Ensuring Quality Education to Promote Transition: A Summary of Existing Studies

Inclusion ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 258-273
Author(s):  
Martin Agran ◽  
Fred Spooner ◽  
Colleen Robertson
Keyword(s):  
Developmental Disabilities ◽  
Research Policy ◽  
Health And Safety ◽  
Secondary Level ◽  
Skills Training ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Safety Skills ◽  
Policy And Practice ◽  
Research Areas

Abstract The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The purpose of this article is to extend the discussion of several topics discussed at the meeting and suggest future research areas in the areas of: academic instruction; social skills training; balancing/aligning academic, functional, and transition education skills; importance of health and safety skills; extending common core standards to include functional and transition skills; teaching and realizing self-determination skills; preparing students with IDD for postsecondary educational opportunities; weighing the respective benefits of inclusive and community-based instructional activities; and promoting citizenship (teaching voting skills). To ensure quality secondary-level programs for students with IDD, the authors recommend that the above content areas be considered.

scholarly journals Corruption in Construction Projects: Bibliometric Analysis of Global Research

2021 ◽  
Vol 13 (8) ◽  
pp. 4400
Author(s):  
Zhao Zhai ◽  
Ming Shan ◽  
Amos Darko ◽  
Albert P. C. Chan
Keyword(s):  
Construction Projects ◽  
Research Policy ◽  
Mitigation Strategies ◽  
Future Research ◽  
Policy And Practice ◽  
Policy Makers ◽  
Research Areas ◽  
Body Of Knowledge ◽  
Emerging Trends ◽  
Global Research

Corruption has been identified as a major problem in construction projects. It can jeopardize the success of these projects. Consequently, corruption has garnered significant attention in the construction industry over the past two decades, and several studies on corruption in construction projects (CICP) have been conducted. Previous efforts to analyze and review this body of knowledge have been manual, qualitative and subjective, thus prone to bias and limited in the number of reviewed studies. There remains a lack of inclusive, quantitative, objective and computational analysis of global CICP research to inform future research, policy and practice. This study aims to address this lack by providing the first inclusive bibliometric study exploring the state-of-the-art of global CICP research. To this end, a quantitative and objective technique aided by CiteSpace was used to systematically and computationally analyze a large corpus of 542 studies retrieved from the Web of Science and published from 2000 to 2020. The findings revealed major and influential CICP research journals, persons, institutions, countries, references and areas of focus, as well as revealing how these interact with each other in research networks. This study contributes to the in-depth understanding of global research on CICP. By highlighting the principal research areas, gaps, emerging trends and directions, as well as patterns in CICP research, the findings could help researchers, practitioners and policy makers position their future CICP research and/or mitigation strategies.

Supporting Inclusion and Flourishing in the Religious and Spiritual Lives of People With Intellectual and Developmental Disabilities

Inclusion ◽  
2013 ◽  
Vol 1 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Erik W. Carter
Keyword(s):  
Developmental Disabilities ◽  
Research Policy ◽  
People With Disabilities ◽  
Service Systems ◽  
Intellectual And Developmental Disabilities ◽  
Religion And Spirituality ◽  
Culturally Competent ◽  
Religious Activities ◽  
Policy And Practice ◽  
Services And Supports

Abstract An important aspect of supporting many people with intellectual and developmental disabilities to flourish involves providing meaningful opportunities to participate in the spiritual and religious life of their community. Yet, a review of prevailing practices suggests the spirituality and faith community connections of individuals with intellectual disability, autism, and other developmental disabilities may be inconsistently supported or entirely overlooked. This article suggests an initial framework for research, policy, and practice aimed at fostering inclusion at the intersection of disability, religion, and spirituality. Recommendations are offered for designing services and supports that ensure that (a) people with disabilities can participate fully in inclusive spiritual and religious activities, (b) congregations develop the commitment and capacity to welcome people with disabilities and their families, (c) families receive support in ways that honor their faith commitments and connections, and (d) service systems support people with disabilities and their families in comprehensive and culturally competent ways.

Honor the Past. Then Get Over It.

2015 ◽  
Vol 53 (6) ◽  
pp. 409-413
Author(s):  
Sue Swenson
Keyword(s):  
Developmental Disabilities ◽  
Independent Living ◽  
Research Policy ◽  
Community Integration ◽  
The United States ◽  
Intellectual And Developmental Disabilities ◽  
Training Center ◽  
Policy And Practice ◽  
Rehabilitation Research ◽  
And Training

Abstract This speech was presented at a conference, the National Goals in Research, Policy, and Practice, held in Washington, DC, on August 6-7, 2015. The conference was a working meeting to summarize the current state of knowledge and identify a platform of national goals in research, practice, and policy in intellectual and developmental disabilities. The meeting was jointly organized by the Research and Training Center on Community Living, Institute on Community Integration, University of Minnesota; Rehabilitation Research and Training Center on Developmental Disabilities and Health, Institute on Disability and Human Development, University of Illinois Chicago; Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities, Institute for Community Inclusion, University of Massachusetts Boston; The Arc of the United States; Association of University Centers on Disabilities (AUCD); and American Association on Intellectual and Developmental Disabilities (AAIDD), with the support of National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).

Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations

Inclusion ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 225-240
Author(s):  
Katherine R. Brendli ◽  
LaRon A. Scott ◽  
Yaoying Xu ◽  
Colleen Thoma ◽  
Debra Holzberg
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
Research Policy ◽  
Functional Relation ◽  
Black College ◽  
Future Research ◽  
Single Subject ◽  
Intellectual And Developmental Disabilities ◽  
Academic Accommodations ◽  
Self Advocacy

Abstract Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.

Reciprocity and Social Capital in Sibling Relationships of People With Disabilities

2013 ◽  
Vol 51 (6) ◽  
pp. 482-495 ◽  
Author(s):  
John Kramer ◽  
Allison Hall ◽  
Tamar Heller
Keyword(s):  
Social Capital ◽  
Developmental Disabilities ◽  
Qualitative Study ◽  
Life Span ◽  
Sibling Relationships ◽  
People With Disabilities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Policy And Practice ◽  
Nondisabled Siblings

Abstract Sibling relationships are some of the longest-lasting relationships people experience, providing ample opportunities to build connections across the life span. For siblings and people with intellectual and developmental disabilities (IDD), these connections take on an increased significance as their families age and parents can no longer provide care. This article presents findings from a qualitative study that addresses the question, “How do siblings support each other after parents no longer can provide care to the person with IDD?” Findings in this study suggest that siblings with and without disabilities experience reciprocity as a transitive exchange, which occurs through the creation of social capital in their families and community, and that nondisabled siblings mobilize their social capital to provide support to their sibling after parents pass away. Implications for future research as well as policy and practice are discussed.

Development of the Supported Decision Making Inventory System

2017 ◽  
Vol 55 (6) ◽  
pp. 432-439 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
Hatice Uyanik ◽  
Megan Heidrich
Keyword(s):  
Decision Making ◽  
Assessment Tool ◽  
Research Policy ◽  
Inventory System ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Legal Capacity ◽  
Personal Factors ◽  
Policy And Practice ◽  
Environmental Demands

Abstract Supported decision making has received increased attention as an alternative to guardianship and a means to enable people with intellectual and developmental disabilities to exercise their right to legal capacity. Assessments are needed that can used by people with disabilities and their systems of supports to identify and plan for needed supports to enable decision making. This article describes the steps taken to develop such an assessment tool, the Supported Decision Making Inventory System (SDMIS), and initial feedback received from self-advocates with intellectual disability. The three sections of the SDMIS (Supported Decision Making Personal Factors Inventory, Supported Decision Making Environmental Demands Inventory, and Decision Making Autonomy Inventory) are described and implications for future research, policy, and practice are discussed.

Effects of PEERS® Social Skills Training on Young Adults with Intellectual and Developmental Disabilities During College

2021 ◽  
Vol 45 (2) ◽  
pp. 297-323
Author(s):  
Amy J. Rose ◽  
Kelly R. Kelley ◽  
Alexandra Raxter
Keyword(s):  
Social Skills ◽  
Developmental Disabilities ◽  
Social Relationship ◽  
Social Skills Training ◽  
Skills Training ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Conversational Skills ◽  
The Impact ◽  
Academic Year

The Program for the Education and Enrichment of Relational Skills (PEERS®) was used to provide weekly social skills training to a group of 10 college students with intellectual and developmental disabilities (IDD) between ages 18 and 26 attending an inclusive residential postsecondary college program. Additionally, Circles curriculum was used to supplement the PEERS curriculum for teaching social relationship boundaries. An average of 12 sessions per semester of PEERS® training sessions were conducted over each academic year. The present study examines the impact of the program on social skills, friendship qualities, and conversational skills. Results showed increased social skill knowledge, friendship quality, and conversational skills from pretest to posttest intervention. In this paper, we discuss the training program, results, implications for practice, limitations, and future research needs.

Employment and Economic Self-Sufficiency:2015 National Goals for Research, Policy, and Practice

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 227-232 ◽  
Author(s):  
Derek Nord ◽  
Allison Barkoff ◽  
John Butterworth ◽  
Dawn Carlson ◽  
Robert Cimera ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Research Policy ◽  
Intellectual And Developmental Disabilities ◽  
Policy And Practice ◽  
Self Sufficiency

Abstract Employment in general workforce and economic self-sufficiency continue to be the exceptions for people with intellectual and developmental disabilities (IDD), rather than the norm. Research, policy, and practice can and should play a coordinated role in solving this problem. This article summarizes the methods used and the consensus-based national goals identified to guide the direction of the field that were developed by experts in the field. A discussion of the implications of the findings is also provided, including the need for advocacy to advance the goals.

scholarly journals Evaluating the integrated reporting journey: insights, gaps and agendas for future research

2018 ◽  
Vol 31 (5) ◽  
pp. 1294-1318 ◽  
Author(s):  
Leonardo Rinaldi ◽  
Jeffrey Unerman ◽  
Charl de Villiers
Keyword(s):  
Research Policy ◽  
Future Research ◽  
Integrated Reporting ◽  
Policy And Practice ◽  
Discussion Paper ◽  
Content Type ◽  
Academic Literature ◽  
Research Areas ◽  
International Integrated Reporting Council ◽  
The Impact

Purpose The purpose of this paper is to identify key challenges, opportunities, strengths and weaknesses experienced by the integrated reporting (IR) idea since the International Integrated Reporting Council (IIRC)’s Discussion Paper was published in late 2011. It provides insights into the phases of the IR journey as investigated by accounting researchers, identifies important gaps in the literature and sketches an agenda for future research. Design/methodology/approach The paper develops a theoretically informed analysis of published IR research articles using the idea journey theoretical framework. The paper draws upon academic analysis and insights published in 65 IR-related articles across 83 accounting journals listed in the Scopus database. Findings A key insight of the paper is that the academic literature has not yet covered all stages of the IR idea journey. The highest proportion of articles provide insights in the generation and production phases of this journey, while there is relatively little research into the impact phase of the IR idea. Furthermore, the locus of research covered by the current IR literature is situated at macro- and meso-levels. This reveals opportunities for future research to explore, at a more detailed level, interactions between single individuals or small groups in implementing or understanding the IR idea. Research limitations/implications This paper focuses on the idea journey of the IIRC’s version of IR. It identifies gaps regarding the stages of the IR idea journey that have not been covered by the extant academic literature and suggests some research areas that need to be addressed to help inform improvements in policy and practice. A key limitation is that it draws on a single communication channel, namely, academic articles published in accounting journals, but it provides opportunities for considerable further developments. Originality/value The paper extends IR research by reconciling insights from an understandably fragmented emerging literature. It provides a multi-dimensional perspective on IR, highlighting the dynamics and interrelationships in the literature. It also helps inform improvements in research, policy and practice by identifying gaps regarding the stages of the IR idea journey that have not been covered by the extant academic literature. Lastly, the paper builds on the work of innovation and creativity scholars showing how the idea journey framework can be used to shape and add coherence to accounting research.

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