Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vii, 171 p. Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 106-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11738

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 105-121) and index.

AN ABSTRACT OF THE THESIS OF Alexa A. Havlicek, for the Master of Science degree in Behavior Analysis, presented on November 3, 2017 at Southern Illinois University. TITLE: TRAINING PARAPROFESSIONAL USE OF DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR PROCEDURES USING BEHAVIORAL SKILLS TRAINING MAJOR PROFESSOR: Dr. Ruth Anne Rehfeldt Students with disabilities often exhibit problem behaviors in the classroom. Differential Reinforcement of Other Behaviors (DRO) has been found to be an effective strategy in decreasing problem behaviors and increasing other appropriate behaviors for students with disabilities. Research has found that Behavioral Skills Training (BST) can be an effective and efficient way to train paraprofessionals to implement classroom procedures. There were three participants included in the current study. Diane was a 58 year-old female that had been working at the school for 9 years. Dale was a 29 year-old male who had been working for the school for 2 months. Gary was a 25 year-old male who had been working for the school for 3 years. Limited research has been conducted using BST to train paraprofessionals how to implement DRO procedures in the classroom. Therefore, the purpose of this study was to evaluate the effectiveness of BST on paraprofessional’s percentage of correct implementation of DRO procedures using a multiple-baseline design. Results showed that Diane had a mean of 0% correct implementation of DRO procedures during baseline, which, increased to 89% following intervention. Dale had a mean of 1.7% and this increased to 90% following intervention. Gary had a mean of 5%, which, increased to 85% following intervention. Keywords: DRO, paraprofessionals, students with disabilities, BST

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-30Bitstream added on 2014-06-13T20:33:33Z : No. of bitstreams: 1 borges_ma_me_prud.pdf: 649402 bytes, checksum: cb9548a9ac72e9b9f21bbd7bba4043a7 (MD5) / Esta pesquisa intitulada “A inclusão de alunos com deficiência em cursos presenciais de graduação da Universidade Federal de Juiz de Fora”- UFJF- está vinculada à Linha de pesquisa Políticas Públicas, Organização Escolar e Formação de Professores do Programa de Pós-Graduação em Educação – Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista – UNESP- Presidente Prudente. O objetivo foi investigar a realidade escolar de estudantes com deficiência que ingressaram em cursos presenciais de graduação da UFJF. A pesquisa foi estruturada com base na abordagem qualitativa e desenvolvida a partir do estudo de caso. Contou com a participação de quinze alunos, matriculados em sete diferentes cursos de graduação. Para a coleta de dados utilizou-se um questionário e entrevistas do tipo semiestruturadas, realizadas em duas etapas. Na etapa inicial os alunos preencheram o questionário e participaram da primeira entrevista, que foi gravada. Na segunda etapa, eles receberam a primeira entrevista transcrita e procederam à leitura, realizaram as alterações que acharam pertinentes e responderam a mais três questões. Os resultados apontaram que ainda é baixo o número de aluno com deficiência na UFJF. Desse grupo todos realizaram o Ensino Básico em escolas regulares e a maioria em escolas públicas. Verificamos o predomínio de alunos com deficiência física e o maior número de estudantes do sexo feminino. Também se destacou o interesse por cursos da área de Ciências Humanas e o maior número de matrículas foi registrado no Curso de Serviço Social. Os alunos ressaltaram que a maior dificuldade encontrada no cotidiano é a ausência de algumas condições básicas e específicas, a pouca capacitação dos docentes e a falta de divulgação das atividades do setor envolvido com o processo inclusão na Universidade / The present research entitled “The inclusion of students with disabilities in graduation courses which they have to attend at Universidade Federal de Juiz de Fora” – UFJF – is connected to the research on Public Politics, School Management and Professors Education in the Post-graduation Program in Education – Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista – UNESP- Presidente Prudente. The objective of this research was to investigate the school reality of students with disabilities who have entered these graduation courses at UFJF. The research was structured on the basis of the qualitative approach, which and developed from the case study. We have counted on the participation of fifteen students, registered in seven different graduation courses. For the data collection we have used a questionnaire and semistructuralized interviews, carried out in two stages. In the first stage the students filled in the questionnaire and participated of the first interview that was recorded. In the second stage, they received the interview, which had been transcribed, read it, altered some parts, and answered three more questions. The results pointed that the number of students with deficiency in UFJF is still low. All the participants of this group finished Elementary school in regular schools and the majority in public schools. We have verified the predominance of students with physical deficiency and most of them are female students. Moreover, it has been verified the interest in the Human Sciences courses, such as Social Service with the largest number of registrations. The students have stood out that the biggest daily difficulty is the lack of some basic and specified conditions, little qualification of the professors and spreading of the activities which involve the process of inclusion

The corpus of literature about disabled therapists within physiotherapy omits one important factor: the experiences of disabled physiotherapy students. Therefore, this research aimed to fill this gap by exploring the integration of disabled students into the physiotherapy profession. This participatory research sought to investigate the phenomenon from multiple perspectives to incorporate the voice of disabled students, an analysis of the policies which regulate the profession, and the opinions of representatives from the Chartered Society of Physiotherapy and the Health and Care Professions Council. In stage one of the project ten disabled physiotherapy students were recruited. These students completed narrative interviews and Kawa drawings to document their experiences. Stage two explored the available information for prospective disabled students by conducting an internet survey. Finally in stage three, the policies of the Health and Care Professions Council and Chartered Society of Physiotherapy were examined for ableist language and then two representatives from each organisation were interviewed about the integration of disabled students. The data collected were analysed by critical narrative analysis with the student participants contributing to the generation of categories and themes. Further analysis was conducted using Bourdieu’s Theory of Practice and the SEAwall model of discrimination. My research has identified two paradoxes that affect the integration of disabled students. Firstly, the paradox of the perfect physiotherapist, applied via a narrow physiotherapy corporeal standard, which particularly limits access for people with physical impairments. Secondly, the paradox of supporting students whilst maintaining qualification standards. Again this limits access for disabled students, particularly when fitness to practise standards are applied during the admission process. These competing imperatives create a dilemma for disabled students around disclosing their disability status. This dilemma will only be solved by reducing discrimination at all levels of the system. However, in order to achieve this change, disabled physiotherapists and students will need to adopt a more affirmative orientation to disability to act as facilitators of change within the profession.

M.Ed. / The constitution of South Africa provides for the rights of all citizens in respect of equality of opportunities. Education is seen as the right of all learners. This is also emphasized by the National Higher Education Policy which makes provision for learners with disabilities to be educated in main stream institutions. However, little research has been done in this respect. The purpose of this study is to examine and describe my education career with specific reference to teaching and learning. The purpose of this is to deepen the knowledge and understanding of the needs of people with disabilities. In this study a narrative is written on my Higher Education career. Certain themes are highlighted. I start by describing my school career from nursery school to secondary school and then give a detailed account of my Higher Education career. The themes that I highlight are emotional support from the parental home, the attitude of the institution and personnel, social life, the emotional aspects of my Higher Education career and accessibility. I continue by discussing the problems I had in my various vocations. I then do a literary study and discuss cerebral palsy, perceptual problems and dyspraxia. Hereafter the system theory with specific reference to the family is discussed. Then I look at the literature as far as students with disabilities are concerned. I continue by discussing the personality development of people with disabilities referring to the personality theories of Erik Erikson and Viktor Frankl. A reflection on the study is done and a personal reflection is also done. The following recommendations is being made with regard to tertiary institutions. Firstly the institution should be accessible for wheelchair users. Secondly lecturers should be supportive and understanding towards students with disabilities. A social supportive system is recommended. The main finding with regard to people with cerebral palsy is that a child should be educated as far as her disability is concerned so that she can learn to cope with her disability. The learner should also be made aware of her own duty to explore her disability. Parents should also be supportive and realistic career guidance should be given to learners with disabilities. Visual perceptual problems and dyspraxia should be taken care of before the age of ten. I conclude by suggesting certain topics for further study and pointing out shortcomings of this study.

This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study concluded that majority of the principals agreed that inclusion of students with disabilities into the general education classroom was the best placement for the disabilities listed in the survey. However, for the more severe disabilities, the principals favored a more non-inclusive setting. Those disabilities included mental retardation and serious emotional disturbance. For the cognitive disabilities, combinations of an inclusive and non-inclusive setting were chosen. Also revealed in the study is that principals did not receive inclusion training as part of their formal education, but more emphasis was placed on special education law. The results of the survey indicated more training should be provided for principals in inclusion during their formal training.