Browsing by Subject "Children with disabilities"
Now showing 1 - 14 of 14
Results Per Page
Sort Options
Item A case study of self efficacy and parental involvement among Hispanic parents of children with disabilities(Texas Tech University, 2003-12) Davis, Rebecca Sue LewisThe literature denotes a unique situation in which parents are assumed to be the recipients of knowledge regarding their children rather than the disseminators of information. Two distinct groups are represented in this case study of parents of children with disabilities: (1) parents from culturally and linguistically diverse homes; and (2) educators from the local education agency. Although legally mandated, parents and school representatives have struggled with the process of translating Congressional authorization into actuality. Current effect of this reversal of roles has resulted in unbalanced power relationships among potential collaborators and has contributed to low parental self efficacy (Bandura, 1977). This research is an in-depth exploration of the failure of both parents and educators to achieve full compliance with the reauthorization of the Individuals with Disabilities Act (IDEA) of 1997. The compelling issue guiding this qualitative case study was derived from Bandura's (1977) social- cognitive-learning perspective: how does parental self-efificacy influence minority parent involvement in the education of elementary school children with disabilities? Research considered five underlying questions: (1) how well do parents understand the Individuals with Education Disabilities Act (1997); (2) how well do parents understand the evaluation and placement process; (3) how well do parents understand the Individualized Education Program; (4) what do parents contribute to the development and implementation of the Individualized Education Program; and (5) how do parental perceptions of school practices impact parental involvement?Item A mother's experience parenting children with disabilities: overwhelmed but growing(Texas Tech University, 2000-08) Johnson, Kenalea RuthThis phenomenological study of parenting children with disabilities presents a mother's perspective and expehence after a pediatrician has referred her third child to a special education team. A special education team provided assessment and home intervention and the child made significant gains in development dunng the course of this study. The child had two older siblings with disabilities. Qualitative research methods were used over six months and include seven lengthy conversational interviews with the mother, and in-home observations. The mother's lived expehence provides educational and medical professionals insight into her expehence. The study's conclusions, implications, and recommendations are beneficial as professionals work to build best practices for future interventions with families of children with disabilities.Item A Survey of Preschool Day-Care Center Facilities, Equipment, and Services for Neuromuscularly and/or Orthopedically Disabled Children(Texas Tech University, 1973-05) Kirk, Mary RuthNot Available.Item Clothing design preferences as expressed by muscular dystrophic males(Texas Tech University, 1977-08) Carter, Jon AnnNot availableItem Competencies needed by teachers of vocational education for the handicapped: a Delphi approach(Texas Tech University, 1979-12) Glosson, Linda Ruth CoxPersons with special needs in our society provide a challenge to those concerned with their education and occupational training. Shepard (1966) noted that special classes and programs for such students have existed in the United States for over sixty years. However, the 1968 and 1976 Amendments to the Vocational Education Act of 196 3 have focused renewed attention on the handicapped. In these amendments the Congress of the United States mandated that 10 percent of the Federal Funds allocated under Part B of the 19 6 3 Act be designated to provide vocational education for the handicapped. Shepard (1966) pointed out that as a result of the new legislative emphasis, a rapid expansion of public school programs for handicapped students began to occur at the secondary level. In Texas, response to these challenges resulted in the development of specialized Vocational Education for the Handicapped (VEH) programs. The problem of developing adequate occupational education programs in the public schools for secondary students with handicaps and special needs has become increasingly apparent during the past few years. Developing occupational education programs for students with special needs has now reached sufficient concern to become a target area of the United States Office of Education and the Bureau of Education for the Handicapped (U.S. Department of Health, Education, and Welfare, 1973).Item Diagnosis of depression in school aged exceptional family member children: the children's depression inventory as a screening tool(Texas Tech University, 1988-08) Jacobs, Merri LeeTo date, those children served by the Department of Defense's Exceptional Family Member Program (EFMP) have not been studied to better determine what may be their special needs in addition to those identified as impacting their abilities to succeed in school. This study investigated the utility of the Children's Depression Inventory (CDI) developed by Maria Kovacs (1979, 1981, 1983, 1985) as a screening tool for identifying depression in schoolaged (7-17) EFMP children. Seventy-nine children and at least one of their parents who participated in the initial intake evaluations at two EFMP clinics in Karlsruhe and Mannheim, Germany, were included in this study. Each child was administered the CDI, a brief, 27-item multiple choice questionnaire (Kovacs, 1985). Subjects also completed a structured interview for depressive symptoms independently of his/her parents. The child's parents were interviewed using the same structured approach to determine their perceptions of their child's depressive symptomatology.Item Effect of nutrient supplementation on nutritional status and on behavior of preschool children with learning disabilities(Texas Tech University, 1973-08) Henley, Edna ChestineNot availableItem Increasing parental awareness of children's feelings in families of disabled children(Texas Tech University, 1979-08) Murphy, Cassie L.Tha purpose of the present study was to assess the effectivanass of a videotape developed for viewing by parents of disabled children. Tha program was designed to provide information which would increase parents': (a) parcaption of children's concerns and feelings, (b) ability to identify children's feelings, (c) acceptance of children's feelings, (d) awareness of negative feelings about having a disabled sibling, and (a) factual information. Tan married couples who ware parents of a disabled child and had at least one other child in the home ware shown a videotape. Siblings of Disabled Children. Major emphasis was placed on tha concerns and feelings of the nondisabled siblings. Comparisons ware made with a control group of ten couples who were given no treatment. One weak prior to and one week following training, subjects completed a series of paper and pencil measures on tha specified variables. Results indicated that parents who had viewed the videotape, relative to the control group, had increased their awareness about possible negative feelings their nondisabled children might have toward a disabled sibling. No significant changes occurred among tha four remaining variables. Discussion cantered around the need for more refined measurement techniques to assess changes in parents' perception of children's feelings, and tha need for alternate research designs utilizing a larger sample and the videotape in conjunction with other delivery modes.Item Modifying pre-service teachers' attitudes toward the handicapped by use of simulation activities(Texas Tech University, 1988-05) Kelley, Patricia AnnNot availableItem Perceptions of special education by regular classroom teachers(Texas Tech University, 1997-05) McCormick, KellyA 50-item survey was given to 86 regular classroom teachers to examine seven areas of special education. Three areas addressed their perceptions of special education regarding inclusion, teacher preparation, and legal issues. This section contained 30 questions to be answered on a four-point Likert scale. The second section included four areas on regular classroom teachers' actual knowledge of special education: referral, eligibility, parental rights, and laws pertaining to special education. The second section included 20 true/false questions. The results of this study suggest that regular education teachers have skewed perceptions of inclusion. Most teachers agree with inclusion, but then want to place restrictions on who can be included. A majority of the teachers reported that they did not have sufficient preparation or materials to educate students with special needs. Teachers did not perceive that they understood IDEA (Individuals with Disabilities Education Act) or the lEP (Individualized Education Plan). There were slightly higher percentages reported for actual knowledge of special education. Teachers responded most correctly to questions regarding referral, followed by actual legal knowledge of special education, eligibility, and parental rights.Item The effects of prompting and reinforcing on social interaction of visually and multiply handicapped young children(Texas Tech University, 1985-08) Lake, Linda MNot availableItem The effects of wait time when communicating with students who have dual sensory impairments and/or multiple disabilities(2012-08) Johnson, Nicole; Davidson, Roseanna C.; Griffin-Shirley, Nora; Ross, David B.Children with dual sensory impairments and/or multiple disabilities are a heterogeneous group with global delays in early communication development. Educators as well as parents may lack the knowledge of how to effectively communicate with them. There is indication that little wait time is provided before prompting when partners communicate with a child has low incidence disabilites, which can cause lower rates of intentional communication. This study examined the effects of utilizing three different increments of wait time when communicating with children who have low incidence disabilites including a visual impairment. All of the intervention sessions occurred in the child’s home environment in an area that was comfortable to them. The study answered the questions are wait-time procedures effective in helping children with multiple disabilities and/or deaf-blindness communicate in their home and will the use of wait-time procedures aid parents/caregivers in becoming an active communication partner? In this study, a single subject with alternating treatments design was used. Results indicated that all three participants responded twice as frequently during intervention phases than baseline sessions. All parents reported that wait-time was easy to implement in the home, and they all noted more responses from their children when reciprocally communicating. This study expands the knowledge of the use of wait time with children who have low-incidence disabilities.Item The evolution of advocacy for the handicapped child(Texas Tech University, 1980-12) Adkisson, Robbie SistrunkThe purpose of this study was to develop an historical perspective of the evolutionary role of advocacy in the life of the handicapped child within the educational environment. The civil rights of handicapped persons have been violated for many years (Weintraub & Abeson, 1974). Within the school setting educational placement was made on the basis of what was expedient for the school, not on the basis of the needs or rights of the student (Chiba & Semmel, 1977). America's handicapped children have not been treated differently from those in other societies, for the general rule has been to postpone, exclude, suspend, or outright deny their entrance to the school and the learning situation.Item Using verbal and physical prompts to teach the use of a long cane to a student who is visually impaired and has additional severe disabilities(Texas Tech University, 1998-05) McGregor, DuncanOrientation and mobility is the task of teaching persons with visual impairments to move independently, safely and purposefully through the environment. Traditional orientation and mobility techniques, and traditional methods of teaching those techniques, do not address the needs of those persons who have severe developmental disabilities, in addition to their visual impairments. A single subject, multiple treatment design was used to determine whether adolescents with severe visual impairments and severe developmental disabilities could be taught, by means of verbal and physical prompts, a modified cane technique that would allow them to travel independently in a familiar indoor environment. The subjects were four female high school students, between the ages of 17 and 21, who were severely visually impaired and had severe developmental disabilities. Intervention occured in a hallway in each subject's school. The subject had a functional purpose in travelling the route. Subjects were provided with canes of the appropriate length, with marshmallow tips. Interval recording was used to determine the percentage of time, during each session, that the subject was exhibiting the target behavior. In the baseline and first intervention phases, the target behavior consisted of holding onto the cane while walking the route. In subsequent phases, the target behavior was modified to include grasp and positional components. When the subject dropped her cane, held it with an inappropriate grasp, or moved it out of the prescribed position, a verbal or physical prompt was given. Generalization probes were taken over a different route, with a different intervenor. With each subject, the intervention resulted in an increase in the percentage of intervals in which the target behavior was exhibited. The study established that the verbal and physical prompts were effective in teaching four adolescents, with severe visual impairments and severe developmental disabilities, a modified diagonal cane technique that would be functional for them in travelling independently in a familiar indoor environment.