Modification of Student Attitudes Toward Disabled Peers

1988 ◽  
Vol 5 (1) ◽  
pp. 44-48 ◽  
Author(s):  
C. Craig Stewart
Keyword(s):  
University Students ◽  
Student Attitudes ◽  
Weight Training ◽  
Disabled Persons ◽  
Analysis Of Covariance ◽  
Attitudes Toward Disabled ◽  
Disabled Students ◽  
Training Class ◽  
General Weight ◽  
The Disabled

This study set out to determine the effects of two disabled university students on the attitudes of students in a weight training class. University students enrolled in two general weight training classes agreed to participate in this study. They were administered the Attitude Toward Disabled Persons scale at the start and finish of a university quarter (10 weeks). Two physically disabled university students agreed to be integrated into one of the classes. T tests and an analysis of covariance revealed a significant improvement in the attitudes of students who were in the weight training class with the disabled students. Implications for systematic practicum experience for majors in areas that would have future contact with disabled populations was discussed. Peer interaction appears to have a positive significant effect on the attitudes of nondisabled students toward disabled individuals.

College Counselor Knowledge about and Attitudes toward Disabled Persons

1969 ◽  
Vol 28 (2) ◽  
pp. 657-658 ◽  
Author(s):  
Keith E. Palmerton ◽  
R. M. Frumkin
Keyword(s):  
Random Sample ◽  
Disabled Persons ◽  
General Information ◽  
Attitudes Toward Disabled ◽  
College Counselors ◽  
Knowledge And Attitudes ◽  
The Disabled ◽  
Negative Orientation ◽  
Attitudes And Knowledge ◽  
The Relationship

Of a random sample of 130 college counselors, 81 completed and returned the Yuker Attitudes Toward Disabled Persons Scale and a modified version of the Haring General Information Inventory, a scale which measures knowledge about disabled persons. While the relationship between knowledge and attitudes was not significant ( p = .088), there was a tendency for attitudes and knowledge to be related. However, the attitudes are the reverse of those hypothesized, i.e., the greater the knowledge the more unfavorable the attitudes toward the disabled. Seeing disabled persons as different from normal persons may be a negative orientation. Present data raise some question about the validity of that assumption.

Effects of Practica Type, Experience, and Gender on Attitudes of Undergraduate Physical Education Majors Toward Disabled Persons

1987 ◽  
Vol 4 (4) ◽  
pp. 268-277 ◽  
Author(s):  
Joanne Rowe ◽  
Rose Marie Stutts
Keyword(s):  
Physical Education ◽  
Disabled Persons ◽  
Education Majors ◽  
Attitudes Toward Disabled ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Physical Education Majors ◽  
The Disabled ◽  
And Gender

The purpose of this study was to determine variables that affect change of attitudes of undergraduate physical education majors toward disabled persons. The subjects (175) were assigned to one of four practicum sites. They were not matched with a particular disabled person, nor were they given a choice of practicum sites. The practica were with (a) preschool disabled, (b) adult CP disabled, (c) elementary school disabled, and (d) adolescent MR disabled. The practica was for 12 weeks, 2 days per week. The physical education majors were administered the Attitudes Toward Disabled Persons Scale, Form A, on a pre- and posttest basis. Of the total subjects, 109 (63%) had negative attitudes toward disabled persons before the practica experience but had a change in attitude at the completion of the practica experience. Another 20 (11%) had negative attitudes before the practicum and remained unchanged. The remaining 46 (26%) had positive attitudes and remained positive in their attitudes toward the disabled. There was no significant difference between the results of males and females.

Comparison of Attitudes of Regular and Adapted Physical Educators toward Disabled Individuals

1988 ◽  
Vol 66 (2) ◽  
pp. 425-426 ◽  
Author(s):  
April Tripp
Keyword(s):  
Physical Education ◽  
Emotionally Disturbed ◽  
Disabled Persons ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Attitudes Toward Disabled ◽  
The Disabled ◽  
Adapted Physical Educators ◽  
Teachers Attitudes

The Attitudes Toward Disabled Persons Scale (Form B) and a ranking survey of 10 disabling conditions were administered to 38 physical education teachers and 47 adapted physical education teachers. Both groups of teachers' attitudes toward the disabled were below the scale median. Both groups of teachers were more accepting of individuals with physical disabilities such as, amputee, harelip, and epilepsy, than individuals who were mentally retarded, cerebral palsied, and emotionally disturbed.

Resilience and Support Networks for University Students with Disabilities

2018 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
María Leonila García Cedeño ◽  
Anicia Katherine Tarazona Meza ◽  
Robert Gonzalo Cedeño Mejía
Keyword(s):  
Social Networks ◽  
University Students ◽  
Students With Disabilities ◽  
Pearson Correlation ◽  
Support Networks ◽  
Pearson Correlation Coefficient ◽  
Structured Interviews ◽  
Disabled Students ◽  
The Social ◽  
Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

scholarly journals AUTOMATED INTELLIGENT RELAY COUPLED DOOR CONTROL SYSTEM USING ANDROID MOBILE TECHNOLOGY

2015 ◽  
pp. 192-195
Author(s):  
A.RAJESH KUMAR ◽  
C. DINESH ◽  
R. ARAVIND ◽  
SRIKRISHNA. C ◽  
PL. NAGARTHINAM
Keyword(s):  
Mobile Technology ◽  
New Technologies ◽  
Smart Homes ◽  
Disabled Persons ◽  
Disabled People ◽  
New Knowledge ◽  
The Disabled ◽  
Door Lock ◽  
Effectiveness And Efficiency

The purpose of this project is to increase the knowledge of technology and services of smart homes for disabled people. There is a clear need for such new knowledge since the number of disabled people is significant. Indeed, new technologies and services of smart homes have the potential to increase effectiveness and efficiency of caring disabled. With right solutions there is a great potential to increase disabled persons' quality of life. The need for the development of such technologies and services increases due to the disabled individuals' desire to remain independent in their own homes, the increasing costs of health care, and the aging of the population. This article discusses the concept of secured door lock/unlock system for the differently able. The juxtaposition of safety vs. privacy can be alleviated with this technology. Moreover, as there is need to assist disabled to protect them from various forms of abuse, and prevent immoderation of pleasure giving activities.

scholarly journals Mobile-Assisted Mind Mapping (MAMMAT) as a Tool to Support University Students’ Argumentative Writing

2021 ◽  
Vol 15 (05) ◽  
pp. 43
Author(s):  
Rafidah Abd Karim ◽  
Airil Haimi Mohd Adnan ◽  
Abdul Ghani Abu ◽  
Noorzaina Idris ◽  
Izwah Ismail
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Peninsular Malaysia ◽  
Analysis Of Covariance ◽  
Mapping Technique ◽  
Control Group ◽  
Argumentative Writing ◽  
Mind Mapping ◽  
Test Items ◽  
Quasi Experimental

<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

scholarly journals PERSEPSI MAHASISWA BERKEBUTUHAN KHUSUS TERHADAP BLENDED LEARNING DALAM PENGAJARAN BAHASA INGGRIS

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 132
Author(s):  
Dini Noor Arini
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Special Needs ◽  
Positive Perception ◽  
Disabled Students ◽  
English Class ◽  
The Disabled

Abstract. This research investigated the perceptions of disabled students in joining the blended learning of English course as an obligatory subject. The subjects of this research are 9 disable students with various disabilities who join the English class. This research uses is interview and questionnaires as instruments. From the findings it can be concluded that the disabled students or students with special need has positive perception toward blended learning. They believe that it is helpful and make them easier to learn foreign language. It is also shown that they are eager to use the blended learning despite of their special needs. It is suggested to teachers who teach disabled students to use blended learning since it helps them to be autonomous learners.  Keywords: Blended learning, disable students, English course Abstrak. Penelitian ini bertujuan menginvestigasi persepsi mahasiswa berkebutuhan khusus dalam mengikuti pembelajaran inklusi mata kuliah bahasa Inggris sebagai mata kuliah wajib. Subjek penelitian ini adalah 9 mahasiswa difabel dengan berbagai kebutuhan khusus yang mengikuti kelas bahasa Inggris. Penelitian ini menggunakan wawancara dan kuesioner sebagai instrumen. Dari temuan tersebut dapat disimpulkan bahwa mahasiswa berkebutuhan khusus memiliki persepsi positif terhadap blended learning. Mereka percaya bahwa hal tersebut dapat membantu dan membuat mereka lebih mudah untuk belajar bahasa asing. Hal ini juga menunjukkan bahwa mereka ingin menggunakan blended learning meskipun mereka memliki keterbatasan dalam hal fisik. Disarankan kepada dosen yang mengajar mahasiswa berkebutuhan khusus untuk menggunakan blended learning karena dapat membantu mereka menjadi pembelajar yang mandiri.  Kata kunci: Blended learning, mahasiswa berkebutuhan khusus, kursus bahasa Inggris

scholarly journals Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Mahnaz Khayat ◽  
Fariba Hafezi ◽  
Parviz Asgari ◽  
Marzieh Talebzadeh Shoushtari
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Self Determination ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

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