Using Cues to Teach Trainable Mentally Handicapped Students

The purposes of this study were to ascertain the extent to which students with physical handicaps have clothing attitudes that differ from able‐bodied students, and to investigate the relationship between self‐concept and clothing attitudes. Data were collected from 35 handicapped and 76 able‐ bodied university students. Handicapped students were defined as those who had orthopedic dis abilities and were confined to wheelchairs. The clothing attitude variables were appearance, fash ion, management, comfort, and durability. There were clothing attitude differences between hand icapped and able‐bodied students for all variables except appearance. Handicapped students had consistently lower clothing attitude scores on all variables studied. There were significant differ ences between men and women students on all clothing attitude variables regardless of physical condition, with women indicating a more positive attitude on each of the variables. There was not a significant difference in self‐concept scores between the handicapped and able‐bodied students, nor was a statistically significant relationship identified between the clothing variables and self‐ concept scores.

The study focuses on the characteristics of strengths-based model in the form of psychological and social resources of the disabled student. The analysis takes into consideration the effects of interpersonal relations in the academic context, as well as the outcomes of the disabled student support system implemented at Siedlce University. The study is based on the assumption that assistance and support elements of the programme are pivotal for the disabled student’s sense of support of the disabled student. According to the premises of positive psychology, the characteristics that constitute the strengths of an individual were singled out. The respondents, who were Siedlce University students, were asked to assess the increase of their competences, the senseof development of potential, as well as the feeling of fulfilment and control over their own lives. The sum of these elements was treated as the total assessment of the psychological and social resources that students have at their disposal. To determine statistically significant differences between the assessment of particular features of the model in the perception of the disabled and able-bodied student, a linear regression analysis and a one-factor analysis of variance were carried out. It was found that students with disabilities obtained higher means with regard to the sense of increase in competence and the feeling of support than those without disabilities, where these differences were statistically significant. The able-bodied respondents significantly assessed the feeling of control over their own lives more than the disabled students. As far as the sense of development of their own potential and the feeling of fulfilment are concerned, the means for both respondent groups did not differ statistically significantly. The evaluation of the inclusion model, i.e. psychological and social resources, was identified to be at the same level in both groups. On the basis of the linear regression analysis, it could be stated that all features of the strengths-based model correlate strongly positively with the feeling of received support. The results of the present study point to the conclusion that the inclusive model integrating disabled students with their able peers, academic teachers, and administration personnel, which has been applied at Siedlce University (Poland) for over 50 years, brings certain positive effects not only for the disabled student but also for the one without any deficits.

The purpose of this research was to determine how well learning disabled middle school students were able to learn and apply an age-appropriate data base software program when compared with a similar group of non-learning disabled students. A commercial database management program was employed. This program included a tutorial, sample data base with questions for practice, and a format for entering and retrieving data. Dependent variables were satisfactory completion of a search for information and length of time each individual needed to complete the study. The 53 subjects, 26 of whom had been determined to be learning disabled, were selected from two middle schools. Data was analyzed by computer. Six hypotheses were tested. Of these only hypothesis 4 was rejected. Hypothesis 4 contained a comparison between the mean time taken for learning disabled students to complete the study compared to that taken by other students. Learning disabled students took numerically and statistically longer to complete the study than did other students. However, hypothesis 5, which contained a comparison of adjusted mean time using SRA composite reading scores as covariant, was retained. When adjustment was made for reading ability there was no statistically significant difference between the time it took learning disabled and other students to learn to use the program. In this study both learning disabled and other students were able to enter information into a data base management program and search the data base for information. There were no gender differences in time needed to complete the study in either group or between the learning disabled groups when adjustment was made for reading ability. Although the learning disabled group was slower than the other group in completing the program there was no statistically significant difference between the two when an adjustment was made for reading ability. These results indicated that while learning disabled students can learn the skills needed to use a data base management program, they would need more time than other students to do so.

Being reasonable: Supporting disabled nursing students in practice

For the Nigerian government to achieve a united, strong, and self-reliant nation, some variables like the socio-economic status of the parents, costly textbooks, the problem of feeding allowances for students, the low motivation of teachers due to low salaries, expensive tuition fees, the unemployment of qualified subject teachers, the lack of teaching aids, insecurity, and so on needs to be considered. Above all, psycho-social variables on the part of the students equally needs to be considered. In line with this, the researcher deemed it fit to investigate psycho-social factors as predictors of disabled students’ academic achievement in General studies at the University of Ilorin. The study adopted a descriptive survey research design. The population for this study was all disabled University of Ilorin undergraduates. A questionnaire was used for data collection. Demographic characteristics of the respondents were described using percentages and the research question generated was answered using mean and rank order. All of the hypotheses formulated for this study were tested using the Mean, Standard Deviation, t-value and ANOVA. The hypotheses were tested at a 0.05 level of significance. The findings of this study revealed that there were no significant differences in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of gender. In addition, findings revealed that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of age. It was also found that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of educational level. Furthermore, findings revealed that there was no significant difference in the influence of psycho-social factors on disabled students’ achievement in General Studies on the basis of the mode of entry. Hence, it was recommended that counselling units in the university should be made more accessible and friendly to disabled students so that they can easily visit the centre for guidance. With regard to their physiological, psychological and social development, more publicity is needed to create awareness for the stakeholders. Government and school management should ensure harmonious relationships for every disabled student regardless of their level or class. Students should not see age as a barrier for interacting with their colleagues.

Reflecting the neglect of childhood disability in transitions research, there is a notable dearth of research on the factors shaping self-determination in post-school decision-making for disabled young adults. To address this gap, we explore how early educational experiences, parental expectations, economic vulnerability, school context, and educational supports shape perceived school support in developing self-determination skills among disabled and non-disabled secondary school students in Ireland. Utilising data from the nationally representative Growing Up in Ireland study, descriptive analyses map post-school decision-making and self-determination skills development among disabled and non-disabled young adults at age 20. Multivariate analyses explore the experiences of students with different disabilities, investigating how family, school, and peer influences shape such skill development. Disparities are found between disabled and non-disabled students, as well as among disabled students in school support for this skills development, with gender, socioeconomic background, cultural capital, and early educational experiences also important in perceived support. Positive school engagement and student-teacher relationships, as well as high self-expectations, emerge as protective factors, indicating that fostering supportive environments and self-concept may enhance students’ self-determination skills. The findings underscore the importance of promoting causal agency, providing support for proxy agency, and taking action to create enriching opportunities and choices for all students.

This text focuses on the experience of a disabled music student who, while taking part in a social inclusion project between 2011 and 2013, suffered from some bad attitudes on the part of a teacher. This even damaged the student's relationship with his cousin, which has lasted until the present day, in 2025. The aim of this text is therefore not to expose one or more people, but rather to expose a reality that is often concealed by the words of adult teachers who want to hide their apparently genuine and malicious actions, but which are actually perverse attitudes and methodologies towards children and young people with or without disabilities. To this end, the following research questions were posed for this study, which used autobiographical studies as its methodology: Was the teacher in particular empowering towards the disabled student? Was the social inclusion project really inclusive of the disabled student? As a result of the two questions, the research pointed to yes and no, since it analyzed various moments in the relationship between this disabled student and this specific teacher and some others teachers.

Classroom-based sensory assessment procedures for severely handicapped students: Case studies of a stimulus transfer paradigm

This study investigated the self-employability initiatives of disabled university students by presenting a model that would allow the concept to be explained and used easily as a framework for working with students to develop their self-employment careers. A cross-sectional survey with a quantitative method constituted the study's research design. A sample size of 254 university students was determined using the Krejcie and Morgan (1970) sample size selection model. Data were analyzed using demographic statistics, correlation analysis and the structural equation model (SEM). The results revealed that entrepreneurship education, action mechanisms and university role have a positive influence on the self-employability initiatives of disabled students. The results also indicated that action mechanisms mediate the relationship between entrepreneurship education and the self-employability initiatives of the disabled students in this study. Universities that provide enabling premises for disabled students, foster the development of networks and provide them access to coaches, mentors and research results will trigger the self-employability initiative of disabled students. This study indicates a number of implications for tertiary institutions and policymakers, particularly that entrepreneurship education and the role the university plays make significant contributions to the self-employability initiative of disabled students. Policymakers need to design entrepreneurship curricula that will be appreciated by students with disabilities.

A study is reported that examined how the achievement performances of disabled and nondisabled students are evaluated by others, and the possible role of attribution processes in mediating these performance evaluations. Female college students observed a young male confederate being administered a mathematics test. Whether or not the student appeared to be disabled and the level of performance on the mathematics test were varied in a 2 x 2 design. In contrast to expectations, the results indicated that the disabled student was evaluated more negatively for the same level of performance. Consistent with Weiner's attribution model, perceptions of control were found to be predictive of performance evaluations. However, a regression analysis indicated that attribution processes did not account for the differential evaluations received by the disabled and the nondisabled student.

The exploration of social artifacts for the disabled is an important and timely issue. The affordances of new technologies like the Semantic Web allow more intelligent handling of educational learning resources that open up the potential of personalisation of services to individuals. Contemporary legislation calls for “reasonable adjustments” and “reasonable accommodation” to be made to services in order to accommodate the needs of disabled people. Here, the authors examine, from a design perspective, how this might be done in the context of higher education. Specifically, they advocate a design based upon an ontology-based personalisation of learning resources to deliver to students’ real needs. To this end, so far little effort has been directed towards disabled students in higher education. The authors note some of the problems and issues with online assistive/adaptive technologies and propose a methodological fix. Here, they propose an ontology-based methodology for a Semantic Web community of agents that personalises learning resources to disabled students in higher education, specifically highlighting a disability-aware Semantic Web agency development methodology. The authors also present the results of usability evaluation of the implemented visual interface with some disabled and non-disabled students.

The purpose of this study was to collect demographic information in 1988–1989 regarding the use of technology in disabled student services programs in higher education. Two different methods were selected: (a) the frequency of availability of 21 special services was tallied in 593 university programs across the United States, and (b) a self-administered mail questionnaire was used to gather information from 150 randomly selected programs. The rate of response to the survey was 65%; 98 questionnaires were returned from programs in 38 states. The results of the studies summarize the special services and facilities generally accessible to disabled university students, the technological assistance available, the numbers of university students having disabilities of mobility, the numbers who need assistance for computer access, and the percentage of programs identifying disabled students using electronic devices. These demographic data may shed new light on current practices related to rehabilitation technology in university settings.

Career futures of disabled students in Turkiye University students with disabilities often face unique barriers when envisioning and preparing for their career futures, making it important to understand the factors shaping their perceptions. This cross-sectional descriptive study investigated the career future perceptions of 121 disabled students enrolled at a private university in Istanbul, Türkiye. Data were collected through a demographic information form and the Career Future Scale (CFS), which measures adaptability, optimism, and perceived knowledge. Statistical analyses included descriptive statistics, Pearson correlation, independent t -tests, one-way ANOVA, and post-hoc tests. The mean total CFS score was 85.26 ± 15.61, with subscale means of 38.26 ± 8.25 for adaptability, 38.29 ± 7.69 for optimism, and 8.72 ± 2.96 for perceived knowledge. Significant differences emerged across demographic and disability-related variables: age and disability type were associated with total scores; age, living arrangement, disability type, and severity influenced adaptability; age and disability type influenced optimism; and age, gender, region of upbringing, and disability type influenced perceived knowledge. These findings highlight the importance of tailored career counseling, mentorship, and accessible resources to support the career development and equity of disabled university students.

In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crises, universities limit their support to women and the disabled. The authors consider 104 universities from the database of the United Kingdom’s Higher Education Statistics Agency for 2005–2011. Their theoretical and empirical findings establish that there was a growth in female students and a decline in disabled accounting students during the recent financial crisis. The established link between the higher education and the accounting profession enriches the accounting literature and may help policymakers to identifying better ways of enhancing equality and the inclusion of disabled students in accounting higher education to address inequality and non-inclusivity in the profession, especially during periods of financial crisis.

Computer‐assisted teaching and assessment has become a regular feature across many areas of the curriculum in higher education courses around the world in recent years. This development has resulted in the ‘digital divide’ between disabled students and their nondisabled peers regarding their participation in computer‐assisted courses. However, there has been a long‐standing practice to ensure that disabled students could participate in these courses with a set of disability adjustments that are in line with their learning modalities under the headings of presentation format, response format, timing, and setting adjustments. Additionally, there has been a set of supporting antidiscriminatory disability laws around the world to avoid such divide between disabled students and their nondisabled peers. However, following a successful pre cedent in Davis v. Southeastern Community College (1979), the opponents of disability rights have consistently argued that making disability adjustments for disabled students to participate in computer‐assisted courses would undermine academic and professional standards and these laws have resulted in a ‘culture of fear’ among the staff. This paper challenges such myths and argues, based on a systematic review of four major antidiscriminatory laws, that universities have full academic freedom to set the academic standards of their computer‐assisted courses despite the introduction of such laws and that there has been no grounds for the perceived culture of fear about the consequences of the participation of disabled students in computer‐assisted courses.