scholarly journals Reverse-Inclusion Continuing Education Program at College Aimed at Students with Intellectual and Developmental Disabilities: Program Implementation

2021 ◽  
Author(s):  
Jonathan Pierce ◽  
Kaelin N. Rubenzer ◽  
Tamara H. Shetron
Keyword(s):  
Developmental Disabilities ◽  
Continuing Education ◽  
Program Implementation ◽  
Education Program ◽  
Liberal Arts ◽  
Intellectual And Developmental Disabilities ◽  
Reverse Inclusion ◽  
University Of Texas ◽  
Post Secondary ◽  
Self Sufficiency

Many post-secondary education programs foster self-sufficiency, intellectual growth, and employment skills for adults with intellectual and developmental disabilities (IDD). However, these programs do not usually introduce adults with IDD to the broad range of academic subjects that their neurotypical peers take in college. Thus, we developed a reverse-inclusion, continuing-education program at University of Texas at Austin aimed at adults with IDD. Students with and without IDD take courses together on campus in science, liberal arts, and self-sufficiency skills. We describe how we designed and implemented our program which serves >200 students annually. This can inform the development of similar programs in other locations.

Key considerations when interviewing individuals with expressive language difficulties

2020 ◽  
Vol 20 (6) ◽  
pp. 960-970
Author(s):  
Judy Verseghy ◽  
Lynda Atack ◽  
Janet Maher
Keyword(s):  
Developmental Disabilities ◽  
Secondary Students ◽  
Expressive Language ◽  
Intellectual And Developmental Disabilities ◽  
Fair Share ◽  
Post Secondary ◽  
Language Difficulties ◽  
Disability Research ◽  
Research Recommendations ◽  
Reporting Data

Qualitative research comes with its fair share of challenges; however, those challenges are often amplified when interviewing individuals with intellectual and developmental disabilities. A research project, Friendly Housemates, was conducted where people with intellectual and developmental disabilities were matched with post-secondary students to live together as housemates. Drawing on experience gleaned from interviews conducted for the study and earlier research, recommendations are made for collecting, analyzing, and reporting data from participants who are quiet or have expressive language difficulties. These practices will help to ensure that the voices that are so often relegated to the fringes are brought to the disability research discourse.

Training Healthcare Professionals to Work With People With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (6) ◽  
pp. 446-458
Author(s):  
Sydnie E. Smith ◽  
Hannah P. McCann ◽  
Richard C. Urbano ◽  
Elisabeth M. Dykens ◽  
Robert M. Hodapp
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Continuing Education ◽  
Healthcare Professionals ◽  
Healthcare Providers ◽  
Autism Spectrum ◽  
Intellectual And Developmental Disabilities ◽  
Web Based ◽  
Practical Implications

Abstract This study assessed 155 healthcare providers, from nine disciplines, who work professionally with people with intellectual and developmental disabilities (IDD). Using a national, web-based survey, respondents rated their experience, comfort, and competence in treating individuals with different disability types and preferred methods of continuing education; respondents also provided suggestions for attracting others to work with the IDD population. Findings revealed that experiences, comfort, and competence were all higher concerning persons with autism spectrum disorder (ASD) and intellectual disability (ID), lower for those with deaf-blindness. Overall, levels of experience exceeded levels of comfort, which in turn exceeded levels of competence. The most helpful venues for continued training involved day-to-day contact with persons with IDD, which also characterized open-ended responses. Research and practical implications are discussed.

The State of the Science of Employment and Economic Self-Sufficiency for People With Intellectual and Developmental Disabilities

2013 ◽  
Vol 51 (5) ◽  
pp. 376-384 ◽  
Author(s):  
Derek Nord ◽  
Richard Luecking ◽  
David Mank ◽  
William Kiernan ◽  
Christina Wray
Keyword(s):  
Developmental Disabilities ◽  
Career Advancement ◽  
The United States ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Financial Independence ◽  
Quarter Century ◽  
Self Sufficiency ◽  
Employment Support ◽  
State Of The Science

Abstract Employment, career advancement, and financial independence are highly valued in the United States. As expectations, they are often instilled at a young age and incentivized throughout adulthood. Despite their importance, employment and economic sufficiency continue to be out of reach for most people with intellectual and developmental disabilities (IDD). Over the last quarter century, extensive research and effort has been committed to understanding and improving these phenomena. This paper summarizes this employment research base by reviewing the literature on the effectiveness of the current employment support system, employment-specific interventions, and the economics and cost benefits of employment for people with IDD. Recommendations and directions for future research are also presented.

scholarly journals A Description of Parent Input in IEP Development Through Analysis IEP Documents

2019 ◽  
Vol 57 (6) ◽  
pp. 485-498 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Jessica A. McQueston ◽  
Andrea L. Ruppar ◽  
Samantha Gross Toews ◽  
Russell Johnston ◽  
...  
Keyword(s):  
Content Analysis ◽  
Developmental Disabilities ◽  
Education Program ◽  
Individualized Education Program ◽  
Education Law ◽  
Intellectual And Developmental Disabilities ◽  
Individualized Education ◽  
Research And Practice ◽  
Parent Concerns ◽  
Iep Development

Abstract Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that although parents express a range of concerns and priorities, these are translated into goals or services only two thirds of the time. We provide implications of these findings for research and practice.

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.

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