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1.
THE METACOGNITIVE performance of four groups of students was examined. The students' processes of visual analysis and discrimination of real-life pictures were used to measure metacognition. There were 61 participants: 18 hearing students, 18 deaf and hard of hearing students, 16 students with mild mental disabilities, and 9 students with physical disabilities. Analysis revealed no significant differences among hearing students, deaf and hard of hearing students, and students with physical disabilities. The performance of these three groups of students was significantly better than the performance of students with mild mental disabilities. It appears that students with mild mental disabilities encountered difficulties with pictures that required complex visual analyses and discriminations. These difficulties were manifested in a form of deficient simultaneous visual processing along with a low level of knowledge acquisition.  相似文献   

2.
本研究主要通过问卷调查分析智障儿童学习活动支持程度的特点。通过研究发现,不同性别、年龄、家庭所在地、父母受教育水平、家庭序列的智障学生在基本学习活动、自我决定活动、健康与安全活动所需支持程度差异不显著;不同家庭社经水平的智障儿童在自我决定活动、健康与安全活动所需支持程度差异不显著,但在基本学习活动上差异显著;不同智力水平在基本学习活动、自我决定活动所需支持程度差异显著,但在健康与安全活动方面差异不显著;不同适应行为水平的智障儿童在自我决定活动、健康与安全活动所需支持程度差异显著。  相似文献   

3.
The results of a study examining the psychometric quality of a pictorial scale to measure perceived physical competence, perceived cognitive competence and perceived social acceptance by peers and caregivers in individuals with intellectual disabilities are reported. The scale was administered twice to 100 subjects. The stability of the scale proved good: the test–retest correlations were sufficiently high and significant; and the internal consistency of the scale also proved good. To establish the internal validity of the scale, the correlations between the four subscales were calculated. The correlations were reasonable, which shows coherence between the four scales but also sufficient differentiation. The correlations between the two subscales for social acceptance were quite high, and it was therefore decided to combine them. To gain insight into the external validity of the pictorial scale, a Visual Analogue Scale (VAS) was constructed to measure the three domains of perceived competence from the pictorial scale in a more global manner. The VAS yielded reliable results. The correlations between the VAS and the pictorial scale were moderate to reasonable. Finally, the scores on the pictorial scale did not vary according to sex or level of functioning. All of the subscales differed according to age, however. Individuals over the age of 35 scored significantly lower than younger individuals. The results of this research show the pictorial scale to be a reliable instrument for the measurement of perceived competence and social acceptance in individuals with intellectual disabilities.  相似文献   

4.
This study assessed parent–child and family-related stress at two points of time and analysed relationships between stress, child and family characteristics and parent satisfaction with early intervention services. In Germany, 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment responded to a questionnaire. Eighty-seven parents agreed to participate in the second survey. Results indicated that (a) perceived parenting competence is associated with general self-efficacy and satisfaction with professional support, (b) parent–child interactional stress increased with time, specifically in families with children with intellectual disability or visual impairment, (c) the level of satisfaction with amount and quality of family support was low in a considerable subgroup of parents, (d) regression analyses support predictive relationships among parent–child stress, family-related stress, perceived parenting competence and satisfaction with early intervention services.  相似文献   

5.
In this study, metacognition refers to performing visual analysis and discrimination of real life events and situations in naïve psychology, naïve physics, and naïve biology domains. It is used, along with measuring reaction time, to examine differences in the ability of four groups of students to select appropriate pictures that correspond with other pictures representing specific events, actions, or behaviors. Results showed no significant differences between deaf, hearing students from public Arabic schools, and hearing multinational students from private English school when correct responses were measured based on reaction time. These three groups of students obtained significantly higher correct scores and took significantly less reaction time to respond to items on the test compared to students with mild mental disabilities. This study suggests that students' age, processing time, and nuances that accompany the behavior could be advanced toward developing a model that explains inter- and intra-differences in metacognition.  相似文献   

6.
Being able to set personal high-quality goals and having the skills to make plans for goal attainment are associated with higher performance, increased student involvement at school, and higher levels of self-determination. This study examines self-reported goals of 83 Norwegian elementary and lower secondary school students with and without intellectual disabilities. The study also looks into whether students feel that they learn goal setting and planning skills at school. Findings suggest that students are able to identify process and product goals for themselves. Most students set academic goals for themselves, followed by career goals and sports-related leisure time goals. No significant differences were found between typically developing students and students with intellectual disabilities. While roughly two-thirds of all students reported that they feel encouraged to set goals for themselves at school, almost 60% of all students expressed that they did not learn planning skills at school. This finding indicates the need to assist teachers with instructional materials for how to teach students these important skills for self-determination.  相似文献   

7.
Abstract

Historically, in Germany individuals with special needs have been offered participation in physical education (PE) both in segregated and increasingly in integrated settings. Specific curricula for children with disabilities (physical disabilities, hearing, and visual impairments, speech and behaviour disorders as well as intellectual disabilities) were developed in the 1960s and 1970s. They all emphasized the specific importance of physical activities for people with a disability focusing not only on motor competencies but also on the psychological and social benefits of physical education. During the 1970s so‐called model schools started to include children with disabilities in mainstream schools. Unlike developments in the United States, for example, where integrated or mainstream schooling was based on legal requirements, in Germany improved integration or inclusion was not based on federal law, but on parents’ or teachers’ initiatives in different Bundesländer (states of Germany). Parallel to these developments, new approaches to PE have accentuated a positive orientation towards ‘ability’ rather than ‘disability’. Professionals in PE in universities and in schools have been challenged to develop better diagnostic skills and more individualized programmes. On the initiative of nine European universities, a European Master's degree of Adapted Physical Activity has been developed to offer advanced training on a European scale. However, despite these positive and innovative developments serious concerns remain concerning the situation of children with disabilities in the school system. This article argues that there is still a significant lack of specially trained professionals and support staff and that the ongoing process of reducing the amount of PE in schools for all children, including those with a disability, does not contribute to improved physical and social skills or increased participation in recreational and sport activities outside schools.  相似文献   

8.
This article examines how the self-determination of pupils with intellectual disabilities is practised in secondary school in Norway and discusses possible challenges connected to this practice. The argumentation builds on the fieldwork of qualitative interviews (N?=?55) and participant observations in schools in Norway (pupils 13–16?years old). The pupils attend a variety of educational settings, including ordinary classes at mainstream schools, the department of special education at mainstream schools and special education schools. The study reveals considerable variations in the pupils’ opportunities to practise self-determination. While the self-determination of pupils with intellectual disabilities is rather extensive when it comes to their influence over informal and minor decisions in everyday life at school, it is very limited when it comes to formal and major decisions. Furthermore, the implementation of the pupils’ self-determination is primarily spontaneous and seldom anchored in the pupils’ Individual Education Plans. Such an implementation practice limits the pupils’ opportunities to participate in democratic processes, learning and social interaction.  相似文献   

9.
This study sets out to examine and understand the meaning of social inclusion for people with disabilities, as constructed by people with disabilities themselves. Focus group interviews with 34 people who have physical impairments, cerebral palsy, or hearing or visual impairments were conducted for the study. Using the data obtained from these interviews, the interviewees’ various definitions and perceptions of social inclusion were analysed and four meaning categories for social inclusion were identified: excluded/segregated, present, participating, and actively participating. The findings of this research can be used as foundational material in the development of disability policies and the improvement of social services to better enable full social participation and social inclusion for people with disabilities.  相似文献   

10.
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11.
The main goals of the present study were (a) to investigate three components of attitudes (cognitive, affective, and behavioral) toward aging among adult and elderly people with intellectual disability ( N = 32); (b) to investigate whether there are differences, related to age and level of retardation, in conceptualization of aging; and (c) to examine how people with regular development ( N = 30) and those with intellectual disabilities ( N = 30) differ in their attitudes toward aging. Matching between the groups was according to chronological age. Results indicated that conceptualization of old age is influenced by stereotypes. Cognitively, the subjects focused on physical characteristics. Affectively, old age is seen as threatening. Behaviorally, old people are viewed as helpless and useless. Awareness and understanding of aging increase significantly with age. The scores of the adults with normal development in a semantic differential test were significantly higher than those of their counterparts. The latter focus on physical attributes or on bodily and facial expressions. Social identity theory explains these differences. Educational intervention programs are needed to prepare people with intellectual disability for the later stages of life.  相似文献   

12.
The purpose of the present study was to examine agreement on childhood disability among the teachers and parents of children with cognitive delays in Vietnam. The participants were 57 teachers in kindergarten programmes (for children 2 to 6 years of age), and 106 mothers and 93 fathers of the children attending these kindergarten programmes. The data were collected using the ABILITIES Index and a demographic information form. The results indicated that teachers rated the children’s level of functioning more severely, especially in the areas of intellectual disabilities and behaviour problems, than mothers and fathers. Logistic regression that examined the factors that predicted the agreement and disagreement among parents and teachers revealed that teachers and parents were more likely to agree when the child’s disability was genetically related or physical. Screening, diagnosis and treatment issues can become more challenging for children with intellectual disabilities who do not have such physical and genetic conditions, especially when the agreement between parents and professionals on the conditions of the children is low.  相似文献   

13.
Thirty-three children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. In the second of four kindergarten terms the classroom survival skills, on-task behaviour across a range of activities and following teacher directions, were measured by observing the children with intellectual disabilities and a typical peer, nominated by each classroom teacher. While the teacher-nominated peers outperformed the students with intellectual disabilities in total time-on-task, the level achieved by the children with intellectual disabilities was still at the lower end of what is regarded as average. There was no statistical difference between the two groups in on-task behaviour during independent activities but the difference between the groups during whole class instruction was highly significant. This may have implications for the selection of strategies for preparing children for transition and the adaptation of teaching practices. On-task behaviour did not vary a great deal across level of intellectual disability but gender may have been a contributing factor. There appeared to be a greater difference between students with and without disabilities in responding to teacher directions. The results of the present study suggest that successful demonstration of these critical skills requires more appropriate teacher preparation and intervention at the kindergarten level.  相似文献   

14.
Children with and without intellectual disabilities were observed playing with toys during both home‐based independent play and classroom‐based freeplay situations. Categorical and sequential play was analysed for within‐ and between‐group patterns. Within‐group patterns during classroom freeplay were similar for both groups. There were no significant differences among home‐based categorical play variables for children with intellectual disabilities; however, children without intellectual disabilities engaged in significantly more constructive play than other home‐based categorical play types. Between‐group analyses of home–classroom difference scores revealed greater variability in play for children with intellectual disabilities than children without intellectual disabilities. The analyses presented complement and extend extant work on contextually‐based variation of children’s toy play supporting a more positive ability profile for children with intellectual disabilities than that engendered by classroom‐based observations. Results have implications for (a) perceptions of and attitudes toward children with intellectual disabilities held by stakeholders, and (b) how intervention targets are determined.  相似文献   

15.
Abstract

The purpose of this study was to examine the self-determination knowledge of incarcerated students with and without disabilities using a pretest/posttest experimental control group design. In contrast to previous studies conducted in the public school setting, a significant relationship between self-determination knowledge and self-determination instruction was not found. Possible reasons for the lack of significance include the restrictive nature of the juvenile justice setting and the need for positive self-determined role models within the juvenile justice setting. Students’ self-determination knowledge was also examined in relationship to self-determination knowledge instruction and to students’ gender, reading level, math level and disability. A significant relationship was found between self-determination knowledge and gender, reading level, math level and disability status (i.e. being identified as having any disability). Students who were male, had an identified disability, and/or had low academic abilities in math and/or reading had lower self-determination knowledge levels.  相似文献   

16.
Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID-19, educational systems were interrupted, including the access of students with disabilities to service provision and transition services. This study aimed to investigate the impact of COVID-19 on teachers' transition practices for students with disabilities in the State of Illinois, United States and to identify factors associated with the differences in teachers' practices across eight domains of transition. Results indicated statistical significant differences in transition practices before and during COVID-19 in all eight domains. Gender, Race, School Closings & Type of School did not show significant associations with any of the eight domains. Emotional Disability was found to have a significant association with all eight domains, whereas Intellectual Disability did not show significant association with any of the eight domains. Grade level and teachers' educational level showed significant associations with certain domains. Future investigations into how COVID-19 changed teachers' transition practices for students with disabilities and the long-term impact that these changes will have on students' post-secondary outcomes are needed.  相似文献   

17.
The purpose of this study was to develop a logistic regression model for the prediction of school enrolment of Kenyan children with intellectual disabilities. The initial set of predictors included three demographic variables (child's gender, child's level of intellectual disability, and parents' level of education) and six factors of parents' expectations and beliefs about future outcomes and education of children with intellectual disabilities. Previous research implicated some of these concepts in school enrolment of children with disabilities in African countries without providing a particular prediction model. The hypothesised factor structure of the instrument developed in this study was tested by using a confirmatory maximum likelihood factor analysis. A stepwise logistic regression was conducted with the initial model including all nine predictors of school enrolment of children with intellectual disabilities in Kenya. Significant predictors in the final logistic regression model were (a) parents' expectations about social acceptance of the child, (b) parents' bias against educating children with intellectual disabilities, (c) parents' beliefs about a segregated school option, (d) parents' beliefs about the appropriateness of the child's school education, and (e) parents' level of education.  相似文献   

18.
Factors associated with children's attitudes towards persons with physical and intellectual disabilities were examined in a meta-analysis spanning the years 1990 to 2000. A total of 20 studies met the inclusion criteria allowing for 65 comparisons across 2,240 participants. Factors of interest were attitudinal components, type of disability, age and gender of respondents, and role of inclusion. The majority of research findings revealed that children preferred target children without disabilities compared to targets with physical or intellectual disabilities. Three methods for calculating average effect sizes were used: (a) unweighted means, (b) weighted means, and (c) vote counting. It was concluded that biases in attitudes do exist but that summary results need to be interpreted with regard to individual study differences and the methods used to calculate mean effect sizes.  相似文献   

19.
The prevalence of different disabilities in a sample of 780 students found eligible for special education in Norway is presented in this article. Each student was judged in relation to 10 different disabilities, and the frequencies of the different disabilities were reported. Almost all students had more than one problem or disability. It is argued that statistics related to students with disabilities that ascribe each student only to one category of disability do not provide a correct picture of the prevalence of different disabilities. The most common disabilities reported in this study were psychosocial problems, intellectual disability, and communication disorders that were found in about 40 to 50% of the students. About one third of the students were reported to have attention deficit disorder or physical disabilities, 25% experienced social stress outside school, and 20% had medical problems. Hearing and visual impairments are reported for about 5% and 6% of the sample respectively.  相似文献   

20.
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