Jobs for Youth Program: An Intervention to Improve Transition Outcomes of Former Dropout Minority Youth

2018 ◽  
Vol 41 (3) ◽  
pp. 166-174
Author(s):  
Fabricio E. Balcazar ◽  
Jessica Awsumb ◽  
Shawn Dimpfl ◽  
F. L. Fredrik G. Langi ◽  
Jazmin Lara
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Low Income ◽  
Graduation Rate ◽  
Positive Impact ◽  
Minority Youth ◽  
Youth With Disabilities ◽  
Transition Outcomes ◽  
Youth Program ◽  
Future Work

This study describes an intervention developed to implement several best transition practices with a high risk/high need population. In all, 116 students with disabilities from a charter school for dropouts participated. All students were interviewed at different points in time to track their progress as they completed the program. Records of participant’s activities and outcomes were collected. Results suggest a positive impact on students’ graduation rate (95%), enrollment in vocational rehabilitation (100%), proportion of students obtaining certificates for employment (56%), and paid internship (37%). Overall, 35% of the vocational rehabilitation cases were closed successfully with students meeting the 90-day employment requirement after graduation. Results inform future work on the implementation of interventions designed to help low-income minority youth with disabilities.

Improving the Transition Outcomes of Low-Income Minority Youth with Disabilities

2012 ◽  
Vol 20 (2) ◽  
pp. 114-132 ◽  
Author(s):  
Fabricio E. Balcazar ◽  
Tina Taylor-Ritzler ◽  
Shawn Dimpfl ◽  
Nelson Portillo-Peña ◽  
Alberto Guzman ◽  
...  
Keyword(s):  
Low Income ◽  
Minority Youth ◽  
Youth With Disabilities ◽  
Transition Outcomes

Vocational Rehabilitation Transition Outcomes of Youth With Disabilities From a Midwestern State

2016 ◽  
Vol 30 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Jessica M. Awsumb ◽  
Fabricio E. Balcazar ◽  
Francisco Alvarado
Keyword(s):  
Vocational Rehabilitation ◽  
Urban Areas ◽  
Transition Program ◽  
Small Towns ◽  
System Level ◽  
Youth With Disabilities ◽  
Transition Outcomes ◽  
Rehabilitation Agency ◽  
Better Than ◽  
Gender Type

Purpose: To examine the outcomes (rehabilitated vs. nonrehabilitated) of youth with disabilities (ages 14–22 years) participating in the transition program from a midwestern state.Method: Five years of vocational rehabilitation transition data (N = 6,252) were analyzed to determine what demographic and system-level factors were related to rehabilitated or nonrehabilitated outcomes.Results: Postsecondary and employment outcomes were predicted by race, gender, type of disability, office region, total number of services, and case expenditure. Hispanic youth had the highest percentage of rehabilitation; males faired significantly better than females and participants in small towns were significantly more likely to be rehabilitated than participants living in large urban areas.Conclusions: Based on the data findings, it was recommended that the vocational rehabilitation agency alters and updates its transition program. Strategies to help youth with disabilities achieve positive employment and postsecondary educational outcomes are discussed.

Using Community Conversations to Inform Transition Education in Rural Communities

2020 ◽  
pp. 002246692095033
Author(s):  
Erik W. Carter ◽  
Michele A. Schutz ◽  
Shimul A. Gajjar ◽  
Erin A. Maves ◽  
Jennifer L. Bumble ◽  
...  
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Local Community ◽  
Community Partnerships ◽  
Rural School ◽  
Rural School Districts ◽  
Youth With Disabilities ◽  
Transition Outcomes

Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used “community conversation” events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for students with disabilities in rural school districts. We analyzed the diverse ideas ( n = 656) for preparing youth with disabilities for adulthood generated by a cross section of the local community in five participating rural school districts. Although practices related to employment and family engagement were prominent, fewer suggestions addressed postsecondary education and community living. Perceptions of existing school–community partnerships varied within and across districts. We offer recommendations for research and practice aimed at strengthening the capacity of rural communities to prepare their students with disabilities well for life after high school.

Collaboration Between Rehabilitation Counselors and Secondary Educational Institutions to Optimize Successful Outcomes for High School Students with Disabilities

2014 ◽  
Vol 45 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Katherine M. Kline ◽  
Charity Anne Kurz
Keyword(s):  
High School Students ◽  
Students With Disabilities ◽  
Independent Living ◽  
Positive Impact ◽  
Transition Services ◽  
Rehabilitation Counselors ◽  
Educational Institutions ◽  
School Students ◽  
Youth With Disabilities ◽  
Service Training

This article highlights the need for a collaborative approach to transition services for youth with disabilities. Evidence of the positive impact of collaboration is presented, followed by indications that transition professionals are failing to engage in these activities. The lack of collaboration practiced by transition professionals can be partially attributed to the myriad of skills sets, pre-service training activities and employment settings in which these professionals enter into. The purpose of this article is to present an outcome-based model of collaboration between rehabilitation counselors and secondary educational institutions to aid in the transition of youth with disabilities to achieve their post-secondary goals (e.g., secondary education, secondary training, paid employment, independent living).

Vocational Rehabilitation and Employment Outcomes

2021 ◽  
Author(s):  
Fabrico E. Balcazar ◽  
Norma Ramirez
Keyword(s):  
Best Practices ◽  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Employment Outcomes ◽  
Vocational Counseling ◽  
Youth With Disabilities ◽  
Factors Affecting ◽  
Federal Program ◽  
The Individual ◽  
School Youth

This chapter identifies some of the main barriers and available supports that allow students with disabilities to participate in vocational rehabilitation (VR) transition programs. VR is a US federal program that attempts (as one of its goals) to introduce students with disabilities to employment experiences while they are still in school. The program uses access to paid internships and vocational counseling among several other components as key mechanisms to pursue its objectives. The chapter describes how the program is introduced from a best-practices perspective and proposes a conceptual model that highlights the individual, organizational, and contextual factors affecting employment outcomes for youth with disabilities. It also introduces the concept of entrepreneurship as another way to support the transition of high school youth with disabilities and discuss the implications of VR programs and supports on the employment outcomes of youth with disabilities.

scholarly journals Experiences and impact of international medical volunteering: a multi-country mixed methods study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e041599 ◽  
Author(s):  
Mary McCauley ◽  
Joanna Raven ◽  
Nynke van den Broek
Keyword(s):  
Low Income ◽  
Online Survey ◽  
Positive Impact ◽  
Healthcare Providers ◽  
International Medical ◽  
Middle Income ◽  
Use Of Resources ◽  
The Uk ◽  
Medical Volunteers ◽  
The Impact

ObjectiveTo assess the experience and impact of medical volunteers who facilitated training workshops for healthcare providers in maternal and newborn emergency care in 13 countries.SettingsBangladesh, Ghana, India, Kenya, Malawi, Namibia, Nigeria, Pakistan, Sierra Leone, South Africa, Tanzania, UK and Zimbabwe.ParticipantsMedical volunteers from the UK (n=162) and from low-income and middle-income countries (LMIC) (n=138).Outcome measuresExpectations, experience, views, personal and professional impact of the experience of volunteering on medical volunteers based in the UK and in LMIC.ResultsUK-based medical volunteers (n=38) were interviewed using focus group discussions (n=12) and key informant interviews (n=26). 262 volunteers (UK-based n=124 (47.3%), and LMIC-based n=138 (52.7%)) responded to the online survey (62% response rate), covering 506 volunteering episodes. UK-based medical volunteers were motivated by altruism, and perceived volunteering as a valuable opportunity to develop their skills in leadership, teaching and communication, skills reported to be transferable to their home workplace. Medical volunteers based in the UK and in LMIC (n=244) reported increased confidence (98%, n=239); improved teamwork (95%, n=232); strengthened leadership skills (90%, n=220); and reported that volunteering had a positive impact for the host country (96%, n=234) and healthcare providers trained (99%, n=241); formed sustainable partnerships (97%, n=237); promoted multidisciplinary team working (98%, n=239); and was a good use of resources (98%, n=239). Medical volunteers based in LMIC reported higher satisfaction scores than those from the UK with regards to impact on personal and professional development.ConclusionHealthcare providers from the UK and LMIC are highly motivated to volunteer to increase local healthcare providers’ knowledge and skills in low-resource settings. Further research is necessary to understand the experiences of local partners and communities regarding how the impact of international medical volunteering can be mutually beneficial and sustainable with measurable outcomes.

scholarly journals Impact of a Series of Educational Talks Taught by Health Professionals to Promote Healthy Snack Choices among Children

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 203
Author(s):  
Víctor Arufe Giráldez ◽  
Javier Puñal Abelenda ◽  
Rubén Navarro-Patón ◽  
Alberto Sanmiguel-Rodríguez
Keyword(s):  
Nutritional Quality ◽  
Positive Impact ◽  
Total Sample ◽  
Overweight And Obesity ◽  
Healthy Habits ◽  
Quasi Experimental ◽  
Nutrition And Dietetics ◽  
Future Work ◽  
The Impact

Background: One of the great challenges facing today’s society is the need to combat overweight and obesity in schoolchildren. This study aimed to analyze the impact of a cycle of didactic talks—given to families by a specialist in pediatrics, a specialist in nutrition and dietetics and a specialist in physical exercise—on childrens’ snack choices and nutrition quality. Methods: A longitudinal, quasi-experimental and quantitative investigation was designed, working with a total sample of 50 students divided into control and experimental groups. The nutritional quality of daily snacks was recorded during the month before and the month after the cycle of talks given by health experts. Results: An increase in the nutritional quality of the snacks was observed in the days after the talk—but, after a week, values returned to normal. Conclusions: The giving of educational talks to promote healthy habits may have a positive impact on the nutritional quality of school snacks in the days immediately following the talks. However, some forgetfulness was detected over time, which reduced the nutritional quality of the snacks once more. For future work, it is recommended that researchers measure the impact produced by giving regular talks.

scholarly journals Correlations and path analysis for quantitative characteristics in semi-prostrate cowpea bean genotypes (Vigna unguiculata (L.) Walp)

2020 ◽  
Vol 14 (2) ◽  
pp. 216-223
Author(s):  
Hermes Araméndiz-Tatis ◽  
Miguel Espitia-Camacho ◽  
Carlos Cardona-Ayala
Keyword(s):  
Grain Yield ◽  
Path Analysis ◽  
Low Income ◽  
Positive Impact ◽  
Caribbean Region ◽  
Environment Interaction ◽  
Cowpea Cultivars ◽  
Quantitative Characters ◽  
Negative Effect ◽  
Positive Direct

The cowpea is the most important legume in the Colombian Caribbean, due to its positive impact on the food and nutritional security of low-income rural families. It is cultivated by small producers, but its yields per hectare do not exceed 600 kg, due to the use of obsolete cultivars. The objective of the research was to estimate the correlations between seven quantitative characters and the path analysis between grain yield and six quantitative characters, with the results of the evaluation of 10 genotypes of semi-prostrate growth habit, high grain yield, grown in eight environments of the humid and dry tropics of the Colombian Caribbean region, under the randomized complete blocks design, with four repetitions. Significant differences between environments, genotypes and genotype x environment interaction were detected. Genotypic correlations were of greater magnitude than phenotypic, highlighting the correlation between grain width (GW) and grain yield (GY), rP = 0.69 *, rG = 0.78 *, also between the weight of 100 seeds (100SW) and GW, rP = 0.97 **, rG = 0.99 **. The characters GW and number of pods per plant (NPP) had positive direct effects on the GY, with an indirect negative effect of NPP by way of GW, while the height of the first pod (HFP), the number of seeds per pod (NSP) and the 100SW directly and negatively influenced the GY of the 10 semi-prostrate cowpea cultivars.

scholarly journals Advocating for LGBTQ+ Students with Disabilities

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
June Gothberg ◽  
LaSonja Roberts ◽  
Mary Ebejer
Keyword(s):  
Education Research ◽  
Social Identity ◽  
Students With Disabilities ◽  
The State ◽  
Evidence Based ◽  
Promising Practices ◽  
Educational Settings ◽  
Youth With Disabilities ◽  
Lgbtq Students ◽  
Adult Roles

Much of education research in recent years has focused on how the bullying and victimization of LGBTQ+ students and youth with disabilities (YWD) can lead to increased challenges and limited opportunities later in life. However, few studies have focused on how bullying and victimization affects students who both have disabilities and identify as LGBTQ+ or on how specific practices could improve both their experiences in school and their success later in life. YWD face the same challenges when it comes to puberty, social identity, and planning for adult roles as their non-disabled peers, but they are more likely to struggle with developing their identity and thinking about their future, particularly if they identify as LGBTQ+, which is why educators and parents must work together to advocate for changes that promote an inclusive, safe, and just environment for all students. In this article, we offer guidance using evidence-based promising practices (EBPPs) to improve educational settings for LGBTQ+ YWD that is informed by our work at the state, local, and classroom levels. Gran parte de las investigaciones en educación en los últimos años se han enfocado en como el acoso y la victimización de los estudiantes LGBTQ+ y estudiantes con discapacidades pueden llevarlos a un aumento de desafíos y menos oportunidades más tarde en sus vidas. Sin embargo, pocas investigaciones se han enfocado en como el acoso y la victimización afecta a los estudiantes con discapacidades o identificados como LGBTQ+ o en como prácticas específicas pueden mejorar sus experiencias escolares y a la vez su éxito en el futuro. Los estudiantes con discapacidades enfrentan los mismo retos que sus compañeros sin discapacidades cuando se trata de la pubertad, identidad social, y en planear para su rol como adultos, pero tienen más dificultad en luchar con el desarrollo de su identidad y en pensar en su futuro, especialmente si se identifican como LGBTQ+, por lo tanto es importante que los docentes y padres de familia trabajen juntos para abogar para cambios que promuevan un ambiente inclusivo, seguro, y justo para todos los estudiantes. En este artículo, ofrecemos consejos utilizando prácticas prometedoras basadas en evidencias para mejorar el ambiente educativo para estudiantes LGBTQ+ con discapacidades que están informadas en nuestro trabajo al nivel estatal, local y de aula.

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