Cost Model were $2,418.69, a per learner cost of $60.46, and continuing costs per learner of $13.72. Total purchases using the Moderate Cost Model were $1,298.69, a per learner cost of $32.46, and a continuing cost per learner of $13.72. The Minimum Cost Model indicated total expenditures of $163.69, a per learner cost of $4.09, and continuing costs per learner of $1.35. These cost models provided evidence that the costs of using high school paraprofessional tutors with programmed tutorial materials to instruct handicapped learners can be minimal in return for academic gains in beginning reading skills.

ABSTRACT EVALUATION OF COASTAL SCENIC ASSESMENT PARAMETERS / PILOT STUDY FOR SELECTED AREA &ldquo / ANTALYA/KONYAALTI BEACH&rdquo / &Ccedil / akir, Deniz M.S., Department of Civil Engineering Supervisor : Prof. Dr. AySen Ergin Co-Supervisor: Dr. Engin Karaesmen July 2004, 75 pages The present scenic assessment study has a checklist that itemizes 26 parameters (comprising physical and human parameters), as a first step in quantifying scenery. Each parameter was rated on a five-point score, essentially covering presence/absence or poor quality (1), to excellence/outstanding (5). The ratings were subjected to fuzzy logic matrices and weights to reflect importance of the various parameters, which produced histograms of weighted averages for the various attributes. Based on this methodology coastal scenery evaluation was carried out and coastal areas were grouped into 5 five classes from Class 1 = Top Natural Sites to Class 5 = Very Unattractive Urban. The present work focuses on human parameters from the perspective of people with mobility handicaps. Public surveys were carried out for the necessary arrangements in coastal areas for accessibility of these people. Selected site (Antalya/Konyaalti Beach) is reviewed to bring some recommendations from the point of view of people with mobility handicaps.

Ce travail de recherche se propose d’analyser le rapport de Samuel Beckett (1906-1989) à la danse ainsi que la relation de deux chorégraphes contemporains Dominique Dupuy (1930-) et Maguy Marin (1951-) à ses œuvres. La première partie démontre que Samuel Beckett a été influencé par la danse moderne qu’il a découverte dans l’entre-deux-guerres. Son écriture est devenue plus gestuelle et son propos plus politique. Ainsi, aux corps sains et glorieux promus par les arts nazis, oppose-t-il dans son premier théâtre les corps vulnérables travaillés par la vieillesse et les handicaps, ceux d’hommes que le IIIe Reich a voulu rendre superflus. En 1953, la danse de Lucky d’En attendant Godot est un moyen de dire l’innommable de cette violence. En 1981, la danse de Quad fait resurgir les fantômes du passé pour prévenir le retour du pire. Comment le dire ? La danse, un art du « non mot » participe à cette recherche qui traverse l’œuvre de Samuel Beckett. Ce dont on ne peut pas parler, c’est cela qu’il faut danser. Dans un deuxième temps, cette étude montre comment les œuvres de Samuel Beckett sont à leur tour inductrices de danses où les êtres vulnérables résistent et appellent au care. Danser avec Oh les beaux jours, Acte sans paroles et Cap au pire permet à Dominique Dupuy d’interroger les possibles du grand âge et d’en transformer les représentations. A partir de Fin de partie, Maguy Marin écrit en 1981 May B, une pièce chorégraphique, aux antipodes de la danse performante, qui rend visibles les handicaps. Son œuvre invite à une lecture actualisante de l’œuvre de Samuel Beckett prenant en considération la condition des personnes handicapées et permettant d’entrevoir la possibilité d’une société plus inclusive. La dernière partie témoigne qu’une lecture éthique des œuvres de Samuel Beckett et de leurs projections chorégraphiques peut devenir le vecteur de pratiques d’inclusion et d’émancipation par l’école. Telle est la vocation du projet Meeting Beckett mené en 2016-2017 en partenariat avec le chorégraphe K Goldstein, avec les élèves en situation de handicap d’un dispositif Ulis (Unité localisée pour l’inclusion scolaire) et ceux d’une classe de 5ème. Il s’agit enfin de se demander dans quelle mesure les pratiques artistiques peuvent susciter de nouveaux gestes professionnels à l’école et initier une dynamique inclusive, capable de faire une place à chacun et chacune au sein de la société. / This research analyses the relationship of Samuel Beckett (1906-1989) to dance and the relationship of two contemporary choreographers Dominique Dupuy (1930-) and Maguy Marin (1951-) to his works. The first part shows that Samuel Beckett was influenced by the modern dance he discovered between the two World Wars. His writing became more gestural and his discourse more political. Thus, to the healthy and glorious bodies promoted by the Nazi arts, he opposed in his first theatre the vulnerable bodies weakened by old age and disabilities, those of men whom the Third Reich wanted to make superfluous. In 1953, Lucky's dance in Waiting for Godot is a way of telling the unnamable of this violence. In 1981, the dance of Quad brings back the ghosts of the past to prevent the return of the worst. How to say? Dance, an art of the "non word", is part of this research that runs through Samuel Beckett's work. What one can't talk about is what one has to dance about. Secondly, this study shows how Samuel Beckett's works induce dances in which vulnerable beings resist and call for care. Dancing with Happy days, Act Without Words I and Worstward Ho allows Dominique Dupuy to question the possibilities of old age and transform its representations. Starting with Endgame, Maguy Marin wrote May B in 1981, a choreography miles apart from high-performance dance, which makes disabilities visible. Her work offers an updated reading of Samuel Beckett's work that takes into consideration the condition of disabled persons and allows us to envision the possibility of a more inclusive society. The last part shows that an ethical reading of Samuel Beckett's works and their choreographic projections can become the vector of inclusion practices and emancipation at school. This is the vocation of the Meeting Beckett project conducted in 2016-2017 in partnership with choreographer K Goldstein, with disabled pupils from an Ulis (Unité localisée pour l'inclusion scolaire) and 5th graders. Finally, we need to ask ourselves to what extent artistic practices can encourage new professional gestures at school and initiate an inclusive dynamic, capable of giving a place for everyone in society.

The aim of this study is to describe interaction between mothers/ caregivers and their profoundly mentally retarded and multiply handicapped children, and to describe the function of play in communicative interaction. In the study I describe the communicative interaction of six children aged 1:3 to 10 years. The children have been studied in their homes and preschools or schools. Each child had five or six handicaps in addition to their profound retardation. The study is based on interviews with parents, information from naturally-occurring conversations and videoobservations. Meals and play were selected for video-recording. The results indicate that the most important function of play is as a means of communication and learning. Play most often involves sensory stimulation and body play. Communicative interaction is non-verbal and described in terms of gaze/eye contact, facial expressions, gestures and body movements. A pattern of interaction has been found. This consists of four phases: an impression-receiving phase with orientation, an expressive phase with motor activity, a pause with processing and preparation of an answer and finally a break or a limited reaction. These children have, however, a communicative competence. The ability of the mothers to interpret the children’s signals is extremely context-dependent. These mothers adjust their communicative behaviour to the child and facilitate the child’s communicative interaction. The ability of the mothers/ caregivers to interpret the signals of these children is often underestimated by professionals. The living conditions of the parents have emerged as an important factor for play, communication and the development of the child.