Journal articles: 'Student with combined disability'

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Peltier, Corey, Tracy E. Sinclair, Joshua M. Pulos, and Andrea Suk. "Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems." Journal of Special Education 54, no. 2 (October 21, 2019): 101–12. http://dx.doi.org/10.1177/0022466919883397.

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Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]).

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Wood, Leah, Diane M. Browder, and Fred Spooner. "Teaching Listening Comprehension of Science e-Texts for Students With Moderate Intellectual Disability." Journal of Special Education Technology 35, no. 4 (October 20, 2019): 272–85. http://dx.doi.org/10.1177/0162643419882421.

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This study examined the effects of a treatment package that combined technology-based supports and systematic instruction on the comprehension skills of elementary-aged students with moderate intellectual disability. Researchers used a multiple probe across participants design. Specifically, researchers examined the effects of constant time delay and a system of least prompts on both generating and answering questions about science electronic texts (e-texts) for student participants. A functional relation was demonstrated for both generating questions using an iPad and answering comprehension questions. All three students demonstrated an ability to correctly answer questions about an e-text read aloud via text-to-speech by either saying an answer from memory or independently searching the e-text and replaying the target text to find the correct answer. A functional relation also was demonstrated between constant time delay instruction and the points earned accurately generating questions using an iPad. Skills transferred to a third-grade general education classroom environment.

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Djuric-Zdravkovic, Aleksandra, Mirjana Japundza-Milisavljevic, and Sanja Gagic. "Achievements of students with mild intellectual disability on combined trial test." Specijalna edukacija i rehabilitacija 14, no. 3 (2015): 303–18. http://dx.doi.org/10.5937/specedreh14-9238.

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Stewart, Jennifer M., and Saul Schwartz. "Equal Education, Unequal Jobs: College and University Students with Disabilities." Articles 73, no. 2 (June 18, 2018): 369–94. http://dx.doi.org/10.7202/1048575ar.

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Are students with a permanent disability more likely to drop out of post-secondary education than students without a permanent disability? Once they are out of postsecondary education, do their experiences in the labour market differ? Answers to these questions are necessary to evaluate current policies and to develop new policies. This paper addresses these two questions using a unique data set that combines administrative records from the Canada Student Loans Program with survey responses. Our measure of permanent disability is an objective one that requires a physician’s diagnosis. The survey data supply information on the students’ education and labour market status. Simple descriptive statistics suggest that, compared to students without a permanent disability, students with a permanent disability are equally likely to drop out of postsecondary education, but less likely to be in the labour force and more likely to be unemployed. We use propensity score matching to address potential selection into the group of students who documented their disability. The results using propensity score matching are consistent with the descriptive statistics. Our story is one of an underpublicized success—the rising number of students with disabilities in postsecondary institutions and their equal likelihood of graduation—and a persistent problem—the continued disadvantage that people with disabilities, even those with the same educational attainment as people without disabilities, face in the labour market.

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Kinasih, Titah, and Dyah Rochmawati. "Teaching Vocabulary to Indonesian Young CHildren with ADHD." JET ADI BUANA 5, no. 01 (April 30, 2020): 67–75. http://dx.doi.org/10.36456/jet.v5.n01.2020.2291.

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The aim of the present study is investigating (1) the current teaching techniques of teaching English vocabulary for children with Attention Deficit Hyperactivity, and (2) the difficulties faced by the teachers in teaching English vocabulary for children with Attention Deficit Hyperactivity. This survey research employed oral interviews, questionnaire and observation schemes as instruments for data collection. The result of this study indicates that the current techniques employed flashcards, pictures, songs, storytelling. the use of electronic media were the most preferably common techniques in teaching young learners vocabulary. The techniques were sometimes adapted and combined. The difficulties encountered by the teachers were the students’ extensive native language, being uncooperative, inability to stay focused. This study provides some suggestions for they need to be equipped with the methodology of teaching vocabulary for student with such a learning disability. This disability can lead to difficulties in understanding and using language for communication and interaction. Having adequate knowledge of such methodology brings about the equal chances for such students to earn learning success. The article ends up with implications for practice and future research directions. Keywords: teaching; vocabulary; students with attention deficit hyperactivity disorder

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Oswald, Gina R., Garrett E. Huck, and Lee Ann Rawlins Williams. "Undergraduate Rehabilitation Student Perceptions of Postgraduation Outcomes and Professional Identity." Journal of Applied Rehabilitation Counseling 51, no. 3 (August 11, 2020): 249–63. http://dx.doi.org/10.1891/jarc-d-19-00018.

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With the recent changes in the field of rehabilitation, combined with the absence of a singular career path and flexibility in graduate degrees, there is a growing need to address the quandary of a professional identity for undergraduate-level rehabilitation practitioners. A unified professional identity is important for students attempting to understand the profession, including professional standards, expectations, and codes of ethics. The purpose of the present study was to gain an understanding of undergraduate rehabilitation student perspectives on elements of a professional identity and intentions related to their pursuit of a rehabilitation degree. Participants (n = 129) were recruited from two undergraduate rehabilitation and disability programs; one program was in the Southern United States and one in the Midwest. Results indicate that participants overwhelmingly were interested in pursuing graduate degrees, albeit focus on an employment outcome postgraduation increased based on duration in degree. In addition, participants did not appear to value specific rehabilitation-related careers significantly above others, and very few had a clear grasp of specific national organizations, credentials, or codes of ethics related to their degrees. It is recommended that undergraduate rehabilitation and disability studies (URDS) programs incorporate extensive career exploration activities, preparation for graduate school admission and completion, and a clear understanding of national professional organizations, codes of ethics, and available credentials. Furthermore, with the support of national organizations and practitioners, the coherent development of a rehabilitation identity within undergraduate students should be encouraged in order to best facilitate their involvement in the broader field of rehabilitation.

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Camacho, Kristine A., and Michael P. Krezmien. "Individual- and School-Level Factors Contributing to Disproportionate Suspension Rates: A Multilevel Analysis of One State." Journal of Emotional and Behavioral Disorders 27, no. 4 (April 24, 2018): 209–20. http://dx.doi.org/10.1177/1063426618769065.

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Data from middle schools ( n = 219), high schools ( n = 200), and combined middle and high schools ( n = 20) were used to examine individual- and school-level factors within a multilevel model associated with an increased risk of suspension for minority students and students with disabilities. Results indicate that the individual-level variables of race and disability status were associated with an increased risk of suspension. Multiple school-level factors were also found to be associated with an increased risk of suspension including school enrollment, attendance, mobility, the percent of highly qualified teachers, the percent of students receiving free and reduced priced meals, the percent of students receiving special education services, the school’s Title I status, the student-to-teacher ratio, English Language Arts state exam scores, and the percent of White students in the school. In both analyses, the majority of variance was associated with the multilevel model which indicates the importance of examining individual factors within the context of school-level factors when trying to understand and respond to disproportionate suspension practices.

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Shogren, Karrie A., Kathryn M. Burke, Mark H. Anderson, Anthony A. Antosh, Michael L. Wehmeyer, Terri LaPlante, and Leslie A. Shaw. "Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability." Research and Practice for Persons with Severe Disabilities 43, no. 3 (June 20, 2018): 165–80. http://dx.doi.org/10.1177/1540796918779775.

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This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.

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Chao, Pen-Chiang. "Using Chinese idioms to teach adolescents with intellectual disabilities self-determination skills." Social Behavior and Personality: an international journal 48, no. 5 (May 5, 2020): 1–11. http://dx.doi.org/10.2224/sbp.9103.

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The purpose of this study was to develop a curriculum that combines Chinese idioms and self-determination components, and evaluate its effectiveness in enhancing the self-determination of students with intellectual disabilities. Participants were 85 students with an intellectual disability in 10th to 12th grade, selected from 2 vocational high schools located in northern Taiwan and randomly assigned to either a control group or an intervention group that received Chinese-Idiom Self-Determination Curriculum (CISDC) instruction. To assess student progress I used Arc's Self-Determination Scale and the Self-Determination Scale for Taiwanese Students, and the participants' teachers and parents completed the Self-Determination Assessment Scale-Teacher/Parent Form. Data were analyzed using descriptive statistics, analysis of covariance, and repeated measures analysis of variance. Results show that the diverse teaching methods and content of the CISDC could help to compensate for the cognitive impairment of high school students with an intellectual disability, enabling them to learn self-determination skills by discussing, exploring, and reflecting in the process of reading Chinese idiom stories.

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Spires, Margaret, and A. S. CohenMiller. "Accessibility in Central Asia." IFLA Journal 44, no. 1 (January 25, 2018): 35–43. http://dx.doi.org/10.1177/0340035217751960.

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Having recently adopted the United Nations Convention of Rights of Persons with Disabilities, Kazakhstan, a former Soviet Republic located in Central Asia, is currently in a position to find ways to increase accessibility and encourage inclusiveness in education. This paper describes the combined efforts of Nazarbayev University’s Library and Graduate School (located in Astana, Kazakhstan) to ensure accessibility for the university’s first ever student with a documented disability. Using co-generative qualitative data and analysis, faculty and staff worked together with the student to determine the best way to help him. As a project based in more experiential research, the authors’ focus is to document the experience and provide recommendations to others who are beginning accessibility/inclusivity efforts as well. Chief among these recommendations is close collaboration with communities to ensure what is needed and provide education regarding accessibility, as well as setting up a reasonable timeframe for adaptations needed.

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Knight, Victoria F., Carey E. Creech-Galloway, Jennifer M. Karl, and Belva C. Collins. "Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability." Focus on Autism and Other Developmental Disabilities 33, no. 4 (April 6, 2017): 227–36. http://dx.doi.org/10.1177/1088357617696273.

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Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful.

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Kim, Eun Kwang, and Hyoung Ran Park. "The Effect of Combined Exercise Program on Health Fitness and Sociality of Obese Students with Intellectual Disability." Korean Journal of Physical Education 58, no. 4 (July 30, 2019): 549–63. http://dx.doi.org/10.23949/kjpe.2019.07.58.4.39.

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Lin, Mei-Lan, Ming-Shan Chiang, Ching-Hsiang Shih, and Meng-Fang Li. "Improving the occupational skills of students with intellectual disability by applying video prompting combined with dance pads." Journal of Applied Research in Intellectual Disabilities 31, no. 1 (May 24, 2017): 114–19. http://dx.doi.org/10.1111/jar.12368.

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Agaliotis, Ioannis, and Afroditi Teli. "Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors." Journal of Education and Learning 5, no. 4 (August 30, 2016): 90. http://dx.doi.org/10.5539/jel.v5n4p90.

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<p>The effectiveness of two instructional interventions was investigated in the context of teaching Arithmetic Combinations (ACs) of multiplication and division to students with Learning Disabilities (LD) or Mild Intellectual Disability (MID). The intervention for the control group (LD = 20, MID = 10) was based on principles of effective instruction, while the intervention for the experimental group (LD = 19, MID = 4) combined the intervention for the control group and an alternative grouping and presentation scheme of ACs. Correlations between cognitive and learning characteristics of the two disability categories and participants’ performance in ACs learning were also investigated. Intra-group comparisons showed that post-intervention performance of both groups (control and experimental) was significantly higher than their pre-intervention performance. However, inter-group comparisons revealed that there was no significant difference between the results obtained through the two interventions. Students with LD outperformed their counterparts with MID. Differences of the two disability categories in domains such as speed of information processing and counting skills correlated with performance. Results are discussed in reference to the organization of effective intervention programs for supporting students with LD or MID in their effort to learn arithmetic combinations of multiplication and division.</p>

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Spackman, Ross, Adnan Qureshi, and Dheeraj Rai. "A review of recommendations for medical undergraduate intellectual disability psychiatry teaching from UK reports." Advances in Mental Health and Intellectual Disabilities 10, no. 2 (March 7, 2016): 158–63. http://dx.doi.org/10.1108/amhid-03-2015-0014.

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Purpose – The purpose of this paper is to amalgamate recommendations from contemporary national reports on healthcare provision and needs of people with intellectual disabilities. The paper combines these with recommendations for undergraduate curricula of medical students from the GMC and Royal College of Psychiatrists (RCPsych). Design/methodology/approach – National reports from Mencap, Department of Health, Disability rights commission, NHS Executive, the GMC and RCPsych were searched for relevant recommendations to undergraduate medical education in ID psychiatry. Recommendations were collated and grouped to form a single list for use when planning future curricula or auditing existing teaching. Findings – In total, 13 relevant recommendations were identified in nine groups. These included that people with intellectual disabilities and their carers should be involved in the teaching. That teaching should include the ethical, moral and legal obligations and should include the mental capacity act and equality act. Institutional and individual discrimination should be highlighted as a problem and diagnostic overshadowing should be covered. Originality/value – This paper has collated in a single document the combined recommendations of multiple reports. These are relevant to medical undergraduate teaching and may also be of use to other undergraduate healthcare courses. They are a useful template for others wishing to examine or benchmark the content of their medical undergraduate ID psychiatry teaching against an amalgamated list.

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Chang, Chia-Jui, Man-Ling Chang, and Ching-Hsiang Shih. "Encouraging overweight students with intellectual disability to actively perform walking activity using an air mouse combined with preferred stimulation." Research in Developmental Disabilities 55 (August 2016): 37–43. http://dx.doi.org/10.1016/j.ridd.2016.03.011.

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Aghaji, Ada E., Richard Bowman, Vincent C. Ofoegbu, and Andrew Smith. "Dual sensory impairment in special schools in South-Eastern Nigeria." Archives of Disease in Childhood 102, no. 2 (January 18, 2017): 174–77. http://dx.doi.org/10.1136/archdischild-2016-311285.

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In a cross-sectional study to determine the magnitude of dual sensory impairment (DSI-combined hearing and vision loss) in children in single-disability special education schools, children in schools for the blind and schools for the deaf in four states in South-East Nigeria were examined by an ophthalmologist and otorhinolaryngologist to determine the level of their disability and to identify other disabilities if any. Participants were all students with childhood blindness or childhood deafness. The magnitude and causes of DSI and the burden of undetected DSI were the main outcome measures. A total of 273 students were examined. About 7% of these students had DSI out of which over 60% (12/19) was previously undetected. There was more DSI in the blind schools than in the deaf schools (p=0.003). There is a large burden of undetected DSI in children in special schools in Nigeria. There is a need to create awareness of this problem and advocate appropriate screening, rehabilitative and educational strategies for children who have it.

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Almog, Nitsan. "“Everyone Is Normal, and Everyone Has a Disability”: Narratives of University Students with Visual Impairment." Social Inclusion 6, no. 4 (December 6, 2018): 218–29. http://dx.doi.org/10.17645/si.v6i4.1697.

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University students with visual impairment in Israel and worldwide face multiple academic and social barriers and must develop techniques, strategies and skills to adjust to the university environment. The current article is based on a longitudinal qualitative study aimed at incorporating students’ voices and offers some insight into the ways students experience their academic journeys. The research method combined grounded theory with the emancipatory disability research paradigm, which draws explicitly from people with disabilities’ collective experience and thus directly challenges this group’s widespread social oppression. This combination allowed the researcher to focus on students’ initial experiences as subjectively perceived. Sixteen students all defined as legally blind, from four universities in Israel, were interviewed over a 2-year period of their studies. The findings present two complementary narratives the interviewees used while configuring their identities. The article will focus on findings that suggest that during their academic journeys, students needed to manage a process of integrating their identity both as disabled and as students, choosing when and where to perform each identity and determining what the implications of each choice were along with each one’s related costs and benefits. The study’s implications and recommendations can help professionals and support services improve inclusion and equality in higher education.

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Miciak, Jeremy, and Jack M. Fletcher. "The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities." Journal of Learning Disabilities 53, no. 5 (February 20, 2020): 343–53. http://dx.doi.org/10.1177/0022219420906801.

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This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a “hybrid” dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for learning disability (LD) identification, the proposed “hybrid” method demonstrates strong evidence for valid decision-making and directly informs intervention.

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Park, Kun-Woo, and Seung-Yong Kim. "Effects of Combined Exercise Program on Body Composition, Lipid and Cortisol Levels in Blood among Middle School Students with Intellectual Disability." International Journal of Online and Biomedical Engineering (iJOE) 16, no. 13 (November 17, 2020): 82. http://dx.doi.org/10.3991/ijoe.v16i13.18723.

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The purpose of this study was to identify physiological responses through combined exercddise for intellectually disabled people who view obesity as one of their physical characteristics. To achieve the purpose of this study, an eight-week compound exercise was conducted on 28 intellectually disabled middle school students residing in K city and the average and standard deviation for groups (normal BMI groups, obese BMI groups) were calculated. In addition, data processing was performed using two way repeated measured ANOVA using SPSS 18.0, and post-verification was performed if there were significant differences. The results are as follows: First, there was no change in weight for middle school students with intellectual disabilities through eight weeks of combined exercise. However, the lean body mass increased in the standard population, body fat mass and BMI decreased in the standard population, and the bone density factor increased in both the standard population and the obese population. Second, neutral fat decreased in the standard group, and the low-density cholesterol factor decreased in the obesity group. Third, cortisol factors have been shown to decrease in standard groups. In conclusion, the eight-week compound exercise has been shown to have an effect of improvement in the physical composition and blood lipid variables of middle school students with intellectual disabilities.

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Andreeva, S. V. "Syntax Transformations in Speech Therapy Work on the Development of Phrasal Speech in Students with ASD." Autism and Developmental Disorders 17, no. 3 (2019): 36–46. http://dx.doi.org/10.17759/autdd.2019170304.

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The development of phrase speech is the most difficult area in speech therapy work with “speechless” schoolchildren with autism. The article describes speech therapy techniques for the development of syntax operations in schoolchildren with autism spectrum disorders and mild intellectual disabilities. Presented author’s speech therapy program for the development of arbitrary phrase speech in children with autism spectrum disorders combined with mild intellectual disability, based on the teachings of Noam Chomsky on grammatical transformations. The approbation of the speech therapy program was carried out by the author on the platform of the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders in the period from 2016 to the present.

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Saunders, Alicia F., Jenny R. Root, and Bree A. Jimenez. "Recommendations for Inclusive Educational Practices in Mathematics for Students With Extensive Support Needs." Inclusion 7, no. 2 (June 1, 2019): 75–91. http://dx.doi.org/10.1352/2326-6988-7.2.75.

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Abstract There is very limited research on inclusive mathematics instruction for students with extensive support needs (i.e., moderate to severe intellectual disability, autism, multiple disabilities) and this is a critical area of need. The purpose of this article is to propose a framework for mathematics instruction for students with extensive support needs in inclusive settings using practices that have been found effective in more restrictive settings, combined with the limited findings on effective inclusive practices for students with extensive support needs. A conceptual model for mathematics instruction for students with extensive support needs is illustrated and described. The proposed model provides guidance for collaborative teams and key stakeholders when planning for mathematics instruction in inclusive settings. Barriers to including students with extensive support needs in general education mathematics settings are discussed and recommendations for overcoming these barriers are described.

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Smith, Billy L., Chrystal L. McChristian, Teresa D. Smith, and Julie Meaux. "The Relationship of the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale-Third Edition." Perceptual and Motor Skills 109, no. 1 (August 2009): 30–40. http://dx.doi.org/10.2466/pms.109.1.30-40.

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The purpose of this study was to compare scores on the Reynolds Intellectual Assessment Scales (RIAS) with scores on the Wechsler Adult Intelligence Scale–Third Edition (WAIS–III) in a group of college students diagnosed with a Learning Disability, Attention-Deficit Hyperactivity Disorder (ADHD), or a combination of the two. The RIAS Composite Index score was significantly higher than the WAIS–III Full Scale IQ, although scores on both tests were in the average range. Correlations between the two tests were significant on all measures. Male students were significantly higher than female students on both the RIAS Composite Index and on the WAIS–III Full Scale IQ. Although the ADHD group was higher on IQ than the Learning Disabled and combined disorder groups on all IQ measures, no significant differences were found.

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Torres, Ayse, Kelly B. Kearney, Michael P. Brady, Jacqueline Wood, and Joshua Katz. "Using a literacy-based behavioral intervention to teach job interviewing skills to adults with intellectual disability." Journal of Vocational Rehabilitation 54, no. 2 (March 15, 2021): 161–74. http://dx.doi.org/10.3233/jvr-201127.

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BACKGROUND: Job interviewing serves a key function in the process of gaining employment. To date, no research has evaluated whether a literacy-based behavioral intervention (LBBI) might be used to improve the essential vocational skill of job interviewing. OBJECTIVES: The purpose of this study was to explore the effectiveness of a LBBI for the acquisition of job interviewing skills. METHODS: Using a combined experimental design (non-concurrent multiple probe across participants with an embedded A1B1A2B2 design) three young adults with intellectual disability who received an in-person and remote LBBI were evaluated on their correct and independent performance on a task analysis created for job interviewing. Generalization and maintenance were also assessed. RESULTS: The results showed that all three students mastered job interviewing skills with 100% accuracy and maintained the acquired skills after the intervention was removed. CONCLUSIONS: The study showed that LBBI is an effective tool to teach and practice job interviewing skills, and can be implemented face-to-face and virtually. Educators, vocational rehabilitation professionals, and families can use this tool in a wide range of settings.

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Asim qızı Yolçiyeva, Zülfiyyə. "Organization of inclusive physical education classes for persons with disabilities." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 54–57. http://dx.doi.org/10.36719/2663-4619/67/54-57.

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As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

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Onuigbo, Liziana N., Joy I. Anyanwu, Ebere D. Adimora, Immaculata N. Akaneme, Theresa O. Oforka, Ngozi O. Obiyo, Ifeyinwa O. Ezenwaji, et al. "Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment." Global Journal of Health Science 11, no. 8 (June 17, 2019): 29. http://dx.doi.org/10.5539/gjhs.v11n8p29.

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BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent’s educational background did not significantly predict ASES. CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.

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Auger, Kyle, Gregory Shedlock, Kasey Coutinho, Nicole E. Myers, and Santiago Lorenzo. "Effects of osteopathic manipulative treatment and bio-electromagnetic energy regulation therapy on lower back pain." Journal of Osteopathic Medicine 121, no. 6 (March 2, 2021): 561–69. http://dx.doi.org/10.1515/jom-2020-0132.

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Abstract Context Lower back pain (LBP) is prevalent and is a leading contributor to disease burden worldwide. Osteopathic manipulative treatment (OMT) can alleviate alterations in the body that leads to musculoskeletal disorders such as LBP. Bio-electromagnetic Energy Regulation (BEMER; BEMER International AG), which has also been shown to relieve musculoskeletal pain, is a therapeutic modality that deploys a biorhythmically defined stimulus through a pulsed electromagnetic field (PEMF). Therefore, it is possible that combined OMT and BEMER therapy could reduce low back pain in adults more than the effect of either treatment modality alone. Objectives To investigate the individual and combined effects of OMT and BEMER therapy on LBP in adults. Methods Employees and students at a medical college were recruited to this study by email. Participants were included if they self-reported chronic LBP of 3 months’ duration or longer; participants were excluded if they were experiencing acute LBP of 2 weeks’ duration or less, were currently being treated for LBP, were pregnant, or had a known medical history of several conditions. Ultimately, 40 participants were randomly assigned to four treatment groups: an OMT only, BEMER only, OMT+BEMER, or control (light touch and sham). Treatments were given regularly over a 3 week period. Data on LBP and quality of life were gathered through the Visual Analog Scale (VAS), Short Form 12 item (SF-12) health survey, and Oswestry Low Back Pain Questionnaire/Oswestry Disability Index prior to treatment and immediately after the 3 week intervention protocol. One-way analysis of variance (ANOVA) was performed retrospectively and absolute changes for each participant were calculated. Normal distribution and equal variances were confirmed by Shapiro–Wilk test (p>0.05) and Brown-Forsythe, respectively. Significance was set at p<0.05. Results Despite a lack of statistical significance between groups, subjective reports of pain reported on the VAS showed a substantial mean percentage decrease (50.8%) from baseline in the OMT+BEMER group, compared with a 10.2% decrease in the OMT-only and 9.8% in BEMER-only groups when comparing the difference in VAS ratings from preintervention to postintervention. Participants also reported in quality of life assessed on the Oswestry Low Back Pain Questionnaire/Oswestry Disability Index, with the OMT+BEMER group showing a decrease of 30.3% in score, the most among all groups. The OMT+BEMER group also reported the greatest improvement in score in the physical component of the SF-12, with an increase of 21.8%. Conclusions The initial data from this study shows a potential additive effect of combination therapy (OMT and BEMER) for management of LBP, though the results did not achieve statistical significance.

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Erin, Jane N., and Alan J. Koenig. "The Student with a Visual Disability and a Learning Disability." Journal of Learning Disabilities 30, no. 3 (May 1997): 309–20. http://dx.doi.org/10.1177/002221949703000306.

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Doody, Owen, Paula McInerney, and Lynda Linnane. "Intellectual disability nursing assessment: student reflections." British Journal of Nursing 21, no. 6 (March 20, 2012): 345–48. http://dx.doi.org/10.12968/bjon.2012.21.6.345.

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Dean, Erin. "Student life - Combined expertise." Nursing Standard 27, no. 43 (June 26, 2013): 64. http://dx.doi.org/10.7748/ns2013.06.27.43.64.s57.

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Bishop, Christine, and Karen Zurlo. "Economic Uncertainties in Retirement: Risk Factors, Strategies, and Resilience." Innovation in Aging 4, Supplement_1 (December 1, 2020): 685. http://dx.doi.org/10.1093/geroni/igaa057.2392.

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Abstract Even with forethought and planning, a lot can threaten economic wellbeing in the years ahead for older adults retiring at typical retirement ages. Although results for any individual cannot be predicted with certainty, some risks are quantifiable: for example, mortality/ longevity and disability risks are reasonably well-defined. Risk of dementia is not so well understood, and may be changing. Financial risk might be seen as manageable, but older adults relying on retirement income sources can be especially vulnerable to unprecedented shocks to the general economy. We consider four aspects of this dilemma. First, older adults retiring with outstanding debts may have difficulty weathering financial shocks. Our first presentation provides up-to-date information about trends in indebtedness at older ages, especially focusing on newly salient types of indebtedness: medical and student loan debt, and debt incurred to smooth finances in the recent recession. Stewardship of finances during retirement can be a challenging personal management undertaking. Our second presentation will consider how dementia can complicate this process. Protection against outliving one’s resources is more complex and costlier in the era of defined contribution retirement accounts. Our third presentation will discuss strategies to combine retirement assets, including Social Security claiming, to hedge longevity risk. Finally, needs for long-term services and supports may be met with either paid or informal (family) care, or both, but cannot be predicted with certainty. Our fourth presentation examines the long-term impacts on families due to the difficulty in insuring against this risk. Economics of Aging Interest Group Sponsored Symposium.

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Sprong, Matthew E., Bryan K. Dallas, Kara Hennenfent, Brianna Cerrito, and Frank Buono. "Race and Disability on Perception on Relative Fairness of Postsecondary Educational Accommodations." Journal of Applied Rehabilitation Counseling 50, no. 2 (June 1, 2019): 118–28. http://dx.doi.org/10.1891/0047-2220.50.2.118.

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The purpose of the current study was to explore how students at a Midwestern University rated the fairness of a student with a disability receiving specific educational accommodations when controlling for the race of the student requesting the accommodation. We were also interested in exploring the impact of disability status and educational level of the student participants on their perception of how fair it would be for the student with the disability in the scenario to receive specific educational accommodations. A logistic regression analysis revealed that the race of the hypothetical student with a disability was not a significant predictor of whether a student deserved educational accommodations. Additionally, participants that disclosed that they had a disability thought the student in the disability-related case scenarios were more deserving of accommodations compared to participants that did not disclose having a disability.

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Cooc, North. "Understanding When Teachers Disagree about Student Disability." Exceptionality 26, no. 2 (October 3, 2016): 63–80. http://dx.doi.org/10.1080/09362835.2016.1216849.

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Kendall, Lynne, and Bulent Tarman. "Higher education and disability: Exploring student experiences." Cogent Education 3, no. 1 (November 18, 2016): 1256142. http://dx.doi.org/10.1080/2331186x.2016.1256142.

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Owen, Sara, and Penny Standen. "Attracting and retaining learning disability student nurses." British Journal of Learning Disabilities 35, no. 4 (December 2007): 261–68. http://dx.doi.org/10.1111/j.1468-3156.2007.00439.x.

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Francis, Kennon T. "Status of the Year 2000 Health Goals for Physical Activity and Fitness." Physical Therapy 79, no. 4 (April 1, 1999): 405–14. http://dx.doi.org/10.1093/ptj/79.4.405.

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Abstract In Healthy People 2000, the national strategy for improving the health of the American people by the year 2000, lifestyle factors such as physical inactivity are major determinants of chronic disease and disability. Despite the documented benefits of exercise in enhancing health and reducing the risk of premature death, only 1 of the 13 physical activity and fitness objectives of Healthy People 2000 has been met or exceeded. Although progress toward 5 objectives for the year 2000 has been made, 3 objectives are actually farther from attainment. Coronary heart disease death rates (Objective 1.1) have declined, and the prevalence of overweight people (Objective 1.2) has increased. Overall physical activity in adults (Objectives 1.3 and 1.4) and strengthening and stretching activities in children (Objective 1.6) have increased, but reduction in the percentage of sedentary persons (Objective 1.5) has showed no change. The proportion of the population adopting sound dietary practices combined with regular physical activity to attain appropriate body weight (Objective 1.7) has declined. Even though participation in daily school physical education (Objective 1.8) has shown a decline during the past several years, students who are enrolled in physical education classes are spending more time performing physical activities (Objective 1.9). The proportion of work sites offering employer-sponsored physical activity and fitness programs (Objective 1.10) has increased substantially, surpassing the year 2000 goal. Data to update progress for increasing physical activity levels of children (Objectives 1.3–1.5), community exercise facilities (Objective 1.11), clinician counseling about physical activity (Objective 1.12), and improvement in personal self-care activities (Objective 1.13) are not yet available.

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Handayani, Sri, Enny Rachmani, Kriswiharsi Kun Saptorini, Yusthin Merianti Manglapy, Nurjanah, Abdillah Ahsan, and Dian Kusuma. "Is Youth Smoking Related to the Density and Proximity of Outdoor Tobacco Advertising Near Schools? Evidence from Indonesia." International Journal of Environmental Research and Public Health 18, no. 5 (March 4, 2021): 2556. http://dx.doi.org/10.3390/ijerph18052556.

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Background: Smoking was among the top contributors to deaths and disability as the prevalence among male adults remains high, and that among male youth increases in Indonesia. While local studies have shown high visibility of outdoor tobacco advertising around schools, the country still has no outdoor tobacco advertising ban. Objective: To examine the association between youth smoking behavior and measures of outdoor tobacco advertising density and proximity in Indonesia. Methods: We combined two primary data sources, including outdoor tobacco advertising and smoking behavior among male youth in Semarang city. We randomly selected and interviewed 400 male students at 20 high schools in the city. In addition, we interviewed 492 male adults who lived near the schools for comparison. Results: We found significant associations between smoking use among youth (but not among adults) and measures of outdoor tobacco advertising density and proximity in Semarang city. Youth at schools with medium and high density of outdoor tobacco advertising were up to 2.16 times more likely to smoke, compared to those with low density. Similarly, youth at senior high schools with proximity to outdoor tobacco advertising were 2.8 times more likely to smoke. Also, young people at poorer-neighborhood schools with a higher density of and proximity to outdoor tobacco advertising were up to 5.16 times more likely to smoke. Conclusions: There were significant associations between smoking use among male youth (but not among male adults) and measures of outdoor tobacco advertising density and proximity in Indonesia. This highlights the need to introduce an outdoor tobacco advertising ban effectively, at least near schools.

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Jones, Chelsea Temple, and Kim Collins. "Ordinary Extraordinary Activism: Student-led filmmaking in disability studies." International Journal of Education Through Art 16, no. 1 (March 1, 2020): 29–41. http://dx.doi.org/10.1386/eta_00015_1.

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Abstract In this article, we, as disability studies educators in Toronto, Canada, reflect on our interpretations of a student group's call to 'people' disability culture. This request tasked us with mapping disability culture in Canada, and representing it through the arts-based approach of new disability documentary. We produced five student-directed films, Ordinary Extraordinary Activism, that bridge theory with lived experience by profiling activists whose lives involve participating in disability culture. Here, we describe how our work supported and transcended the affirmative model by drawing on intersectionality and Disability Justice. We critically consider the aesthetic and representational tensions of producing films under crip time. Through this writing, we reflect on the three-year process of filmmaking as a gesture of online pedagogy and analyse three out of five films.

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Smith, Carly, and Rachel Forrester-Jones. "Experiential learning: changing student attitudes towards learning disability." Tizard Learning Disability Review 19, no. 3 (July 2, 2014): 110–17. http://dx.doi.org/10.1108/tldr-12-2012-0010.

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Purpose – The purpose of this paper is to analyse the reflective journals kept by 62 students researching and interviewing people with learning disabilities. The aim was to explore the content and discover any themes that were generated throughout the journals as a result of the pre-, during- and post-interview process. Design/methodology/approach – The method used to analyse the journals was Interpretative Phenomenological Analysis (Smith and Osborn, 2008). Findings – The results showed that there was a shift from negative to positive reflections as the frequency of contact with people with learning disabilities increased and that the majority of students reported a change in attitude towards this group of individuals after experiencing direct contact (two to three meetings over a period of two months). Research limitations/implications – Implications of the findings are for government policies, promoting social inclusion through education, to offer the opportunity for direct contact with people with learning disabilities, (in keeping with Allport's, 1954 Contact Theory) at an earlier stage in education, fostering an environment for earlier attitude change and increased social inclusion. Social implications – Changing society's attitude through our education system may decrease marginalisation by the public as well as discriminatory and abusive behaviour found in some social and community care settings. Originality/value – This piece of research may add value to social, government and educational policies. Finding an evidence base to continue to build policies for decreasing marginalisation and promoting social inclusion for people with learning disabilities.

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Pfeiffer, David, and >W Wossen Kassaye. "Student Evaluations and Faculty Members with a Disability." Disability, Handicap & Society 6, no. 3 (January 1991): 247–51. http://dx.doi.org/10.1080/02674649166780281.

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Campbell, Jennifer, Linda Gilmore, and Monica Cuskelly. "Changing student teachers’ attitudes towards disability and inclusion." Journal of Intellectual & Developmental Disability 28, no. 4 (December 2003): 369–79. http://dx.doi.org/10.1080/13668250310001616407.

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Adele, Goldie. "Competitive disability sports league could boost student success." Student Affairs Today 19, no. 11 (January 23, 2017): 6. http://dx.doi.org/10.1002/say.30299.

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Tervo, Raymond C., and Glen Palmer. "Health professional student attitudes towards people with disability." Clinical Rehabilitation 18, no. 8 (December 2004): 908–15. http://dx.doi.org/10.1191/0269215504cr820oa.

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Penketh, Claire. "Disability and academic exclusion: voicing the student body." Disability & Society 33, no. 8 (September 14, 2018): 1382–83. http://dx.doi.org/10.1080/09687599.2018.1493080.

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Gelpi, Aileen. "Was a student-athlete dismissed because of disability?" College Athletics and the Law 13, no. 10 (January 2017): 9. http://dx.doi.org/10.1002/catl.30298.

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Blacher, Jan, Bruce L. Baker, and Abbey S. Eisenhower. "Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development." American Journal on Intellectual and Developmental Disabilities 114, no. 5 (September 1, 2009): 322–39. http://dx.doi.org/10.1352/1944-7558-114.5.322.

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Abstract Student–teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6–8 years. Student–teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these relationships were poorer for children with intellectual disability. Child behavior problems consistently predicted more conflict, whereas social skills predicted more closeness. Accounting for these child characteristics reduced the status group difference to nonsignificance. Earlier student–teacher relationships predicted subsequent changes in child behavior problems and social skills. Student–teacher relationships in the intellectual disability group were significantly lower for children in regular than special classes by age 8.

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Meeks, Lisa M., Ben Case, Erene Stergiopoulos, Brianna K. Evans, and Kristina H. Petersen. "Structural Barriers to Student Disability Disclosure in US-Allopathic Medical Schools." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110186. http://dx.doi.org/10.1177/23821205211018696.

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Introduction: Leaders in medical education have expressed a commitment to increase medical student diversity, including those with disabilities. Despite this commitment there exists a large gap in the number of medical students self-reporting disability in anonymous demographic surveys and those willing to disclose and request accommodations at a school level. Structural elements for disclosing and requesting disability accommodations have been identified as a main barrier for students with disabilities in medical education, yet school-level practices for student disclosure at US-MD programs have not been studied. Methods: In August 2020, a survey seeking to ascertain institutional disability disclosure structure was sent to student affairs deans at LCME fully accredited medical schools. Survey responses were coded according to their alignment with considerations from the AAMC report on disability and analyzed for any associations with the AAMC Organizational Characteristics Database and class size. Results: Disability disclosure structures were collected for 98 of 141 eligible schools (70% response rate). Structures for disability disclosure varied among the 98 respondent schools. Sixty-four (65%) programs maintained a disability disclosure structure in alignment with AAMC considerations; 34 (35%) did not. No statistically significant relationships were identified between disability disclosure structures and AAMC organizational characteristics or class size. Discussion: Thirty-five percent of LCME fully accredited MD program respondents continue to employ structures of disability disclosure that do not align with the considerations offered in the AAMC report. This structural non-alignment has been identified as a major barrier for medical students to accessing accommodations and may disincentivize disability disclosure. Meeting the stated calls for diversity will require schools to consider structural barriers that marginalize students with disabilities and make appropriate adjustments to their services to improve access.

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Cullen, Julie Berry. "The impact of fiscal incentives on student disability rates." Journal of Public Economics 87, no. 7-8 (August 2003): 1557–89. http://dx.doi.org/10.1016/s0047-2727(01)00203-1.

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Porter, Judith. "Adverse Effects? The Impact of Disability on Student Education." Perspectives on School-Based Issues 3, no. 2 (July 2002): 22–23. http://dx.doi.org/10.1044/sbi3.2.22.

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Fuh, Jong-Ling, Shuu-Jiun Wang, Shiang-Ru Lu, Yi-Chu Liao, Shih-Pin Chen, and Chin-Yi Yang. "Headache Disability Among Adolescents: A Student Population-Based Study." Headache: The Journal of Head and Face Pain 50, no. 2 (February 2010): 210–18. http://dx.doi.org/10.1111/j.1526-4610.2009.01531.x.

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Journal articles on the topic 'Student with combined disability'

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