Technology and Social Inclusion: Technology Training and Usage by Youth With IDD in the National Longitudinal Transition Study of 2012

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 43-57
Author(s):  
Kim W. Fisher ◽  
Heather Williamson ◽  
Nichole Guerra
Keyword(s):  
Technology Use ◽  
Social Inclusion ◽  
Transition Planning ◽  
Research Policy ◽  
Technology Training ◽  
Social Capital Theory ◽  
Future Research ◽  
Policy And Practice ◽  
Transition Study ◽  
National Longitudinal Transition Study

Abstract Technology use is a key form of social inclusion and a means to engage in community participation. People with intellectual and developmental disabilities (IDD) experience a digital divide with less technology access as compared to their peers. We used data from the National Longitudinal Transition Study of 2012 to study technology use and access to instruction among adolescents with IDD compared to adolescents with other disabilities and adolescents without disabilities. Results indicate adolescents with IDD use technology less, receive less technology training, and engage in fewer social inclusion opportunities than their peers. Implications for future research, policy, and practice are provided, including promoting digital citizenship training during transition planning and the use of social capital theory.

Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice

2020 ◽  
Vol 44 (1) ◽  
pp. 28-45
Author(s):  
Therese M. Cumming ◽  
Iva Strnadová ◽  
Joanne Danker
Keyword(s):  
Intellectual Disabilities ◽  
Best Practice ◽  
Transition Planning ◽  
Research Policy ◽  
Large Body ◽  
Future Research ◽  
Policy And Practice ◽  
Transition Programming ◽  
Planning Processes ◽  
Students With Autism

AbstractStudents with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from primary to secondary schools and from secondary school to postschool life in New South Wales (Australia). The practices that emerged were then examined for alignment with the Taxonomy for Transition Programming 2.0. The inductive content analysis of interviews with 8 parents and 13 teachers indicated that although most of the areas of the Taxonomy are represented in the planning processes, there is room for improvement, particularly in the areas of formal individual education program and transition planning, student involvement, information sharing, and program assessment. The results highlighted the importance of formal student- and family-centred planning processes to the success of both transitions. The results were used to make further recommendations for future research, policy, and practice.

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.

Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans

2021 ◽  
pp. 216514342199302
Author(s):  
Joshua P. Taylor ◽  
Holly N. Whittenburg ◽  
Magen Rooney-Kron ◽  
Tonya Gokita ◽  
Stephanie J. Lau ◽  
...  
Keyword(s):  
Content Analysis ◽  
Research Policy ◽  
Transition Services ◽  
Future Research ◽  
Policy And Practice ◽  
Youth With Disabilities ◽  
Individuals With Disabilities ◽  
Integrated Employment ◽  
Employment Transition ◽  
Workforce Innovation

Many youth with disabilities experience persistently low rates of competitive integrated employment (CIE) and participation in higher education. In 2014, the Workforce Innovation and Opportunity Act (WIOA) established a policy focus on CIE as the goal of vocational services for youth and individuals with disabilities. In addition, WIOA created provision for Pre–Employment Transition Services (Pre-ETS) to ensure that state vocational rehabilitation (VR) agencies focused sufficient resources toward transition-age youth. This study examined a sample of WIOA State Implementation Plans in depth using content analysis to identify how state VR agencies prioritized the provision of Pre-ETS services to youth with disabilities. Analysis of state plans resulted in three emergent themes: (a) instructional priorities, (b) instructional contexts, and (c) networks of stakeholders. We discuss the implications of these themes for future research, policy, and practice related to the employment of individuals with disabilities.

Using the Core Concepts Framework to Understand Three Generations of Inclusive Practices

Inclusion ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer
Keyword(s):  
Research Policy ◽  
Future Research ◽  
Third Generation ◽  
Inclusive Practices ◽  
Policy And Practice ◽  
Inclusive Practice ◽  
The Core ◽  
Three Generations ◽  
Core Concepts ◽  
The Relationship

Abstract This article analyzes the relationship between the core concepts of disability policy and the three generations of inclusive practices. Specifically, we review the three generations of inclusive practice, highlighting the core concepts that have been most strongly emphasized during each generation of inclusive practices. Because we are early in the third generation of inclusive practices, we conclude by examining how the core concepts can guide and direct third generation inclusive practices and how future research, policy, and practice can actualize the aspirational values of all of the core concepts to enable desired outcomes.

Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)

2022 ◽  
Author(s):  
David R. Johnson ◽  
Martha L. Thurlow ◽  
Yi-Chen Wu ◽  
Xueqin Qian ◽  
Ernest Davenport ◽  
...  
Keyword(s):  
Transition Planning ◽  
Parent Participation ◽  
Individualized Education Program ◽  
The United States ◽  
Significant Decline ◽  
Regression Analyses ◽  
The Past ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study

Abstract The purpose of this study was to use data from the United States' National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth's role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds, 14-15 year olds, and 16-22 year olds). The study found that youth and parent attendance in IEP/transition planning meetings was high across disability categories, but the extent to which youth and parents met with teachers to discuss transition goals was much lower. Data from NLTS 2012 and a previous U.S. study, the National Longitudinal Transition Study 2 (NLTS2), were compared for youth's participation with school staff in discussing transition goals. A significant decline in participation was found over the past decade. Logistic regression analyses illustrated differences in youth and parent participation and youth's role by disability category.

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

2022 ◽  
pp. 216514342110674
Author(s):  
Paige M. Johnson ◽  
Lynn A. Newman ◽  
Stephanie W. Cawthon ◽  
Harold Javitz
Keyword(s):  
Postsecondary Education ◽  
Transition Planning ◽  
School Attendance ◽  
Data Set ◽  
High Expectations ◽  
Career And Technical ◽  
Education Enrollment ◽  
Transition Plan ◽  
Transition Study ◽  
National Longitudinal Transition Study

This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year college, and career and technical education (CTE) school. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.

scholarly journals EXPERIENCE OF LGBT PATIENTS AND FAMILY WITH HOSPICE AND PALLIATIVE CARE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S623-S624
Author(s):  
Gary L Stein ◽  
Cathy Berkman
Keyword(s):  
Palliative Care ◽  
Staff Training ◽  
Online Survey ◽  
Research Policy ◽  
Cross Sectional Study ◽  
Care Staff ◽  
Future Research ◽  
Policy And Practice ◽  
Cross Sectional ◽  
Hospice And Palliative Care

Abstract This study examines the degree to which hospice and palliative care staff observe or perceive inadequate, disrespectful, or abusive care to LGBT patients and family members. A cross-sectional study using an online survey completed by 865 providers, including social workers, physicians, nurses, and chaplains. Among respondents, 55% reported that LGB patients were more likely to experience discrimination at their institution than non-LGB patients; 24% observed discriminatory care; 65% reported that transgender patients were more likely than non-transgender patients to experience discrimination; 20% observed discrimination to transgender patients; 14% observed the spouse/partner of LGBT patients having their treatment decisions disregarded or minimized; and 13% observed the spouse/partner being treated disrespectfully. Findings reported also include: institutional non-discrimination policy, staff training, intake procedures, and comfort in assessing LGBT status. Implications for future research, policy, and practice will be presented.

Feeling Good About Your Smile: Implementation and Evaluation of an Oral Health Intervention for People With Intellectual Disability

Inclusion ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 169-176
Author(s):  
Noelle K. Kurth ◽  
Jean P. Hall
Keyword(s):  
Program Evaluation ◽  
Intellectual Disability ◽  
Oral Health ◽  
Health Program ◽  
Research Policy ◽  
Future Research ◽  
Dental Hygienists ◽  
Disability And Health ◽  
Policy And Practice ◽  
Hands On

To address the need to improve oral health among people with intellectual disability (ID), the Kansas Disability and Health Program provided workshops to groups of adults with ID as a prevention strategy. Feeling Good About Your Smile, a hands-on experience, was delivered by trained Registered Dental Hygienists to 63 adults with ID accompanied by 24 supporting family or attendants in seven workshops. Program evaluation data indicate participants improved their knowledge about how to care for their teeth and mouths. Implications for future research, policy, and practice are discussed.

Assistive Technology for Students With Disabilities: An Updated Snapshot

2020 ◽  
pp. 016264342091462
Author(s):  
Emily C. Bouck ◽  
Holly Long
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Significant Relationship ◽  
Technology Use ◽  
Transition Study ◽  
And Performance ◽  
Disability Categories ◽  
National Longitudinal Transition Study

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall, the authors found low rates of assistive technology reported use among students with disabilities aggregated, although there were large ranges across disability categories (e.g., 14.5%–74.0% for use of assistive technology). Disability category had a statistically significant relationship with reported assistive technology use for secondary students.

A Review of the Research Landscape for Treatment of Early Breast Cancer: Implications for future research, policy and practice

2019 ◽  
Author(s):  
Ioana Ghiga ◽  
Camilla d'Angelo ◽  
Sarah King ◽  
Josephine Exley ◽  
Amelia Harshfield ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Early Breast Cancer ◽  
Research Policy ◽  
Future Research ◽  
Policy And Practice
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