Support Service Decision Making for Students with Multiple Service Needs: Evaluative Data

1996 ◽  
Vol 21 (3) ◽  
pp. 135-144 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Tracy E. Luiselli ◽  
Stephanie Z. C. MacFarland
Keyword(s):  
Decision Making ◽  
General Education ◽  
Support Services ◽  
Support Service ◽  
Team Approach ◽  
Service Needs ◽  
Team Members ◽  
Self Study ◽  
Quasi Experimental ◽  
Related Service

This quasi-experimental (pretest/posttest) study explored the use of (Vermont Interdependent Services Team Approach) (VISTA) with 11 educational teams serving students with multiple disabilities. Information about VISTA, a process to facilitate consensus decision making about support services (i.e., type, mode, frequency), was obtained by 75 team members through self-study. Following self-study the teams used VISTA to make support service decisions for students with multiple service needs. The findings of this study provide data regarding: (a) changes in team and individual decision making as a result of using VISTA, (b) the extent to which team members perceived that VISTA did what it purported to do (e.g., increase parental and general education involvement, decrease gaps, overlaps, and contradictions), and (c) changes in the teams' level agreement about which support services students need. Implications for future related service decision making are discussed.

Attitudes about Educational and Related Service Provision for Students with Deaf-Blindness and Multiple Disabilities

1997 ◽  
Vol 63 (3) ◽  
pp. 329-342 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Stephanie Macfarland ◽  
Tracy Evans Luiselli
Keyword(s):  
General Education ◽  
Support Services ◽  
Service Provision ◽  
Multiple Disabilities ◽  
Team Members ◽  
The Past ◽  
Natural Supports ◽  
Exemplary Practices ◽  
Related Service

Over the past two decades, exemplary practices regarding support services have been shifting away from specialist-reliant models and toward approaches that rely more on natural supports. This study explored attitudes regarding educational and related service-provision practices from the perspective of professionals and parents ( n = 119) who were educational team members for students with deaf-blindness and multiple disabilities in general education settings. The findings highlight sample respondents' agreements and disagreements with exemplary practices, as well as differences across subgroups and within teams. Analyses suggest some internal inconsistencies regarding important service provision practices, as well as continuing gaps between attitudes and proposed exemplary practices.

scholarly journals Support services for people who have undergone treatment for head and neck cancer: an approach to evaluating services

2014 ◽  
Vol 3 (4) ◽  
pp. 119
Author(s):  
Ann Richardson ◽  
Pauline Barnett ◽  
Liz Horn ◽  
Kate Reid ◽  
Wendy Mann ◽  
...  
Keyword(s):  
Head And Neck Cancer ◽  
Head And Neck ◽  
Neck Cancer ◽  
Support Services ◽  
Best Practice ◽  
Service Providers ◽  
Support Service ◽  
Service Needs ◽  
Team Members ◽  
Health Service Providers

The purpose of this qualitative research was to (1) determine whether support services for people who have undergone treatment for head and neck cancer in Canterbury, New Zealand, align with current national and international guidelines and recommendations for best practice, (2) investigate the views of consumers and health service providers, about current support services and service needs, (3) develop recommendations for a coordinated support service. Interviews with consumers and with service providers, including multidisciplinary team members, were undertaken to collect information about support services for people with head and neck cancer in Canterbury. The analysis was undertaken in two stages. First, information was compared with current guidelines, and second, transcripts of interviews were analysed thematically, using a general inductive approach, to understand any issues arising for both consumers and providers. Comparison with guidelines identified many strengths and a few limitations of the current service compared with international best-practice. A number of other issues arose from the thematic analysis which suggested potential areas for improvement. Recommendations were made to support a best-practice, evidence-based coordinated support service for people with head and neck cancer in Canterbury. The method used to evaluate this service could be used in the evaluation of other intersectoral, multidisciplinary health services.

Care Coordination

2017 ◽  
Author(s):  
Joy H. Kang ◽  
Peter A. Selwyn
Keyword(s):  
Chronic Disease Management ◽  
Interdisciplinary Team ◽  
Hiv Care ◽  
Team Approach ◽  
Service Needs ◽  
Coordination Of Care ◽  
Successful Management ◽  
Team Members ◽  
Hiv Continuum Of Care ◽  
Multiple Health

Patients infected with HIV are now living longer, and there is a growing prevalence of HIV-related and/or non-HIV-related comorbidities, often with an increasing need for chronic disease management beyond the treatment of HIV infection. The barriers to each of the steps in the HIV continuum of care need to be identified, anticipated, and addressed. Comprehensive HIV care requires the coordination of many providers. Successful management of referrals, communication between team members, and the challenges of an aging HIV-infected population are reviewed. The interdisciplinary team approach is essential to effective coordination of care for patients with multiple health and service needs.

Related Services Research for Students With Low-Incidence Disabilities

2000 ◽  
Vol 31 (3) ◽  
pp. 230-239 ◽  
Author(s):  
Michael F. Giangreco
Keyword(s):  
General Education ◽  
General Education Teachers ◽  
Team Approach ◽  
Team Size ◽  
Team Process ◽  
Services Research ◽  
Related Services ◽  
Team Members ◽  
Consumer Perspectives ◽  
Low Incidence

When speech-language pathologists provide educationally related services for students with low-incidence disabilities who are placed in inclusive classrooms, they are asked to work with a variety of other adults. The ways in which these adults make decisions about individualizing a student’s educational program, determine related services, and coordinate their activities have an impact on educational outcomes for students as well as on interprofessional interactions. This article summarizes a team process for making related services decisions called VISTA (Vermont Interdependent Services Team Approach) and a series of nine research studies pertaining to the use and impact of VISTA. It also addresses related topics, such as team size, consumer perspectives, and paraprofessional supports. Five major implications from these studies are offered concerning (a) developing a disposition of being an ongoing learner, (b) developing a shared framework among team members, (c) having a research-based process to build consensus, (d) clarifying roles, and (e) increasing involvement of families and general education teachers.

Impact of Planning for Support Services on Students who are Deaf-Blind

1998 ◽  
Vol 92 (1) ◽  
pp. 18-29 ◽  
Author(s):  
M.F. Giangreco ◽  
S.W. Edelman ◽  
C. Nelson
Keyword(s):  
General Education ◽  
Support Services ◽  
Individual Student ◽  
Team Approach

This article presents a study of the use of the Vermont Interdependent Services Team Approach (VISTA) by seven individual student planning teams and its impact on the students with deaf-blindness they educated in general education classes with individually determined support services.

scholarly journals Health and support service needs of individuals with disability from culturally and linguistically diverse backgrounds: a scoping review protocol

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Jacqueline Nhu Quynh Pho ◽  
Aidan Christopher Tan ◽  
Katrina Chaudhary ◽  
Sonia Hines ◽  
Caroline Ellison ◽  
...  
Keyword(s):  
Scoping Review ◽  
Support Services ◽  
Grey Literature ◽  
Linguistically Diverse ◽  
Well Being ◽  
Support Service ◽  
Culturally And Linguistically Diverse ◽  
Cochrane Library ◽  
Service Needs ◽  
Scoping Reviews

Abstract Background All individuals should have the right to engage meaningfully in occupations that meet their aspirations and life goals as well as promote their health and well-being. For individuals with disability, meaningful engagement in occupations is supported by timely, effective, and adaptive health and support services. However, research has revealed multiple barriers preventing utilization of these services by individuals with disability from culturally and linguistically diverse (CALD) backgrounds. This review aims to identify gaps and solutions in health and support services of individuals with disability from CALD backgrounds to meaningfully engage in occupations. Methods A scoping review will be conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. A detailed search strategy will be used to search CINAHL, PubMed, Embase, Scopus, PsycInfo, JBI, and Cochrane Library, as well as grey literature in Trove, Mednar, and OpenGrey from January 1974 onwards. Two reviewers will independently screen all citations and full-text articles for eligibility against specific inclusion and exclusion criteria. Potential conflicts will be resolved through discussion. Data will be extracted and presented in a diagrammatic or tabular form accompanied by a narrative summary. Discussion The scoping review will present the health and support service needs of individuals with disability from CALD backgrounds and will extend the current reviews as it focuses the engagement in meaningful occupation. Findings from this review have the potential to inform local policy discussions and practice-based disability care. Systematic review registration Open Science Framework (10.17605/OSF.IO/HW2FB).

scholarly journals Health and support service needs of individuals with disability from culturally and linguistically diverse backgrounds: a scoping review protocol

2021 ◽  
Author(s):  
Jacqueline Nhu Quynh Pho ◽  
Aidan Christopher Tan ◽  
Katrina Chaudhary ◽  
Sonia Hines ◽  
Caroline Ellison ◽  
...  
Keyword(s):  
Scoping Review ◽  
Support Services ◽  
Grey Literature ◽  
Linguistically Diverse ◽  
Open Science ◽  
Support Service ◽  
Culturally And Linguistically Diverse ◽  
Cochrane Library ◽  
Service Needs ◽  
Scoping Reviews

Abstract Background: All individuals should have the right to engage meaningfully in occupations that meet their aspirations and life goals as well as promote their health and wellbeing. For individuals with disability, meaningful engagement in occupations is supported by timely, effective and adaptive health and support services. However, research has revealed multiple barriers preventing utilization of these services by individuals with disability from culturally and linguistically diverse (CALD) backgrounds. This review aims to identify gaps and solutions in health and support services of individuals with disability from CALD backgrounds to meaningfully engage in occupations.Methods: A scoping review will be conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. A detailed search strategy will be used to search CINAHL, PubMed, Embase, Scopus, PsycInfo, JBI and Cochrane Library, as well as grey literature in Trove, Mednar and OpenGrey from January 1974 onwards. Two reviewers will independently screen all citations and full-text articles for eligibility against specific inclusion and exclusion criteria. Potential conflicts will be resolved through discussion. Data will be extracted and presented in a diagrammatic or tabular form accompanied by a narrative summary. Discussion: The scoping review will present the health and support service needs of individuals with disability from CALD backgrounds and will extend the current reviews as it focuses the engagement in meaningful occupation. Findings from this review have the potential to inform local policy discussions and practice-based disability care.Systematic review registration: Open Science Framework (osf.io/hw2fb).

scholarly journals Supporting Literacy Instruction for Students With Extensive Support Needs in Rural Settings Through Collaboration: So Much Better When We Work Together!

2018 ◽  
Vol 38 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Katrine S. Gosselin ◽  
Todd H. Sundeen
Keyword(s):  
General Education ◽  
Skill Acquisition ◽  
Literacy Instruction ◽  
Service Providers ◽  
Physical Therapists ◽  
Occupational Therapists ◽  
Support Needs ◽  
Team Members ◽  
General Education Curriculum ◽  
Related Service

The roles of teachers and related service providers (e.g., speech-language pathologists, occupational therapists, physical therapists) are vital to skill acquisition and meaningful access to the general education curriculum for students who have been identified as having significant or extensive support needs. However, often delivery of instruction can become fragmented and disjointed as time for service providers to collaborate with team members is limited in rural schools. As a result, students with more extensive support needs may not receive adequate access to systemic and meaningful literacy instruction. This article will identify the obstacles as well as three strategies special education teams can use to improve communication and collaboration.

scholarly journals Health and Support Service Needs of Individuals With Disability From Culturally and Linguistically Diverse Backgrounds: A Scoping Review Protocol

2020 ◽  
Author(s):  
Jacqueline Nhu Quynh Pho ◽  
Aidan Christopher Tan ◽  
Katrina Chaudhary ◽  
Sonia Hines ◽  
Caroline Ellison ◽  
...  
Keyword(s):  
Scoping Review ◽  
Support Services ◽  
Data Extraction ◽  
Grey Literature ◽  
Linguistically Diverse ◽  
Support Service ◽  
Culturally And Linguistically Diverse ◽  
Cochrane Library ◽  
Service Needs ◽  
Scoping Reviews

Abstract Background: All individuals should have the right to engage meaningfully in occupations that meet their aspirations and life goals as well as promote their health and wellbeing. For individuals with disability, meaningful engagement in occupations is supported by timely, effective and adaptive health and support services. However, research has revealed multiple barriers preventing utilisation of these services by individuals with disability from culturally and linguistically diverse (CALD) backgrounds. This review aims to identify gaps and solutions in health and support services of individuals with disability from CALD backgrounds to meaningfully engage in occupations.Methods: A scoping review will be conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews and follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Scoping Review guidelines. A detailed search strategy will be used to search CINAHL, PubMed, Embase, Scopus, PsychInfo, JBI and Cochrane Library, as well as grey literature in Trove, Mednar and OpenGrey. Studies will be screened for eligibility against specific inclusion and exclusion criteria for relevant studies. Data will be extracted using the JBI data extraction instrument and presented in a diagrammatic or tabular form accompanied with a narrative summary.Discussion: The scoping review will present the health and support service needs of individuals with disability from CALD backgrounds and will extend the current reviews as it focuses the engagement in meaningful occupation. Findings from this review have the potential to inform local policy discussions and practice-based disability care.

scholarly journals Beyond Access: Student Perspectives on Support Service Needs in Distance Learning

2013 ◽  
Vol 24 (1) ◽  
Author(s):  
Judith Potter
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Support Services ◽  
Support Service ◽  
Student Perspectives ◽  
Distance Learners ◽  
Service Needs ◽  
Education Students ◽  
Student Profile ◽  
Further Development

This paper describes a study of the support service needs and assessments of distance learners at three Canadian bi-modal universities (i.e., offering degree-credit courses both on-campus and through distance education). A student profile is developed and compared with previous descriptions. From student data, a model of support services for distance learners emerges. Recommendations for the further development of support services for distance education students at Canadian bi-modal universities are also included.

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