The Role of Social Policy in Life-Cycle Transitions

1995 ◽  
Vol 62 (3) ◽  
pp. 213-223 ◽  
Author(s):  
Bruce L. Mallory
Keyword(s):  
Life Cycle ◽  
Social Policy ◽  
Cultural Context ◽  
Policy Design ◽  
The United States ◽  
Bill Of Rights ◽  
Disabilities Education Act ◽  
Education Act ◽  
Theory Research

This article examines the theory, research, and social policy relating to family and individual life-cycle transitions for people with disabilities in the United States. The article describes the degree to which transitions are sensitive to policy design and the broad social and cultural context of transitions. Examples from the Individuals with Disabilities Education Act and the Developmental Disabilities Assistance and Bill of Rights Act illustrate both promising and inadequate policy responses to life-cycle transitions. A series of questions is intended to guide future enactment and analyses of social policies that affect life-cycle transitions.

scholarly journals Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs

2022 ◽  
Vol 12 (1) ◽  
pp. 35
Author(s):  
Michael A. Schwartz ◽  
Brent C. Elder ◽  
Monu Chhetri ◽  
Zenna Preli
Keyword(s):  
Education Policy ◽  
Formal Education ◽  
The United States ◽  
Gainful Employment ◽  
Disabilities Education Act ◽  
Unique Nature ◽  
New Americans ◽  
Education Act ◽  
Rich Data

Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study’s main findings are the deleterious effect of the home country’s failure to educate their Deaf citizens, America’s failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans.

Disability Rights

2020 ◽  
Author(s):  
Patricia Findley
Keyword(s):  
The United States ◽  
Equal Treatment ◽  
Disability Rights ◽  
Community Mental Health Centers ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Mental Health Centers ◽  
Definition Of

The role of disability rights has developed and evolved over the course of the United States’ history. The definition of disability has broadened as well as the pursuit for equal treatment, inclusion, and more accessible environments. Key pieces of legislation such as the Mental Retardation Facilities and Community Mental Health Centers Construction Act, the Rehabilitation Act, the Individuals with Disabilities Education Act, and the Americans with Disabilities Act demonstrate a course of steps toward these more empowering themes of independence for those with disabilities. Disability advocates are strong in their message of “nothing about us, without us.” The disability rights movement helped to propel culture shifts and has promoted inclusion of individuals with disabilities. Despite the intention of disability policy to move the nation to more accessible, inclusive, and less discriminatory environments, more work is still needed to support the rights of those with disabilities.

Endrew and FAPE: Concepts and Implications for All Students With Disabilities

2019 ◽  
Vol 45 (1) ◽  
pp. 177-198 ◽  
Author(s):  
James M. Kauffman ◽  
Andrew L. Wiley ◽  
Jason C. Travers ◽  
Jeanmarie Badar ◽  
Dimitris Anastasiou
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
The United States ◽  
Autism Spectrum ◽  
Persons With Disabilities ◽  
Disabilities Education Act ◽  
The Supreme Court ◽  
School Day ◽  
Education Act

The opinion of the Supreme Court of the United States in the Endrew case has implications for the education of all students with disabilities. Implications for several categories of disability are discussed: those with autism spectrum disorder and those with disabilities often considered high incidence, particularly those placed for a significant portion of their school day in general education. The aspects of the Individuals with Disabilities Education Act most relevant to the Endrew case are also compared with Article 24 of the United Nations’s Convention on the Rights of Persons with Disabilities. The opinion in Endrew may affect the course of special education and the role of behavior modification in meeting the needs of all students with disabilities.

Corporal Punishment

PEDIATRICS ◽  
1995 ◽  
Vol 96 (4) ◽  
pp. 792-793
Author(s):  
Den A. Trumbull ◽  
DuBose Ravenel ◽  
David Larson
Keyword(s):  
United States ◽  
Primary Care ◽  
Social Policy ◽  
Violence Prevention ◽  
Corporal Punishment ◽  
Primary Care Physicians ◽  
Scientific Evidence ◽  
The United States

The supplement to Pediatrics entitled "The Role of the Pediatrician in Violence Prevention" is timely, given the increasingly serious violence problem in the United States.1 Many of the supplement's recommendations are well-conceived and developed. However, the recommendation to "work toward the ultimate goal of ending corporal punishment in homes" (page 580)2 is unwarranted and counterproductive. Before one advises against a practice approved by 88% of American parents3 and supported by 67% of primary care physicians,4 there should be sufficient scientific evidence to support the proposed change in social policy.

scholarly journals THE ROLE OF GLOBAL SCHOLARSHIP IN THE JOURNAL OF AGING & SOCIAL POLICY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S195-S195
Author(s):  
Edward A Miller ◽  
Michael Gusmano ◽  
Elizabeth Simpson ◽  
Pamela Nadash
Keyword(s):  
Social Policy ◽  
Review Process ◽  
Peer Review Process ◽  
The United States ◽  
Global Perspective ◽  
Asia Pacific ◽  
International Panel ◽  
Policy Analysts ◽  
Global Aging

Abstract Policymakers, practitioners, and researchers need a balanced, thoughtful, and analytical resource to meet the challenge of global aging at a rate that’s historically unprecedented. The Journal of Aging & Social Policy (JASP), which was founded in 1989, serves this role by drawing contributions from an international panel of policy analysts and scholars who assume an interdisciplinary perspective in examining and analyzing critical phenomena that affect aging and the development and implementation of programs for elders from a global perspective. Study settings extend beyond the United States to include Europe, the Middle East, Australia, Latin America, Asia, and the Asia-Pacific rim. This presentation will document the scope, content, and focus of JASP, including the rise of international submissions, which now account for approximately half of articles published. Opportunities for publishing in JASP will be discussed; so too will strategies for navigating the peer-review process successfully.

ACCOUNTING FOR LIFE-CYCLE WEALTH ACCUMULATION: THE ROLE OF HOUSING INSTITUTION

2011 ◽  
Vol 16 (4) ◽  
pp. 493-517 ◽  
Author(s):  
Sang-Wook (Stanley) Cho
Keyword(s):  
Life Cycle ◽  
The United States ◽  
Mortgage Market ◽  
Wealth Accumulation ◽  
Labor Income ◽  
Life Cycle Model ◽  
Cycle Model ◽  
Policy Experiments ◽  
Cross Country

This paper constructs a quantitative general equilibrium life-cycle model with uninsurable labor income to account for the differences in wealth accumulation and homeownership between Korea and the United States. The model incorporates different structures in the housing market in the two countries, namely, the mortgage market and the rental arrangements. The results from the calibrated model quantitatively explain some empirical findings in the aggregate and life-cycle profiles of wealth and homeownership. Quantitative policy experiments show that the mortgage market alone can account for more than 40% of the differences in the aggregate homeownership ratios. When coupled with the rental arrangements, both institutions can account for approximately 52% of the differences in the cross-country homeownership ratios.

scholarly journals Unidentical twins: recent social policy developments in Canada and the United States

2019 ◽  
Vol 35 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Daniel Béland ◽  
Alex Waddan
Keyword(s):  
United States ◽  
Social Policy ◽  
Fiscal Federalism ◽  
Policy Design ◽  
The United States ◽  
Special Issue ◽  
National Differences ◽  
Key Characteristics ◽  
Family Benefits ◽  
International Social

AbstractThere is a vast social policy literature on how Canada and the United States share key characteristics associated with the liberal welfare regime such as significant reliance on both social assistance and tax-subsidized private benefits and services. Yet, a closer look at these two countries points to key differences in areas such as fiscal federalism, health care, old-age pensions, and family benefits. This special issue of the Journal of Comparative and International Social Policy looks at recent social policy developments in Canada and the United States in ways that further illustrate the broad similarities, but also the key cross-national differences in policy design and real-world consequences, between these two countries. This Introduction explains why Canada and the United States are “unidentical twins” in social policy before discussing the contributions comprising this special issue.

scholarly journals Here But Not Here

2020 ◽  
Vol 45 (1) ◽  
pp. 51-55
Author(s):  
Sue Swenson
Keyword(s):  
Human Rights ◽  
Everyday Life ◽  
Inclusive Education ◽  
Individuals With Disabilities ◽  
Placement Decisions ◽  
Disabilities Education Act ◽  
The Everyday ◽  
Education Act ◽  
Role Of Parents

The role of parents in placement decisions is not mentioned in the foundational paper written by Agran et al. This essay explores the various ways parents are absent in the bureaucracy and in the everyday life of schools and communities. Some of the principles of the Individuals with Disabilities Education Act are thought to be at the heart of the problem, along with attitudes of ableism and a general neglect of human rights. An inclusive education of the heart is recommended.

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