I Stand with Henry

Ad Hoc ◽

Single Case ◽

Middle School Student ◽

Self Advocacy ◽

For Profit ◽

Not For Profit

This study investigates a virtual ad-hoc organization known as “I Stand With Henry” (ISWH). It features an individual middle school student with autism practicing self-advocacy. His mission is to support inclusion and get his school district to sanction his ability to be included in the general education setting instead of a separate school for students with special needs. While ISWH is not an official not-for-profit organization, is performs similar functions. Through an in-depth analysis of the ISWH Facebook page, virtual ad-hoc organizations redefine what it means to be a not-for-profit organization. This study analyzes how social media gives voice to the voiceless and how social media equalizes marginalized voices for all students with disabilities to exercise their rights. The chapter employs analyzes conversations within a single case to construct a virtual advocacy model that explains the success of ISWH.

An Examination of Not-For-Profit Stakeholder Networks for Relationship Management: A Small-Scale Analysis on Social Media

PLoS ONE ◽

10.1371/journal.pone.0163914 ◽

2016 ◽

Vol 11 (10) ◽

pp. e0163914 ◽

Cited By ~ 5

Author(s):

Jessica Wyllie ◽

Benjamin Lucas ◽

Jamie Carlson ◽

Brent Kitchens ◽

Ben Kozary ◽

...

Keyword(s):

Social Media ◽

Relationship Management ◽

Small Scale ◽

Scale Analysis ◽

Stakeholder Networks ◽

For Profit ◽

Not For Profit

How performance measurement influences stakeholders in not-for-profit organizations

International Journal of Operations & Production Management ◽

10.1108/ijopm-08-2015-0481 ◽

2017 ◽

Vol 37 (9) ◽

pp. 1164-1184 ◽

Cited By ~ 9

Author(s):

Haley Allison Beer ◽

Pietro Micheli

Keyword(s):

Performance Measurement ◽

Single Case ◽

Institutional Logics ◽

Performance Goals ◽

Content Type ◽

For Profit ◽

Not For Profit ◽

And Performance ◽

The Uk

Purpose The purpose of this paper is to examine the influences of performance measurement (PM) on not-for-profit (NFP) organizations’ stakeholders by studying how PM practices interact with understandings of legitimate performance goals. This study invokes institutional logics theory to explain interactions between PM and stakeholders. Design/methodology/approach An in-depth case study is conducted in a large NFP organization in the UK. Managers, employees, and external partners are interviewed and observed, and performance-related documents analyzed. Findings Both stakeholders and PM practices are found to have dominant institutional logics that portray certain goals as legitimate. PM practices can reinforce, reconcile, or inhibit stakeholders’ understandings and propensity to act toward goals, depending on the extent to which practices share the dominant logic of the stakeholders they interact with. Research limitations/implications A theoretical framework is proposed for how PM practices first interact with stakeholders at a cognitive level and second influence action. This research is based on a single case study, which limits generalizability of findings; however, results may be transferable to other environments where PM is aimed at balancing competing stakeholder objectives and organizational priorities. Practical implications PM affects the experience of stakeholders by interacting with their understanding of legitimate performance goals. PM systems should be designed and implemented on the basis of both their formal ability to represent organizational aims and objectives, and their influence on stakeholders. Originality/value Findings advance PM theory by offering an explanation for how PM influences attention and actions at an individual micro level.

Online Learning as a Form of Accommodation

Encyclopedia of Information Science and Technology, Second Edition ◽

10.4018/978-1-60566-026-4.ch464 ◽

2011 ◽

pp. 2906-2910

Author(s):

Terence Cavanaugh

Keyword(s):

General Education ◽

Special Needs ◽

Adult Population ◽

Department Of Education ◽

Special Needs Students ◽

General Education Teacher ◽

The Past ◽

Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Inside the Project Management Institute

Project Management ◽

10.4018/978-1-5225-0196-1.ch055 ◽

2016 ◽

pp. 1136-1141

Author(s):

Deborah Walker ◽

Dave Garrett

Keyword(s):

Social Media ◽

Portfolio Management ◽

Change Agents ◽

Virtual Community ◽

Value Added ◽

For Profit ◽

Not For Profit ◽

Project Management Institute ◽

Social Media Platforms ◽

Membership Association

PMI is the world's leading not-for-profit professional membership association for the project, program, and portfolio management profession. Now in its 46th year, the association provides global advocacy, collaboration, education, and research to more than 2.9 million professionals working in nearly every country in the world. To better support project practitioners in their role as “change agents,” PMI utilizes popular social media platforms, as well as a robust virtual community. Through social media, PMI creates an environment in which project practitioners create, curate, and share strong value-added content, take part in well-informed discussions, and collaborate to seek effective solutions.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

The Journal of Special Education ◽

10.1177/0022466919892955 ◽

2019 ◽

Vol 54 (3) ◽

pp. 146-156

Author(s):

Nancy J. Lopez ◽

Nicole M. Uphold ◽

Karen H. Douglas ◽

Shaqwana Freeman-Green

Keyword(s):

High School ◽

High School Students ◽

General Education ◽

Functional Relation ◽

Transition Process ◽

Future Research ◽

Academic Accommodations ◽

School Students ◽

Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1208 ◽

2019 ◽

Author(s):

April Camping ◽

Steve Graham

Keyword(s):

Special Education ◽

General Education ◽

Special Needs ◽

The United States ◽

Individual Student ◽

Writing Practices ◽

General Education Classroom ◽

Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

Educational Researcher ◽

10.3102/0013189x19852306 ◽

2019 ◽

Vol 48 (5) ◽

pp. 273-286 ◽

Cited By ~ 1

Author(s):

North Cooc

Keyword(s):

General Education ◽

Special Needs ◽

Behavioral Problems ◽

Teaching And Learning ◽

School Factors ◽

International Data ◽

Teaching Time ◽

General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Leveraging social media for knowledge management healthcare capability

Measuring Business Excellence ◽

10.1108/mbe-11-2019-0116 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ellen Belitzky ◽

Christian Bach ◽

Erika Belitzky

Keyword(s):

Social Support ◽

Social Media ◽

Knowledge Management ◽

Pediatric Oncology ◽

Healthcare Sector ◽

Social Implications ◽

Oncology Patients ◽

Content Type ◽

For Profit ◽

Not For Profit

Purpose This study aims to understand how healthcare social media offer nonmedical psycho-social support for pediatric oncology patients and their care community and how social media can be exploited for healthcare knowledge management. Design/methodology/approach Social media capabilities were identified and categorized based on psycho-social support services for pediatric oncology patients, caregivers and their community of care. Data were collected from 187 service sites representing more than 100 organizations. These broadly defined capabilities in trusted care organizations were analyzed to understand use of social media in providing psycho-social support. Findings Analysis revealed resource guides, stories and in-person support at clinics as the most prevalent forms of technology-guided psycho-social support. Privacy, security and information integrity rose as technical challenges for interactive social media platforms. Medical community trust is inconsistent, leading to immature adoption of critical psycho-social support as a knowledge management source. Findings further indicate the not-for-profit support sector provides robust social media capabilities compared to the healthcare sector. Research limitations/implications Future research may extend to maturing healthcare and not-for-profit sector services and to private sector products such as mobile applications and other technologies. Practical implications Survivor and caregiver quality of life depend on psycho-social support communities and services delivered via social media. Social implications Child protection social implications require significant attention due to sensitivity of security, privacy concerns and longevity of digital footprints for pediatric patients. Originality/value Research demonstrates opportunity for medical provider, healthcare organization, not-for-profit sector, patient and caregiver cooperation using social media. Data indicate healthcare technology systems leveraging social media can extend knowledge management capability beyond organization boundaries.

Online Learning as a Form of Accomodation

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch389 ◽

2005 ◽

pp. 2209-2213

Author(s):

Terence Cavannaugh

Keyword(s):

General Education ◽

Special Needs ◽

Adult Population ◽

Department Of Education ◽

Special Needs Students ◽

General Education Teacher ◽

The Past ◽

Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).