http://hdl.handle.net/10125/2042 Tue, 21 May 2013 15:19:27 GMT 2013-05-21T15:19:27Z http://hdl.handle.net/10125/20363 Thesis (M.Ed.)--University of Hawaii at Manoa, 2007. Sat, 01 Dec 2007 00:00:00 GMT http://hdl.handle.net/10125/20363 2007-12-01T00:00:00Z Allaire, Franklin S. http://hdl.handle.net/10125/20362 Thesis (M.Ed.)--University of Hawaii at Manoa, 2007. Tue, 01 May 2007 00:00:00 GMT http://hdl.handle.net/10125/20362 2007-05-01T00:00:00Z Iwasaki, Jennifer L.S. http://hdl.handle.net/10125/10436 Wed, 01 Dec 2004 00:00:00 GMT http://hdl.handle.net/10125/10436 2004-12-01T00:00:00Z Wilcock, Chie http://hdl.handle.net/10125/10435 Sat, 01 May 2004 00:00:00 GMT http://hdl.handle.net/10125/10435 2004-05-01T00:00:00Z Udo, Tomoko http://hdl.handle.net/10125/10434 Sat, 01 May 2004 00:00:00 GMT http://hdl.handle.net/10125/10434 2004-05-01T00:00:00Z Nakashima, Chikako http://hdl.handle.net/10125/10433 Sat, 01 May 2004 00:00:00 GMT http://hdl.handle.net/10125/10433 2004-05-01T00:00:00Z Haight, Pamela http://hdl.handle.net/10125/10432 Mon, 01 Aug 2005 00:00:00 GMT http://hdl.handle.net/10125/10432 2005-08-01T00:00:00Z Doktor, Peter http://hdl.handle.net/10125/6936 vi, 124 leaves Mon, 01 Dec 2003 00:00:00 GMT http://hdl.handle.net/10125/6936 2003-12-01T00:00:00Z Reppun, Joshua Engel http://hdl.handle.net/10125/6935 This study examined how parents experienced inclusion and pull-out programs at an elementary school on Oahu. This study compared the scores from a sample of third grade students who took the Woodcock Reading Mastery Test and the Key Math Test both at the beginning and the end of the 2001-2002 school year. A sample of eight pull-out students and five inclusion students took the Woodcock Reading Mastery Test in July, 2001 and again in June, 2002. A sample of seven pull-out students and six inclusion students took the Key Math Test in July, 2001 and again in June, 2002. Results indicated that on average, students in the pull-out program made more gains in the areas of reading and math than students in the inclusion program. In addition, interviews were conducted with parents of two third grade students and two fifth grade students who had experienced both pull-out and inclusion programs. Several themes emerged from the interviews. Parents lauded the idea of inclusion, but had many concerns regarding its implementation. Perceived downfalls of the inclusion program included smaller academic gains in the areas of reading and math and lack of adequate personnel to service students in inclusion programs. Pull-out was perceived as a much better placement for improving reading and math skills. Parents also attributed their child's higher self-esteem to the curriculum of the pull-out program. Additionally, both parents and students reported that pull-out did not, in fact, alienate special education students from their peers. vi, 64 leaves Mon, 01 Dec 2003 00:00:00 GMT http://hdl.handle.net/10125/6935 2003-12-01T00:00:00Z Agpalsa, Jody H http://hdl.handle.net/10125/6933 iv, 112 leaves Fri, 01 Aug 2003 00:00:00 GMT http://hdl.handle.net/10125/6933 2003-08-01T00:00:00Z Kumano, Ruriko http://hdl.handle.net/10125/6931 ix, 140 leaves Fri, 01 Aug 2003 00:00:00 GMT http://hdl.handle.net/10125/6931 2003-08-01T00:00:00Z Cruz, Felicity M F http://hdl.handle.net/10125/6929 This thesis gives a general picture of important historical events as well as sociocultural, religious, and economic influences that have shaped both concepts of physical disability and the attitude of the Chinese people toward the physically disabled; that either have directly contributed to the empowerment of the physically disabled or have a potential for doing so; and educational strategies and interventions, in the past and since 1949, that have been employed to empower the physically disabled in China, and challenges and problems in special education that China is likely to face in the 21st century. This thesis is multi-disciplinary in nature, drawing upon the disciplines of history, philosophy, sociology, education, and medicine. The major methodology used in this thesis is primarily document and literature research along with illustrative cases studies. Most of cases are from the personal experience of the author or the personal experiences of the family members, relatives and friends of the author drawn from real life. One can draw several conclusions from this research. The care of the elderly and disabled elderly is emphasized and is guaranteed in China; Chinese society is influenced by tradition - not judging people according to their physical appearance, but their ability; equal education is emphasized since ancient China even though women were not included; the physically disabled with normal intelligent are not identified as persons with special needs; prevention and correction of disabilities have been emphasized in modern China; the rights and interest of the physically disabled are guaranteed constitutionally since the "Open Door Policy" implanted in 1978; finally, physical disability is a social concept. People with physical defects, judged disabled in one condition, may not be considered disabled in another situation. In general, the model of disability used in guiding policy makers or researchers still reflects mainly the functional limitation model in China. The results of this thesis demonstrate the complexity of the effects of sociocultural, political and economic factors at different historical periods on the concept of physically disabled in China. It is clear enough from this study that the concept of physical disability is a social phenomena. Thus the concept of disability as a social construction should not be neglected in the establishment of programs, interventions, policies, as well as research and studies in the issues related to the rights and interests of disabled persons worldwide. x, 147 leaves Thu, 01 May 2003 00:00:00 GMT http://hdl.handle.net/10125/6929 2003-05-01T00:00:00Z Zhang, Lin http://hdl.handle.net/10125/6926 This thesis is intended to research and analyze the situation between Micronesian immigrant children attending public elementary school in Hawaiʻi, their families and their educators. Significant problems have arisen at schools as greater numbers of Micronesian children enter Hawaii's schools and educators are unable to communicate with the families of children having academic difficulty. I aim to identify the nature of the problem from the perspective of both the educators and the Micronesians and search for solutions. The research discusses the history of Micronesia and how the various colonial powers who have ruled the region have affected Micronesians and their relationship to education. Also studied are comparisons to other immigrant populations in the United States and throughout the Pacific and their experiences and difficulties in adapting to new educational systems and cultures as well as a case study of a local elementary school and interviews with both the educators and the Micronesian families involved. Finally educational literature and current philosophies on multicultural education offer solutions that tie in with research on Pacific Islander immigrant populations. vi, 143 leaves Thu, 01 May 2003 00:00:00 GMT http://hdl.handle.net/10125/6926 2003-05-01T00:00:00Z Paul, Katherine A http://hdl.handle.net/10125/6924 v, 133 leaves Sun, 01 Dec 2002 00:00:00 GMT http://hdl.handle.net/10125/6924 2002-12-01T00:00:00Z McKnight, James P