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Geo-localization system for people with cognitive disabilities

Ramos, João Ricardo Martins; Ricardo, Anacleto; Novais, Paulo; Figueiredo, Lino; Almeida, Ana; Neves, José
Fonte: Springer Publicador: Springer
Tipo: Artigo de Revista Científica
Publicado em //2013 ENG
Relevância na Pesquisa
36.73%
Technology is present in almost every simple aspect of the people’s daily life. As an instance, let us refer to the smartphone. This device is usually equipped with a GPS module which may be used as an orientation system, if it carries the right functionalities. The problem is that these applications may be complex to operate and may not be within the bounds of everybody. Therefore, the main goal here is to develop an orientation system that may help people with cognitive disabilities in their day-to-day journeys, when the caregivers are absent. On the other hand, to keep paid helpers aware of the current location of the disable people, it will be also considered a localization system. Knowing their current locations, caregivers may engage in others activities without neglecting their prime work, and, at the same time, turning people with cognitive disabilities more independent.; ERDF - European Regional Development Funds through the COMPETE Programme (operational programme for competitiveness) project FCOMP-01-0124-FEDER-028980 (PTDC/EEI-SII/1386/2012).; Fundação para a Ciência e a Tecnologia (FCT) - project FCOMP-01-0124-FEDER-028980 (PTDC/EEI-SII/1386/2012)

Dysfunctional vs. functional difficulties: a new perspective on learning disabilities

Gonçalves, Maria Dulce Miguéns, 1961-
Fonte: ELSIN, 16th Annual Conference Publicador: ELSIN, 16th Annual Conference
Tipo: Conferência ou Objeto de Conferência
Publicado em /07/2011 ENG
Relevância na Pesquisa
36.73%
This study was developed as part of an exploratory work on concepts and common sense beliefs about learning difficulties in the Portuguese educational community. Lay conceptions of college students were analyzed in a qualitative study in order to identify different ways of understanding learning difficulties. Students from different courses and levels of training, without specific information in this field of educational psychology, responded by writing to four open questions about learning and learning disabilities. Data were analyzed to identify the range of personal conceptions. Written responses were subjected to content analysis. Multiple categories emerged and were grouped into four main perspectives, incorporating nine different lay conceptions of learning difficulties. These common sense conceptions corresponded in a very precise way to the scientific conceptions of “learning disabilities” which were successively developed in recent decades (Poplin, 1988). Besides, more than distinguish between two types of students, with and without LD, results suggest a new distinction between two kinds of difficulties, dysfunctional versus functional difficulties. Functional difficulties are needed and should be promoted to enhance the quality of learning.

Factors associated with bruxism in children with developmental disabilities

SOUZA,Valeska Aparecida Fernandes; ABREU,Mauro Henrique Nogueira Guimarães; RESENDE,Vera Lúcia Silva; CASTILHO,Lia Silva
Fonte: Sociedade Brasileira de Pesquisa Odontológica - SBPqO Publicador: Sociedade Brasileira de Pesquisa Odontológica - SBPqO
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
Relevância na Pesquisa
36.73%
The aim of the present study was to investigate factors associated with bruxism in children aged from 1 to 13 years with developmental disabilities. A total of 389 dental records were examined. The bruxism analyzed was determined based on parental reports. The following variables were also analyzed: gender, age, International Code of Diseases (ICD), mouth breathing, history of gastroesophageal reflux, use of psychotropic drugs, gingival status, reports of xerostomia, hyperkinesis, pacifier use, thumb sucking and involuntary movements. For the purposes of analysis, the individuals were categorized as being with and without bruxism. Variables with a p-value < 0.25 in the bivariate analysis were incorporated into the logistic regression models. Females had a 0.44-fold (95%CI: 0.25 to 0.78) greater chance of exhibiting bruxism than males. Individuals with gastroesophageal reflux had a 2.28-fold (95%CI: 1.03 to 5.02) greater chance of exhibiting bruxism. Individuals with reported involuntary movements had a 2.24-fold (95%CI: 1.19 to 4.24) greater chance of exhibiting bruxism than those without such movements. Exhibiting involuntary movements, the male gender and gastroesophageal reflux are factors associated with bruxism in children with developmental disabilities.

Forma????o de professores e o desafio da inclus??o de alunos com defici??ncia: caminhos trilhados por professoras dos anos iniciais; Teacher education and the challenge of inclusion of students with disabilities: pathways taken by teachers in the early years

VARGAS, Gisele Marques
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
36.73%
The inclusion of students with disabilities in the regular school is a right provided for in the Federal Constitution and led, in many cases, a reorganization of that institution. Because they are the teachers the main professionals working with these students, his training becomes part key to improving the quality of education, having as the principle that everyone can come to receive students with disabilities in their classrooms said regular. Based on the theoretical framework of Pletsch (2009), Carvalho (2009), Mantoan (2006), Machado (2009) and Mittler (2003), this dissertation seeks to identify as there is the formation of teachers who work with students included and the perception of these about inclusion. The methodological process was routed through open interviews with four (04) teachers from early years of a State School, located in Pelotas/RS. The results show that, in general, the teachers did not have No preparation for dealing with the inclusion during the initial training, and training was given, especially when they had contact with the classes with students included. The main alternative training were by means of Information Technologies, pedagogical meetings held in the school and the presence of a teacher specialist for existing support that allowed them to converse and remedy doubts. Another point highlighted was referring to what we call for continued training institutionalized and continued training non-institutionalized. The first character with more individual and informal and the second...

Social Skill Training Interventions for Children with Learning Disabilities in the Primary Grades (Grades 1-3)

Willoughby, Alyssa
Fonte: Quens University Publicador: Quens University
Tipo: Project
EN
Relevância na Pesquisa
36.73%
As interpersonal conflict constitute an integral part of a child’s social experience, individuals with LD require help in resolving interpersonal conflict in an appropriate and socially acceptable manner. Although practitioners have struggled with the best way to alleviate these problems, social skill interventions are considered to be an evidence based-method that offers hope in supporting students’ social progression. Students with learning disabilities do not learn through observation of their peers or implicit teaching. Instead, these skills must be taught directly, extensively, and explicitly. This project is organized into three chapters. Following the introductory chapter, a chapter that reviews research studies that examine social skills in students with learning disabilities is included. Particular themes found within the articles, such as interpersonal conflict, social perception, and social interventions that relate to specific social skill deficits and LD are explored. In the third chapter, I present a curriculum unit. The curriculum unit is designed to meet three goals: to have the student: (1) manage and appreciate the components that make up the context of interpersonal conflict; (2) devise alternative solutions to resolve a conflict; and (3) appreciate the consequences of the solutions they propose. After this unit has been completed...

The practical application of a meta-analysis of deinstitutionalization : adaptive behaviour outcomes and the piloting of a transitional questionnaire for adults with intellectual disabilities

Hamelin, Jeffery P.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
This investigation examined the effects of de institutionalization on the adaptive behaviour and adjustment of adults with intellectual disabilities (ID). In study 1, a meta-analysis was conducted with 23 studies on deinstitutionalization adaptive behaviour outcomes. Deinstitutionalization was associated with modest improvements in adaptive behaviour however outcomes varied across adaptive behaviour domains and other substantive variables. Clinical and service implications of these results were explicated. Noting the trends from the meta-analysis, study 2 used this information in refining and piloting an Agency Transition Survey used to evaluate community transitions for persons with ID. Information derived from the survey was found to be valuable and adequate for the effective evaluation of transitional success. Potential applications of the survey and meta-analysis results were illustrated.

An analysis of the systemic aspects of rights training for people with intellectual disabilities

Mullins, Laura.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
Individuals with intellectual disabilities (ID) as a group have been subject to abuse. Individuals with ID need to be made aware of their rights. The 3Rs: Rights, Respect and Responsibility Human Rights Project is promoting rights awareness in individuals with ID, their caregivers and family members. To be effeCtive, abuse prevention must include support from the whole organization and its processes. This research evaluated the impact of the 3Rs initiative on the organization. It focused particularly on descriptions of organizational change perceived by full-time staff and managers in response to the initiation of the 3Rs Project. Behavioural interviews were conducted and a thematic analysis was used to describe changes in the organizational culture and behavioural mechanisms maintaining these changes. Systemic barriers to change were also explored. The results indicate that the Association is effectively implementing and supporting the rights-based philosophy.

Evaluation of a professional development curriculum in movement education and adapted physical activity for invisible disabilities : a critical cross-case analysis

Hardman, Ashley
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
Movement education and adapted physical activity are content areas not addressed in pre-service education or in-service training for Ontario practitioners working with individuals with disabilities in physical environments. Consequently, physical activity is often overlooked by service providers in programming and intervention for exceptional young learners. A formative evaluation, multiple-case study design was employed in this research in which a purposeful sample of expert practitioners performed a guided, descriptive evaluation of a three-day professional development workshop curriculum designed to supplement these areas lacking in professional preparation within their respective cohorts. Case-by-case and comparative analyses illustrated the inherent assumptions and societal constraints which prioritize the structure of professional development within the education system and other government organizations providing services for school-aged persons with disabilities in Ontario. Findings, discussed from a critical postmodern perspective, illustrate the paradoxical nature of Western values and prevailing mind/body dichotomy that guide professional practice in these fields.

Teaching persons with intellectual disabilities and limited receptive and expressive communication how to recognize and assert their human rights

Wiersma, Michelle
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
Persons with intellectual disabilities (ID) are far more likely to be abused than the general population, but there is little research on teaching people with ID about their rights. The goal of this study was to teach four participants with ID and limited communication abilities about their human rights by training them on specific rights topics. The training program included icebreaker activities, instruction on rights concepts, watching and answering questions about videotaped scenarios of rights restrictions, watching and answering questions about role pl ay scenarios of rights restrictions, and responding to brief, low risk in situ rights restrictions imposed by the researchers. Participant performance did not improve significantly or consistently from baseline to training on the questions asked about the videotaped or the role play scenarios, but two of three participants demonstrated defmite improvements in responding to in situ rights restrictions.

Sport Commitment in Wheelchair Basketball: An Interpretive Look into the Lives of Individuals with Physical Disabilities

Lavigne, Joshua Robert
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
It is estimated that over 4.4 million people are living in Canada with a reported disability. Due to a number of risk factors associated with potential health concerns and sedentary lifestyles, it is important for people with physical disabilities to lead an active lifestyle. Recreation and leisure pursuits are a great outlet for this to take place. However, in order to gain the long terms benefits of these pursuits one must be committed to an activity. With the use of a collaborative interview method, with the Sport Commitment Model serving as the guiding framework, this study sought to find the underlying factors for continued participation for people with physical disabilities in wheelchair basketball. Through utilizing an interpretive approach it was found that enjoyment, social support, perceived ability and to some extent involvement opportunities, were the main contributors to overall commitment. Criticisms and suggestions for future research are also provided.

A Case Study of the "Who is NOBODY?" Project: A Character Development Program for Children with Learning Disabilities

Miller, Ashley
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
This research study explored a support system for children with learning disabilities. The Learning Disabilities Association of Niagara Region (LDANR) recently expanded its Better Emotional and Social Times (B.E.S.T.) program to incorporate an innovative, character education initiative called the “Who is NOBODY?” program. The objective of this qualitative case study was two-fold. First, the study aimed to support the LDANR in assessing the efficacy of the “Who is NOBODY?” program, providing the LDANR with empirical support for their programs. Second, the study enabled a more in-depth understanding of how to best support children with LD in regards to their social and emotional well-being. The study explored the “Who is NOBODY?” program through three lenses: design, implementation, and experiences of participating children. Three primary themes emerged from these three data lenses: positive character traits, prosocial behaviour, and strong self-efficacy – leading to the promotion of strong character development and self-esteem. Taken together, the “Who is NOBODY?” program was shown to be a successful remediation program for supporting vulnerable children with LD.

Innovative aspects of the UN convention on the rights of persons with disabilities

ANIŠIĆ, Maša
Fonte: Instituto Universitário Europeu Publicador: Instituto Universitário Europeu
Tipo: Tese de Doutorado
EN
Relevância na Pesquisa
36.73%
The thesis examines the innovations introduced by the United Nations Convention on the Rights of Persons with Disabilities in the international human rights arena. It addresses three separate aspects of the Convention, i.e., its drafting process, its general and substantive provisions, and its provisions on implementation and monitoring. The main focus of the thesis is on the innovative mechanisms for stronger social rights realisation found within the general and substantive provisions of the Convention. The thesis argues that the Convention’s innovative use of nondiscrimination, equality, and social participation mechanisms presents a new tool that moves social rights closer to civil rights and consequently provides an effective framework for their stronger realisation. The drafting process and the implementation provisions are analysed to the extent to which they relate to the stronger social rights realisation. The thesis argues that the innovations in the drafting process affected the experimental nature of the Convention’s content and explores the future implications of stakeholder participation in the Convention’s drafting process by comparing it to the drafting of other relevant international treaties. The innovations within the implementation and monitoring provisions are relevant to the fostering of social rights...

Tutorización de los estudiantes con discapacidad : revisión de las iniciativas en las universidades españolas y europeas; Tutoring students with disabilities : survey of the initiatives at Spanish and European universities

Galán-Mañas, Anabel; Sanahuja Gavaldà, Josep Maria; Fernández Rodríguez, Montserrat; Gairín Sallán, Joaquín; Muñoz Moreno, José Luis
Fonte: Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros Publicador: Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros
Tipo: Artigo de Revista Científica Formato: application/pdf
ENG
Relevância na Pesquisa
36.73%
Las universidades europeas están poniendo en marcha iniciativas para implantar planes de acción tutorial que proporcionen orientación y apoyo a los estudiantes mientras cursan estudios universitarios, si bien estos planes de acción tutoriales a menudo no contemplan acciones específicas para los estudiantes con discapacidad. El objetivo de este artículo es presentar una relación de las actuaciones llevadas a cabo por 10 universidades españolas y 12 europeas, las cuales disponen de un servicio específico de atención al estudiante con discapacidad. El análisis ha tenido en cuenta aquellas dimensiones más importantes en un plan de acción tutorial: promoción, acogida, permanencia y egreso. Según los resultados las universidades españolas y europeas dedican un mayor esfuerzo a buscar mecanismos de inclusión para los estudiantes universitarios con discapacidad durante su permanencia en la universidad, especialmente en la orientación sobre los estudios y la adaptación curricular. Asimismo, las universidades europeas tienen más desarrolladas las actuaciones en el momento del egreso y disponen de programas de orientación para la inserción laboral.; European universities have begun to launch initiatives to implement tutorial action plans that provide guidance and support for students as they earn their university degrees. However...

La capacidad jurídica de las personas con discapacidad: el art. 12 de la Convención de la ONU y su impacto en el Ordenamiento jurídico español; The legal capacity of persons with disabilities: the article 12 of the UN Convention and its impact on the Spanish legal system

Cuenca Gómez, Patricia
Fonte: Universidad Carlos III de Madrid. Instituto de Derechos Humanos Bartolomé de las Casas; Dykinson Publicador: Universidad Carlos III de Madrid. Instituto de Derechos Humanos Bartolomé de las Casas; Dykinson
Tipo: info:eu-repo/semantics/publishedVersion; info:eu-repo/semantics/article Formato: application/pdf
Publicado em /01/2011 SPA
Relevância na Pesquisa
36.73%
Este trabajo se ocupa del estudio del artículo 12 de la Convención Internacional sobre los Derechos de las Personas con Discapacidad y del análisis de su impacto en el Ordenamiento jurídico español. Este precepto supone un cambio fundamental en el tratamiento de la capacidad jurídica que permitirá a las personas con discapacidad acceder al ejercicio de los derechos humanos en condiciones de igualdad con los demás ciudadanos. La adaptación de la legislación española a este novedoso tratamiento exige una reforma profunda del sistema de incapacitación vigente y de sus instituciones básicas; This work deals with the study of article 12 of the Convention on the Rights of Persons with Disabilities and the analysis of their impact on the Spanish legal system. Article 12 implies a fundamental change in the treatment of legal capacity that will allow people with disabilities access to exercise of humans rights on an equal basis with others. The adaptation of Spanish legislation to this new treatment requires a thorough reform of the current incapacitation system and its basic institutions.

Auditory evoked potential: a proposal for further evaluation in children with learning disabilities

Frizzo, Ana C. F.
Fonte: Frontiers Research Foundation Publicador: Frontiers Research Foundation
Tipo: Artigo de Revista Científica Formato: 1-5
ENG
Relevância na Pesquisa
36.73%
The information presented in this paper demonstrates the author's experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last 10 years, auditory evoked potential (AEP) has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population.

Gimp Anthropology: Non-Apparent Disabilities and Navigating the Social

Orlando, Rebekah
Fonte: Universidade Rice Publicador: Universidade Rice
Tipo: Thesis; Text Formato: application/pdf
ENG
Relevância na Pesquisa
36.73%
Individuals with non-apparent, physical disabilities face unique social challenges from those that are encountered by the more visibly disabled. The absence of visible cues indicating physical impairment causes ambiguity in social situations, leaving the sufferer vulnerable to moral judgments and social sanctions when they are unable to embody and perform to cultural norms. This dynamic generates a closeted status that the individual must learn to navigate. Using Eve Sedgwick's "The Epistemology of the Closet," this paper deploys auto-ethnography, traditional ethnographic techniques, and literature reviews to illuminate a third space of functioning between the outwardly 'healthy' and the visibly disabled.

Access to dental care among adults with physical and intellectual disabilities: residence factors

Pradhan, A.; Slade, G.; Spencer, A.
Fonte: Australian Dental Assn Inc Publicador: Australian Dental Assn Inc
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
36.73%
BACKGROUND: There is limited information about access and barriers to dental care among adults with disabilities. METHODS: A mailed questionnaire survey of carers of 18-44-year-old South Australians with physical and intellectual disabilities (care recipients; n = 485) in family homes, community housing and institutions. Bivariate associations were tested using chi-square tests. Odds ratios (ORs) and 95 per cent confidence intervals (CI) were estimated for irregular dental visits (IDV). RESULTS: Carers from family homes and community housing were more likely to report problems in obtaining dental care than those at institutions (p < 0.001). Lack of dentists with adequate skills in special needs dentistry (SND) was the most frequently reported problem for carers from family homes and community housing. IDV were less likely (p < 0.01) for care recipients in institutions and community housing than in family homes. After adjusting for care recipients' age, gender and disability, odds of IDV was lower in community housing (OR = 0.2, 95% CI = 0.1, 0.3) and in institutions (OR = 0.1, 95% CI = 0.04, 0.3) relative to family homes. CONCLUSIONS: Care recipients in institutions and community housing had better access to dental care than those at family homes. The shortage of dentists in SND and treatment costs needs to be addressed.; A Pradhan...

Youth with intellectual disabilities and the right to make choices : investigating the family context to inform a training program

Saaltink, Robyn
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
People with intellectual disabilities (ID) are more likely to be victims of abuse and human rights violations than people without ID. The 3Rs: Rights, Respect, and Responsibility project has developed and is testing a human rights training program for adults with ID. The current project was conducted to make recommendations to adapt the 3Rs rights training program to be used with youth with ID and their families. An interpretive phenomenological framework was employed to investigate youth with ID, parents', and siblings' perceptions of the i r experiences with choice making, an enactment of rights, in the family context. Thematic analysis of interviews revealed that, consistent with previous research, family members consider family values, conventions, and family members' well being when making decisions. A training program should promote a consideration of expanded opportunities for youth with ID to make choices and should be flexible to address individual families' cultures, needs, and desires.

Therapeutic riding : learning and recovery for people with disabilities

Dunstan, Kate.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
36.73%
The purpose ofthis study was to explore the process oftherapeutic riding as an experiential and holistic approach to learning and recovery for people with disabilities as perceived by the providers oftherapeutic riding. To enhance the connection between theory and practice and to suggest future research, the researcher endeavoured to develop a theory that contributed to the knowledge base oftherapeutic riding, animal-assisted therapy and education, experiential education, and experiential therapy in addition to contributing to connections among them. This topic was investigated because ofthe lack ofresearch about the process of therapeutic riding, particularly from learning and a recovery perspective. Few studies have addressed how therapeutic riding outcomes are achieved or how the therapeutic riding process actually works. This study was identified as grounded theory using qualitative data through interviews and narrative reflections with therapeutic riding providers, a researcher's journal, field notes, and written documents. Grounded theory analysis was used to analyze the qualitative data. This consisted ofdoing open, axial, and selective coding. This study provided detailed descriptions ofthe research approach...

Psychotropic medication use by adults with intellectual disabilities living in community settings

Sokolowski, Tanya Christa
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
36.73%
This study examined the variables related to psychotropic medication use among 73 adults with intellectual disabilities living in community residential settings in Ontario, Canada over a one-year period based on staff reports. Despite only 16% percent having a documented psychiatric diagnosis, 84% of these individuals were receiving psychotropic medications, and 74% were receiving two or more psychotropic medications (polypharmacy). Anti-psychotics, anti-anxiety medications, and anti-convulsant medications were the most frequently reported drug classes. While problem behaviour was reported for 60% of the participants, only 33% had a formal behaviour plan. There was a significant relationship between the reported number of problem behaviours and the reported number of prescribed psychotropic medications. Reported medication reviews did not adhere to the Canadian 'Consensus Guidelines for the Primary Care of Adults with Developmental Disabilities' (Sullivan et aI., 2006). Results, based on staff reports, suggested incongruence with recommended best practices, and raised concern about over-reliance on psychotropic medication with these individuals. Keywords: intellectual disabilities, psychotropic medication, problem behaviour