A Study on the Designation Criteria of the System on the Preferential Purchase of Products Manufactured for the Employment Promotion of Persons with a Significant Disabilities

2021 ◽  
Vol 31 (2) ◽  
pp. 23-37
Author(s):  
Woon Hwan Na
Keyword(s):  
Significant Disabilities ◽  
Employment Promotion

Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 492-501 ◽  
Author(s):  
Kimberly F. Frazier ◽  
Peggy J. S. Whitby ◽  
Suzanne Kucharczyk ◽  
Kristi L. Perryman ◽  
Johanna Thomas ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Significant Disabilities

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

Learners with Significant Disabilities

2001 ◽  
Vol 22 (4) ◽  
pp. 214-222 ◽  
Author(s):  
Alison Ford ◽  
Linda Davern ◽  
Roberta Schnorr
Keyword(s):  
Significant Disabilities

Longitudinal Analysis of State Patterns and Related Variables among Infants and Children with Significant Disabilities

2002 ◽  
Vol 27 (2) ◽  
pp. 112-124 ◽  
Author(s):  
Doug Guess ◽  
Sally Roberts ◽  
Jane Rues
Keyword(s):  
First Year ◽  
Early Interventions ◽  
Learning And Development ◽  
Significant Disabilities ◽  
Optimal Learning ◽  
Developmental Skills ◽  
Time Period ◽  
Additional Group ◽  
First Year Of Life ◽  
Older Populations

Behavior states and related developmental and medical variables were observed during all or part of the first 4 years of life for 34 infants identified with severe cognitive and multiple disabilities. Eight infants died before 1 year of age. Extensive data were then collected for an additional group of 8 infants who were observed through the age of 4 years. Findings demonstrated emerging state profiles during this time period that were consistent with those found among older populations observed in previous investigations. Different behavior state profiles at age 4 years were indicated by several developmental skills in the first year of life. These results suggest the need for specific, early interventions with infants whose state patterns are inconsistent with optimal learning and development.

Alignment of Supplementary Aids and Services With Student Needs and Placement

2021 ◽  
Vol 59 (3) ◽  
pp. 187-203
Author(s):  
Samantha Gross Toews ◽  
Russell Johnston ◽  
Jennifer A. Kurth ◽  
Andrea L. Ruppar ◽  
Jessica A. McQueston ◽  
...  
Keyword(s):  
Social Communication ◽  
Low Frequency ◽  
Future Research ◽  
Behavior Support ◽  
Significant Disabilities ◽  
Policy Practice ◽  
Placement Decisions ◽  
Communication Needs ◽  
Educational Placements ◽  
And Behavior

Abstract Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.

STATE EMPLOYMENT PROMOTION POLICY POPULATION IN THE REPUBLIC OF KALMYKIA AS A FACTOR OF HUMAN CAPITAL DEVELOPMENT

2021 ◽  
Vol 4 (6) ◽  
pp. 324-331
Author(s):  
Marina Petrovna Sarunova ◽  
Zayana Shininovna Taskirova ◽  
Yuliana Vladimirovna Vankaeva ◽  
Sabina Akylbekovna Dzhumabekova
Keyword(s):  
Human Capital ◽  
Human Capital Development ◽  
Promotion Policy ◽  
State Employment ◽  
The Republic ◽  
Capital Development ◽  
Employment Promotion

Enhancing Pro-Social Desired Behaviors to Reduce At-Risk Sexual Behaviors in Community Settings

2020 ◽  
pp. 36-54
Author(s):  
Tahra J. Cessna
Keyword(s):  
Sexual Behaviors ◽  
Assessment Tool ◽  
Autism Spectrum ◽  
Sexual Relationships ◽  
Life Assessment ◽  
Community Settings ◽  
Significant Disabilities ◽  
Social Conventions ◽  
Inappropriate Sexual Behavior ◽  
Monitoring Strategies

There is a misconception that people with significant disabilities have little or no interest in sex or sexual relationships. This misconception often leads to the teaching of social sexual education on the back burner for practitioners, educators, and caregivers. This chapter discusses the self-monitoring strategies taught to a teenage girl with a diagnosis of autism spectrum disorder that engaged in inappropriate sexual behavior toward herself and others while in community settings. Mia is a 16-year-old female with a diagnosis of ASD. Mia significantly struggled to respond to the norms that dictate the social conventions regarding appropriate social interactions which led to the emergence of inappropriate sexual behaviors including public masturbation and the inappropriate touching of others. Using person-centered planning and a quality-of-life assessment tool, Mia's multidisciplinary team was able to identify prosocial, desired behaviors to assist Mia in achieving ultimate outcomes and place her in least-restrictive environments across community settings.

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