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You searched for subject:(Acceptance of disability). Showing records 1 – 2 of 2 total matches.

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University of Newcastle

1. Alsawalem, Ibraheem Mohammed N. Teachers attitudes towards use of information communication technology with students with intellectual disability in Saudi Arabian schools.

Degree: PhD, 2019, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This exploratory study investigated teachers’ attitudes to the use of Information Communication Technology (ICT) with students with an intellectual disability in Saudi Arabian schools. Although the use of ICT has the potential instruments to deliver, support and prepare students with an intellectual disability to receive information from multiple platforms, limited research has focused on teachers' use of ICT and their attitudes in special education settings. Therefore, this study was pursued to (1) examine the use of ICT and attitudes towards ICT by Saudi Arabian teachers of students with an intellectual disability, (2) explore the relationship between these variables in relation to teachers’ beliefs about Perceived Usefulness and Perceived Ease of Use; Professional Development; and demographic information, by testing an adapted Technology Acceptance Model, and (3) investigate the barriers that impede teachers from using ICT in schools. The study used a sequential mixed methods design with two phases: Phase One consisted of a questionnaire, and Phase Two a purposefully selected sample of respondents to participate in an interview. The participants in the study were special education teachers who were qualified to teach students with an intellectual disability in the Riyadh region in the Kingdom of Saudi Arabia. In Phase One, 394 special education teachers completed the questionnaire, while in Phase Two thirteen teachers participated in a semi-structured interview. Findings from the mixed method study revealed that Saudi special education teachers demonstrated a low level of ICT usage with their students with an intellectual disability. However, they appeared to hold a positive attitude and perceived that ICT was useful and easy to use with these students. Multiple regression analysis indicated that the teachers’ gender, the number of lessons they taught each week and how useful they perceived ICT were significant predictors of their use of ICT. The perceived usefulness of the ICT by the teachers significantly predicted their attitude to using of ICT. Where teachers reported limited use of ICT in their classes, this lack of use was linked to a number of barriers. These barriers included a lack of funding for ICT by the school and the government; difficulties with access and infrastructure around ICT; and lack of technical support for teachers in using ICT. In addition, it was perceived by the respondents that there was a lack of professional development and training around using ICT in the special education field. The findings have implications for the Ministry of Education in Saudi Arabia regarding the use of ICT in special education classes, with a recommendation to review both policy surrounding resourcing of special education and the provision of focused projects for supporting teachers’ use of ICT in schools. The findings also emphasised the need for more supportive learning environments within schools for special education, including clearer polices to enhance…

Advisors/Committee Members: University of Newcastle. Faculty of Education & Arts, School of Education.

Subjects/Keywords: information communication technology; ICT; disability; intellectual disability; technology; Saudi Arabian schools; use of ICT; technology acceptance model; attitude; barriers; special education; Saudi teachers

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APA (6th Edition):

Alsawalem, I. M. N. (2019). Teachers attitudes towards use of information communication technology with students with intellectual disability in Saudi Arabian schools. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1405145

Chicago Manual of Style (16th Edition):

Alsawalem, Ibraheem Mohammed N. “Teachers attitudes towards use of information communication technology with students with intellectual disability in Saudi Arabian schools.” 2019. Doctoral Dissertation, University of Newcastle. Accessed September 24, 2020. http://hdl.handle.net/1959.13/1405145.

MLA Handbook (7th Edition):

Alsawalem, Ibraheem Mohammed N. “Teachers attitudes towards use of information communication technology with students with intellectual disability in Saudi Arabian schools.” 2019. Web. 24 Sep 2020.

Vancouver:

Alsawalem IMN. Teachers attitudes towards use of information communication technology with students with intellectual disability in Saudi Arabian schools. [Internet] [Doctoral dissertation]. University of Newcastle; 2019. [cited 2020 Sep 24]. Available from: http://hdl.handle.net/1959.13/1405145.

Council of Science Editors:

Alsawalem IMN. Teachers attitudes towards use of information communication technology with students with intellectual disability in Saudi Arabian schools. [Doctoral Dissertation]. University of Newcastle; 2019. Available from: http://hdl.handle.net/1959.13/1405145


University of Louisville

2. Meyer, Jeffrey A. Integration of the avoidance cycle with the schema enmeshment model of pain : relationships with quality of life and disability in chronic, nonmalignant pain.

Degree: PhD, 2009, University of Louisville

Persons living with chronic pain encounter a host of physical and psychosocial problems resulting in a loss of quality of life and increased disability. The construct of avoidance has been proposed as a mechanism by which these changes in functioning occur. This study explored the Acceptance and Commitment Therapy (ACT) construct of experiential avoidance and its conceptualization within the ACT model of avoidance, the Cycle of Avoidance. The model is introduced as a framework for integrating an existing model of chronic pain and avoidance, the Schema Enmeshment Model of Pain (SEMP), thus providing a more comprehensive perspective. The study used empirically validated measures to explore constructs integral to the Avoidance Cycle, namely anxiety sensitivity, catastrophizing, experiential avoidance, and their associations with anxiety, depression, quality of life, and disability. The construct of enmeshment, which is a major component of the SEMP, was examined as a conceptualization of the Avoidance Cycle's stage of Entanglement. The study also examined participant's perceptions of the temporal relationships in the Avoidance Cycle. The ACT and SEMP constructs were examined using multi-method assessment including written questionnaires, brief interview, and chart review. Participants were 139 adults with chronic, nonmalignant pain, recruited from a university pain clinic. Results showed that the components of the Avoidance Cycle of catastrophizing and pain-specific experiential avoidance predicted participants' degree of enmeshment and enmeshment in turn predicted the mental. component of quality of life and disability. Pain-specific experiential avoidance was shown to partially mediate the relationship between pain intensity and mental quality of life and disability, but enmeshment was not shown to be mediator between pain intensity and functional status. Regarding the temporal nature of chronic pain and psychological symptoms, rates of participants with self-reported psychological problems increased by 70% after onset of chronic pain. Further those participants who had higher scores on measures of catastrophising, enmeshment, and experiential avoidance were more likely to report their health as worse than one year ago. These results support the utility of using the Avoidance Cycle and SEMP as models of avoidance in chronic pain and explore relationships within the model. Advisors/Committee Members: Stetson, Barbara A..

Subjects/Keywords: Avoidance cycle; Schema enmeshment; Pain; Quality of life; Disability; Acceptance and commitment therapy; Chronic pain; ACT; Experiential avoidance; SEMP

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Meyer, J. A. (2009). Integration of the avoidance cycle with the schema enmeshment model of pain : relationships with quality of life and disability in chronic, nonmalignant pain. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/971 ; https://ir.library.louisville.edu/etd/971

Chicago Manual of Style (16th Edition):

Meyer, Jeffrey A. “Integration of the avoidance cycle with the schema enmeshment model of pain : relationships with quality of life and disability in chronic, nonmalignant pain.” 2009. Doctoral Dissertation, University of Louisville. Accessed September 24, 2020. 10.18297/etd/971 ; https://ir.library.louisville.edu/etd/971.

MLA Handbook (7th Edition):

Meyer, Jeffrey A. “Integration of the avoidance cycle with the schema enmeshment model of pain : relationships with quality of life and disability in chronic, nonmalignant pain.” 2009. Web. 24 Sep 2020.

Vancouver:

Meyer JA. Integration of the avoidance cycle with the schema enmeshment model of pain : relationships with quality of life and disability in chronic, nonmalignant pain. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2020 Sep 24]. Available from: 10.18297/etd/971 ; https://ir.library.louisville.edu/etd/971.

Council of Science Editors:

Meyer JA. Integration of the avoidance cycle with the schema enmeshment model of pain : relationships with quality of life and disability in chronic, nonmalignant pain. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/971 ; https://ir.library.louisville.edu/etd/971

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