Digital Citizenship: Technology Access and Use for Youth With and Without Intellectual and Developmental Disabilities

Abstract Technology is integral to the lives of youth who, as digital citizens, use technology to participate in social and civic action to improve their communities. Using a digital citizenship framework and National Longitudinal Transition Study of 2012 data, we explored technology access and use between youth with and without intellectual and developmental disabilities (IDD). We found youth with IDD have less access and less participation across four digital citzienship elements putting them at greater risk for digital social isolation and community disengagment. Given the COVID-19 pandemic, which has thrust employment, school, health, and social lives to online spaces, we situate our findings on digital access, opportunity, and support and call for individual and systems-level investment in digital citizenship to support full participation.

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Transitioning Racial/Ethnic Minorities With Intellectual and Developmental Disabilities: Influence of Socioeconomic Status on Related Services

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143418778556 ◽

2018 ◽

Vol 42 (3) ◽

pp. 158-167 ◽

Cited By ~ 1

Author(s):

Kelli W. Gary ◽

Adam Sima ◽

Paul Wehman ◽

Khalilah R. Johnson

Keyword(s):

Developmental Disabilities ◽

Socioeconomic Factors ◽

Career Counseling ◽

Propensity Scores ◽

Intellectual And Developmental Disabilities ◽

Related Services ◽

Logistic Regressions ◽

Transition Study ◽

National Longitudinal Transition Study ◽

Racial Ethnic

Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study–2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions determined predictors of each outcome while incorporating propensity scores and survey weights. Education and income influenced more service receipt; whereas, percentage of persons with free or reduced lunch and minorities in high school had lower service receipt. After incorporating propensity scores, differences between minorities and nonminorities attenuated for occupational therapy and career counseling and increased for assistive technology with no services reaching significance after adjustment. Complex analyses incorporating socioeconomic factors best determine differences between racial/ethnic transitioning minorities with intellectual and developmental disabilities.

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Friendships Through Inclusive Postsecondary Education Programs: Perspectives of Current and Former Students With Intellectual and Developmental Disabilities

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-59.6.487 ◽

2021 ◽

Vol 59 (6) ◽

pp. 487-501

Author(s):

Stephanie Spruit ◽

Erik W. Carter

Keyword(s):

Social Networks ◽

Developmental Disabilities ◽

Postsecondary Education ◽

College Experience ◽

Intellectual And Developmental Disabilities ◽

Education Programs ◽

Research And Practice ◽

Friendship Formation ◽

Social Lives ◽

Multiple Meaning

Abstract The formation of friendships is central to the college experience. Yet little is known about the relationships young adults with intellectual and developmental disabilities form through their inclusive postsecondary education programs or maintain after graduation. We interviewed 12 current students and alumni about their social networks and their views regarding friendships. Participants shared their perspectives on the multiple meaning of friendship, the size and composition of their social networks, and the areas in which college has positively impacted their social lives. We offer recommendations for research and practice aimed at understanding and enhancing friendship formation within the inclusive higher education movement.

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Multisector Involvement Among Adolescents With Disabilities

Remedial and Special Education ◽

10.1177/0741932517735574 ◽

2017 ◽

Vol 39 (6) ◽

pp. 353-364 ◽

Cited By ~ 1

Author(s):

Amanda L. Sullivan ◽

Andrew J. Thayer ◽

Shanna S. Sadeh

Keyword(s):

Students With Disabilities ◽

Regression Models ◽

School Health ◽

Logistic Regression Models ◽

School Based ◽

Sociodemographic Predictors ◽

Psychosocial Difficulties ◽

Nationally Representative ◽

Transition Study ◽

National Longitudinal Transition Study

When youth experience psychosocial difficulties, multiple sectors of care may intervene. The present study examined the prevalence and sociodemographic predictors of multisector involvement related to psychosocial difficulties among adolescents with disabilities. Using a nationally representative sample of 9,230 students who participated in the National Longitudinal Transition Study–2, we estimated students’ rates of involvement in school, health, social service, and juvenile justice sectors and used logistic regression models to ascertain the relations to student characteristics. Students with disabilities were frequently involved with a variety of sectors of care, but schools remain the primary provider. Multisector involvement was commonplace, particularly for adolescents with emotional disturbance or autism. Disability and insurance type consistently predicted involvement of each sector, but other sociodemographic characteristics commonly related to disparities in involvement were not significant in most of our models. Communication and collaboration across systems can support the school-based problem solving and individualized planning for students with disabilities.

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