scholarly journals Action Research on Drafting Municipal Policies for People With Disabilities in Japan

SAGE Open ◽  
2017 ◽  
Vol 7 (3) ◽  
pp. 215824401772305
Author(s):  
Masakuni Tagaki
Keyword(s):  
Action Research ◽  
People With Disabilities ◽  
Municipal Policies

scholarly journals A university’s response to people with disabilities in Worcester, Western Cape

2019 ◽  
Vol 8 ◽  
Author(s):  
Jana V. Müller ◽  
Lieketseng Ned ◽  
Hananja Boshoff
Keyword(s):  
Action Research ◽  
Service Learning ◽  
Participatory Action Research ◽  
Single Case ◽  
People With Disabilities ◽  
Western Cape ◽  
Participatory Action ◽  
Research Strategies ◽  
Student Training ◽  
The University

Background: The call for institutions of higher education to foster interaction with communities and ensure training is responsive to the needs of communities is well documented. In 2011, Stellenbosch University collaborated with the Worcester community to identify the needs of people with disabilities within the community. How the university was engaging with these identified needs through student training still needed to be determined.Objectives: This study describes the engagement process of reciprocity and responsivity in aligning needs identified by persons with disability to four undergraduate allied health student training programmes in Worcester, Western Cape.Method: A single case study using the participatory action research appraisal methods explored how undergraduate student service learning was responding to 21 needs previously identified in 2011 alongside persons with disability allowing for comprehensive feedback and a collaborative and coordinated response.Results: Students’ service learning activities addressed 14 of the 21 needs. Further collaborative dialogue resulted in re-grouping the needs into six themes accompanied by a planned collaborative response by both community and student learning to address all 21 needs previously identified.Conclusion: Undergraduate students’ service learning in communities has the potential to meet community identified needs especially when participatory action research strategies are implemented. Reciprocity exists when university and community co-engage to construct, reflect and adjust responsive service learning. This has the potential to create a collaborative environment and process in which trust, accountability, inclusion and communication is possible between the university and the community.

scholarly journals Fostering Inclusion of Disabled Youth through Young Adult Literature: Action Research with Wonder

2016 ◽  
Vol 1 (2) ◽  
pp. 64
Author(s):  
Judith A. Hayn ◽  
Karina R. Clemmons ◽  
Heather A. Olvey
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Young Adult ◽  
Students With Disabilities ◽  
Young Adult Literature ◽  
People With Disabilities ◽  
Secondary Classrooms

It is imperative that we insist that meaningful inclusion of students with disabilities is an issue upon which schools, administrators, and teachers must continue to improve. The authors believe that secondary classrooms are excellent platforms to discuss issues of disability in an attempt to bridge students to the place of empathy and understanding. This study shows that exposing preservice teachers to literature about people with disabilities has the potential to transform their practice.

Using Participatory Action Research to Evaluate Programs Serving People with Severe Disabilities: Reflections from the Field

1998 ◽  
Vol 23 (3) ◽  
pp. 203-210 ◽  
Author(s):  
Karen A. Stevens ◽  
Ruth Folchman
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Positive Response ◽  
People With Disabilities ◽  
Severe Disabilities ◽  
Self Determination ◽  
Evaluation Methodology ◽  
Participatory Action ◽  
Self Advocacy ◽  
The Past

Participatory action research (PAR) is gaining increasing attention as an appropriate evaluation methodology for programs serving people with disabilities. PAR's emphasis on empowering the “subjects” of the research to design and implement the process and analyze the findings is consistent with the field's stance on self-determination, human rights, and self-advocacy. Furthermore, PAR is considered by many professional researchers to be a positive response to the problem of evaluation reports that do not result in substantive change. Because the PAR co-researchers are so integrally involved in the process, it is assumed that they will also be invested in ensuring that recommended changes occur. The Western Massachusetts Training Consortium has conducted four evaluations using the PAR model over the past three years. These experiences have raised questions regarding some of the potential difficulties a researcher might face in conducting PAR evaluations, particularly with people with disabilities. These questions are discussed and suggestions for addressing them are offered.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

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