I'm Back! Developing a Transition Plan for Students with Disabilities who Return to Rural School Districts from Mental Health Treatment Facilities

2003 ◽  
Vol 22 (3) ◽  
pp. 35-40
Author(s):  
Joe Nichols ◽  
Tina Davis
2020 ◽  
Vol 213 ◽  
pp. 108074 ◽  
Author(s):  
Stanislav Spivak ◽  
Eric C. Strain ◽  
Amethyst Spivak ◽  
Bernadette Cullen ◽  
Anne E. Ruble ◽  
...  

2020 ◽  
pp. 002246692095033
Author(s):  
Erik W. Carter ◽  
Michele A. Schutz ◽  
Shimul A. Gajjar ◽  
Erin A. Maves ◽  
Jennifer L. Bumble ◽  
...  

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.


1979 ◽  
Vol 3 (4) ◽  
pp. 537-553 ◽  
Author(s):  
A. John McSweeny ◽  
Paul M. Wortman

Autism ◽  
2021 ◽  
pp. 136236132110240
Author(s):  
Jonathan Cantor ◽  
Ryan K McBain ◽  
Aaron Kofner ◽  
Bradley D Stein ◽  
Hao Yu

Despite a rise in the observed prevalence of autism spectrum disorder among children, few estimates exist of the share of US outpatient mental health treatment facilities that provide services for children with autism spectrum disorder. We identified key facility- and county-level characteristics in offering mental health care for children with autism spectrum disorder. This study utilized a secret shopper telephone survey to contact almost all outpatient mental health treatment facilities in the contiguous United States. We estimated multivariable regressions to examine county- and facility-level predictors of offering services for children with autism spectrum disorder. We found that 50.3% of 6156 outpatient facilities reported offering care for children with autism spectrum disorder. Non-metro counties, counties with a lower percentage of non-White residents, counties with a higher percentage of uninsured residents, and counties with a higher poverty rate had fewer outpatient mental health treatment facilities providing care for children with autism spectrum disorder. Facilities accepting Medicaid as a form of payment, offering telehealth, and private for-profit facilities were more likely to provide services for children with autism spectrum disorder. Only half of outpatient mental health treatment facilities offered care for children with autism spectrum disorder, and both rural and lower socioeconomic status counties were less likely to have a facility offering care for children with autism spectrum disorder. Lay abstract There has been a rise in the observed prevalence of autism spectrum disorder among children. Existing studies show the share of counties with a treatment facility that offers care for children with autism spectrum disorder. However, no estimates exist of the share of US outpatient mental health treatment facilities that provide services for children with autism spectrum disorder. We identified key facility-level characteristics in offering mental health care for children with autism spectrum disorder. We used a telephone survey to contact almost all outpatient mental health treatment facilities in the contiguous United States. We asked the facilities if they provided mental health care for children with autism spectrum disorder. We took the results of this survey and estimated multivariable regressions to examine county- and facility-level predictors of offering services. We found that over half (50.3%) of the 6156 outpatient facilities reported offering care for children with autism spectrum disorder. Non-metro counties, counties with a lower percentage of non-White residents, counties with a higher percentage of uninsured residents, and counties with a higher poverty rate had fewer outpatient mental health treatment facilities providing care for children with autism spectrum disorder. Facilities accepting Medicaid as a form of payment, offering telehealth, and private for-profit facilities were more likely to provide services for children with autism spectrum disorder. Because only half of outpatient mental health treatment facilities offer care for children with autism spectrum disorder, public health officials and policymakers should do more to ensure that this vulnerable population has access to mental health services.


2021 ◽  
pp. appi.ps.2020002
Author(s):  
Daniel C. Stokes ◽  
Rachel Kishton ◽  
Haley J. McCalpin ◽  
Arthur P. Pelullo ◽  
Zachary F. Meisel ◽  
...  

2002 ◽  
Vol 21 (2) ◽  
pp. 34-39
Author(s):  
Kimberly G. Griffith ◽  
Mark J. Cooper

In many of our rural school districts, today's inclusion initiative struggles to make a smooth transition from segregating students with disabilities to including them with their age appropriate peers. Efforts have been made to prepare educators, paraprofessionals, administrators and even children with disabilities, but little focus has been placed on the area that will bring about the success of this concept. Most often we have forgotten to adequately prepare the environment in which children with disabilities will spend the majority of their educational day. The general education classroom in many rural school districts is primarily made up of classmates, most without a disability or the knowledge and disposition to accept and include their peers with disabilities in both the educational and social experiences of this environment. The Inclusion Matrix provides a concrete approach to preparing and educating nondisabled peers for the inclusion classroom environment. This model stresses that the interaction of all students both with and without disabilities does not just occur. An effort must be made to nurture an environment within the classroom, which would show caring to those classmates many times alienated and separated from the group. Phases that build on knowledge, understanding, skills for socialization and integration, addressing dispositions as well as our feelings toward all students within the classroom environment are important aspects of this program design. The use of peers to provide much needed support of inclusion may prove to be the most effective resource for the implementation of the inclusion initiative.


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