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Siauliai University

1. Vaitkevičienė, Asta. Vidutiniškai sutrikusio intelekto jaunuolių Aš veiksmingumo lavinimas edukacinėmis situacijomis skatinant dailinę raišką.

Degree: Dissertation, Educology, 2006, Siauliai University

The thesis deals with the construction of the model for training Self-efficacy of young people with moderate intellectual disabilities based on A.Bandura’s Social Learning Theory. The hypothesis of three conditions is developed: Self-efficacy of young people with moderate intellectual disabilities will be trained if: 1) educational situations are based on the educator and the learners’ harmony of aims and equipotential interaction; 2) the learner is able to express his feelings and images in the creative work spontaneously by means of art expression and the educator is able to express his expectations; 3) the educator is active creating conditions for art expression searching for the ways of social promotion and analysing the changes in the topics and graphic patterns of creative works of young people with moderate intellectual disabilities. To implement and study these three conditions the art expression studio initiated its activity and educational situations adequate to the hypothesis were created. The pedagogical interaction was investigated employing standardised observational method, the elements of Grounded theory and H-T-P methods were employed to analyse the learners’ drawings, and the manifestations of the learners’ Self-efficacy were searched employing phenomenological investigation performing case analyses. It is proved that consciously and purposefully constructed equipotential pedagogical interaction is the precondition of Self-efficacy of young people with MID. Advisors/Committee Members: Merkys, Gediminas (Doctoral dissertation committee member), Juodaitytė, Audronė (Doctoral dissertation committee member), Kontautienė, Regina (Doctoral dissertation committee member), Gudonis, Vytautas (Doctoral dissertation committee chair), Kaukėnaitė, Liudvika (Doctoral dissertation supervisor), Ruškus, Jonas (Doctoral dissertation supervisor), Bieliauskaitė, Rasa (Doctoral dissertation opponent), Juodraitis, Adolfas (Doctoral dissertation committee member), Večkienė, Nijolė (Doctoral dissertation opponent).

Subjects/Keywords: Aš-veiksmingumas; Vidutiniškai sutrikusio intelekto jaunuoliai; Educational situations; Young people with moderate intellectual disabilit; Edukacinės situacijos; Dailinė raiška; Lavinimas; Training; Self-efficacy; Art expression

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

APA (6th Edition):

Vaitkevičienė, A. (2006). Vidutiniškai sutrikusio intelekto jaunuolių Aš veiksmingumo lavinimas edukacinėmis situacijomis skatinant dailinę raišką. (Doctoral Dissertation). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20061017_145006-52756 ;

Chicago Manual of Style (16th Edition):

Vaitkevičienė, Asta. “Vidutiniškai sutrikusio intelekto jaunuolių Aš veiksmingumo lavinimas edukacinėmis situacijomis skatinant dailinę raišką.” 2006. Doctoral Dissertation, Siauliai University. Accessed November 17, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20061017_145006-52756 ;.

MLA Handbook (7th Edition):

Vaitkevičienė, Asta. “Vidutiniškai sutrikusio intelekto jaunuolių Aš veiksmingumo lavinimas edukacinėmis situacijomis skatinant dailinę raišką.” 2006. Web. 17 Nov 2019.

Vancouver:

Vaitkevičienė A. Vidutiniškai sutrikusio intelekto jaunuolių Aš veiksmingumo lavinimas edukacinėmis situacijomis skatinant dailinę raišką. [Internet] [Doctoral dissertation]. Siauliai University; 2006. [cited 2019 Nov 17]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20061017_145006-52756 ;.

Council of Science Editors:

Vaitkevičienė A. Vidutiniškai sutrikusio intelekto jaunuolių Aš veiksmingumo lavinimas edukacinėmis situacijomis skatinant dailinę raišką. [Doctoral Dissertation]. Siauliai University; 2006. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20061017_145006-52756 ;


University of Pretoria

2. Hefer, Elizabeth. Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans).

Degree: Educational Psychology, 2006, University of Pretoria

The research entails the early identification of neuropsychological learning disabilities in grade 1 learners. The researcher used the definition, criteria and characteristics of the DSM-IV for the identification of neuropsychological learning disabilities. The section of Learning Disabilities or Disorders includes Reading Disorders, Mathematic Disorder, Disorder of Written Expression and Learning Disorder Not Otherwise Specified. Learning Disabilities are diagnosed when the learner’s achievement on individually administrated, standardized tests in reading, mathematics or written expression is substantially below that expected for age, schooling and the level of intelligence. The learning problems, such as unsatisfied reading, mathematical or writing skills, significantly interfere with the learner’s academic achievement. Mathematic Disorder and Disorder of Written Expression most commonly occur as early as in the beginning or first grade, when formal reading instruction usually begin. Neuropsychological learning disabilities have a negative influence on the learner’s scholastic achievement, social development and emotional functioning. The research is focused on the grade 1 learners only. There is no differentiation regarding gender. In the literature study, the researcher observed five important components regarding neuropsychological learning disabilities, namely:-  – Definition, criteria and characteristics;  – Classification;  – Causes;  – The localization of the cortical areas of the brain associated with neuropsychological abilities; and  – The Neurofeedback. The Neurofeedback is based on the tenents that brain electrical activity reflects mental status and that the activity can be trained. The researcher also observed in the literature study certain risk factors regarding neuropsyhological learning disabilities, namely phonological awareness, analysis, synthesis, word recognition and syntax. The researcher considered these components in conjunction with the compilation of the neuropsychological test battery. The researcher could determine the follow findings with the assistance of the neuropsychological test battery:-  – The developmental delays which are present.  – The brain areas in which the cognitive abilities, associated with the developmental delays, are located.  – The limited functioning of brain wave activities which are associated with the cognitive abilities and developmental delays.  – The early idenitification of neuropsychological learning disabilities in grade 1 learners. The researcher found that the Neurofeedback programme is a useful contribution for the early identification of neuropsychological learning disabilities in grade 1 learners. Advisors/Committee Members: Prof L J Jacobs (advisor).

Subjects/Keywords: Central nervous system; Left cerebral hemisphere learning disabilities; Criteria for neuropsychological learning disabilit; Neuropsychological learning disabilities; Neuropsychology; Brain wave activities; Brain waves; Neurofeedback; Neuropsychological test batteries; Frontal system learning disabilities; Right cerebral hemisphere learning disabilities; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hefer, E. (2006). Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27837

Chicago Manual of Style (16th Edition):

Hefer, Elizabeth. “Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans).” 2006. Doctoral Dissertation, University of Pretoria. Accessed November 17, 2019. http://hdl.handle.net/2263/27837.

MLA Handbook (7th Edition):

Hefer, Elizabeth. “Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans).” 2006. Web. 17 Nov 2019.

Vancouver:

Hefer E. Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/2263/27837.

Council of Science Editors:

Hefer E. Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/27837


University of Pretoria

3. [No author]. Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans) .

Degree: 2006, University of Pretoria

The research entails the early identification of neuropsychological learning disabilities in grade 1 learners. The researcher used the definition, criteria and characteristics of the DSM-IV for the identification of neuropsychological learning disabilities. The section of Learning Disabilities or Disorders includes Reading Disorders, Mathematic Disorder, Disorder of Written Expression and Learning Disorder Not Otherwise Specified. Learning Disabilities are diagnosed when the learner’s achievement on individually administrated, standardized tests in reading, mathematics or written expression is substantially below that expected for age, schooling and the level of intelligence. The learning problems, such as unsatisfied reading, mathematical or writing skills, significantly interfere with the learner’s academic achievement. Mathematic Disorder and Disorder of Written Expression most commonly occur as early as in the beginning or first grade, when formal reading instruction usually begin. Neuropsychological learning disabilities have a negative influence on the learner’s scholastic achievement, social development and emotional functioning. The research is focused on the grade 1 learners only. There is no differentiation regarding gender. In the literature study, the researcher observed five important components regarding neuropsychological learning disabilities, namely:-  – Definition, criteria and characteristics;  – Classification;  – Causes;  – The localization of the cortical areas of the brain associated with neuropsychological abilities; and  – The Neurofeedback. The Neurofeedback is based on the tenents that brain electrical activity reflects mental status and that the activity can be trained. The researcher also observed in the literature study certain risk factors regarding neuropsyhological learning disabilities, namely phonological awareness, analysis, synthesis, word recognition and syntax. The researcher considered these components in conjunction with the compilation of the neuropsychological test battery. The researcher could determine the follow findings with the assistance of the neuropsychological test battery:-  – The developmental delays which are present.  – The brain areas in which the cognitive abilities, associated with the developmental delays, are located.  – The limited functioning of brain wave activities which are associated with the cognitive abilities and developmental delays.  – The early idenitification of neuropsychological learning disabilities in grade 1 learners. The researcher found that the Neurofeedback programme is a useful contribution for the early identification of neuropsychological learning disabilities in grade 1 learners. Advisors/Committee Members: Prof L J Jacobs (advisor).

Subjects/Keywords: Central nervous system; Left cerebral hemisphere learning disabilities; Criteria for neuropsychological learning disabilit; Neuropsychological learning disabilities; Neuropsychology; Brain wave activities; Brain waves; Neurofeedback; Neuropsychological test batteries; Frontal system learning disabilities; Right cerebral hemisphere learning disabilities; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

author], [. (2006). Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09092005-112715/

Chicago Manual of Style (16th Edition):

author], [No. “Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans) .” 2006. Doctoral Dissertation, University of Pretoria. Accessed November 17, 2019. http://upetd.up.ac.za/thesis/available/etd-09092005-112715/.

MLA Handbook (7th Edition):

author], [No. “Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans) .” 2006. Web. 17 Nov 2019.

Vancouver:

author] [. Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans) . [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2019 Nov 17]. Available from: http://upetd.up.ac.za/thesis/available/etd-09092005-112715/.

Council of Science Editors:

author] [. Die vroeë identifisering van neurosielkundige leerversteurings by Graad 1 leerders (Afrikaans) . [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-09092005-112715/

.