Relevant bibliographies by topics / Young adults with disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Young adults with disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Young adults with disabilities"

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Midjo, Turid, and Karin Ellingsen Aune. "Identity constructions and transition to adulthood for young people with mild intellectual disabilities." Journal of Intellectual Disabilities 22, no. 1 (February 7, 2017): 33–48. http://dx.doi.org/10.1177/1744629516674066.

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This article explores the self-constructions of young adults with mild intellectual disabilities in talk about their everyday living and how parents and professionals construct young adults with disabilities in talk about their involvement in transition processes. The analysis is related to an interpretive tradition and conducted based on individual interviews with four young adults with mild intellectual disability, five parents of young adults with mild intellectual disabilities and five professionals in the adult service system. The findings show that the young adults define themselves as actors in their own lives, while the parents recognize young adults with mild intellectual disabilities as both actors with resources and actors in need of assistance. Professionals in the adult service system, however, appear to rely on an identity perspective that might hamper young adults’ agency positioning and opportunities to define themselves and influence their future lives.
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Bailey, Susan, Bev O'Connell, and Julian Pearce. "The transition from paediatric to adult health care services for young adults with a disability: an ethical perspective." Australian Health Review 26, no. 1 (2003): 64. http://dx.doi.org/10.1071/ah030064.

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Young children with disabilities and their carers or parents tend to form a long-term dependent relationship with a paediatrician throughout childhood. At some stage when the young person with a disability reaches early adulthood, the relationship is severed. This paper draws upon recent research undertaken by the authors that describes the difficulties experienced by young people with disabilities as they go through the transition from paediatric care to adult mainstream health care services. The purpose of this article is to present the argument that the dependent,paternalistic relationship that tends to exist between young people with disabilities (and/or their carers) and paediatricians throughout childhood does not facilitate the successful negotiation of adult mainstream health care services, nor optimally promote the well-being of these young people with disabilities. It is proposed that the promotion of autonomy (or self-determination) via a well planned transition program will increase the likelihood that young adults with disabilities and/or their carers will be empowered to successfully negotiate the current mainstream health care system in Australia, and will enhance the well-being of young adults with disabilities.
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Francis, Grace L., Judith M. S. Gross, Carlos E. Lavín, Lu Ankely Casarez Velazquez, and Nicholas Sheets. "Facing Double Jeopardy: The Transition Experiences of Latina Family Caregivers of Young Adults With Disabilities Living in a Rural Community." Rural Special Education Quarterly 39, no. 1 (October 23, 2019): 17–34. http://dx.doi.org/10.1177/8756870519879069.

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The transition for young adults with disabilities from high school to gainful employment is often difficult. This transition is even harder for students from minority or marginalized backgrounds, including young adults who identify as Latino. As the Latino population increases in the United States, it is imperative that the transition from high school to employment becomes more effective for Latino young adults with disabilities. Using a portion of Bronfenbrenner’s Model of Human Development as a framework, we explore the experiences of Spanish-speaking Latina caregivers of young adults with disabilities to better understand the contextual and environmental factors that influence family systems as young adults with disabilities prepare to transition from high school to adulthood. Our findings highlight important factors in the micro-, meso-, exo-, and macrosystems, including the importance of family and community, distrust of authority, and the impact of discrimination. Implications for practice and future research are discussed.
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Lin, Sue C., Mei-Ling Ting Lee, and Terry A. Adirim. "Transition outcomes for young adults with disabilities." Journal of Pediatric Rehabilitation Medicine 8, no. 1 (2015): 23–30. http://dx.doi.org/10.3233/prm-150315.

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Wind, Haije. "Work outcome in young adults with disabilities." TBV – Tijdschrift voor Bedrijfs- en Verzekeringsgeneeskunde 22, no. 7 (September 2014): 320–21. http://dx.doi.org/10.1007/s12498-014-0139-x.

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Roffman, Arlyn J., Jane E. Herzog, and Pamela M. Wershba-Gershon. "Helping Young Adults Understand Their Learning Disabilities." Journal of Learning Disabilities 27, no. 7 (August 1994): 413–19. http://dx.doi.org/10.1177/002221949402700702.

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Kelly, Stacy M., and Gaylen Kapperman. "Sexual Activity of Young Adults who are Visually Impaired and the Need for Effective Sex Education." Journal of Visual Impairment & Blindness 106, no. 9 (September 2012): 519–26. http://dx.doi.org/10.1177/0145482x1210600903.

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Introduction Little research has been reported on all aspects of sexuality as it pertains to individuals with visual impairments. This article analyzes data on the sexual experiences of young adults who are visually impaired and young adults without disabilities. Methods The authors conducted a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) federal database and assessed a nationally representative sample of transition-aged young adults with visual impairments. During the same period as the NLTS2, identical survey questions were asked of young adults without disabilities who participated in survey research by the Centers for Disease Control and Prevention (CDC). The CDC survey sample included young adults who were two to three years younger than the participants in the NLTS2 sample. The descriptive analysis presents estimates of the sexual activity and use of contraception by both samples. Results Of the transition-aged young adults with visual impairments, 57% reported having sexual intercourse, and of the transition-aged young adults without disabilities, 65% reported having sexual intercourse. Likewise, nearly 40% of the young adults with visual impairments and approximately 50% of those without disabilities reported having had sexual intercourse in the three months before the survey. The use of condoms was also similar (64% of those with visual impairments and 54% of those without disabilities) even though the use of contraceptives other than condoms varied between the samples. Discussion The transition-aged young adults with visual impairments reported having similar rates of sexual experiences as their sighted counterparts, except two to three years later. Implications for Practitioners The researchers concluded that there is a need to provide effective instruction in sexual health that incorporates meaningful methods and materials that are designed specifically to meet the unique needs of young adults who are visually impaired.
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Gallivan-Fenlon, Amanda. "“Their Senior Year”: Family and Service Provider Perspectives on the Transition from School to Adult Life for Young Adults with Disabilities." Journal of the Association for Persons with Severe Handicaps 19, no. 1 (March 1994): 11–23. http://dx.doi.org/10.1177/154079699401900102.

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Transition from school to adult life has recently become a significant concern for policy makers, educators, adult service providers, and families who have a son or daughter with a severe disability. How individuals understand this transition can be an important source of information for efforts in this area; yet little or no specific data currently exist on how transition services are being provided and whether or not they facilitate successful outcomes for young adults with disabilities. The purpose of this research was to discover how transition from school to adult life is experienced and understood by particular young adults with disabilities, families, and service providers. Qualitative methods were utilized over a 16-month period to gather and analyze data on the transition process for 11 young people with disabilities. Eight main themes emerged from the data: differing future expectations for young adults with disabilities; inconsistent implementation of special education curricula and lack of inclusive educational practices; lack of transition related knowledge; hastily and poorly coordinated transition planning; a prevalence of restrictive views on employment and community living opportunities for adults with disabilities; low levels of family participation; outcomes of unemployment and isolation for most young adult participants; and significant benefits of supported employment and community inclusion. The study has implications for policy making regarding transition, and recommended service practices are offered.
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Hops, Emily, Kristen F. Linton, and Heidi Mercado. "Perceptions of Reproductive Rights among Young Adults with Disabilities." Californian Journal of Health Promotion 15, no. 1 (April 1, 2017): 62–66. http://dx.doi.org/10.32398/cjhp.v15i1.1890.

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Background: The perception that people with disabilities are asexual and lack reproductive rights has existed in the United States since the early 1900s. In the early 1900s in the U.S., approximately 42,000 institutionalized people with disabilities were lawfully sexually sterilized as a result of the Eugenics Movement. The state of California was responsible for one-third of all sterilizations during the Movement. Purpose: This study aimed to assess the perceptions of reproductive rights among young adults with disabilities. Methods: Purposive and snowball sampling was used. Twelve semi-structured interviews with eight young adults with various mental health, physical, intellectual/developmental, and learning disabilities were conducted. Results: Participants reported that their ability to have sex and their reproductive rights were commonly questioned by peers and professionals. Some internalized asexual stereotypes and questioned whether they should reproduce due to the potential that they might pass on a disability or burden their children with their own disability. Others confidently reported their desire to bear their own children. Conclusion: The asexuality stereotype of people with disabilities is pervasive and continues to be present in society today. It is important that professionals reflect on their own biases toward the reproductive rights of people with disabilities.
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Weller, Carol, Lisa Watteyne, Michael Herbert, and Clifford Crelly. "Adaptive Behavior of Adults and Young Adults with Learning Disabilities." Learning Disability Quarterly 17, no. 4 (November 1994): 282–95. http://dx.doi.org/10.2307/1511125.

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This article reviews the conceptual foundations of adaptive behavior as they relate to adults and young adults who exhibit different subtypes and severities of learning disabilities. Research findings about adaptation to education, employment, and social settings are presented. Implications of the role of adaptive behavior in self-determination are hypothesized.
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Dissertations / Theses on the topic "Young adults with disabilities"

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Barker, Margaret Anne. "Injuries and disabilities in young adults." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307447.

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Van, der Merwe Elmarie. "Young adults' association with Minspeak TM icons." Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-06182008-123423.

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Larkin, Peter J. "Psychosocial sources of aggression in young adults with intellectual disabilities." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3008/.

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BACKGROUND: Aggression can have a wide range of damaging consequences for both perpetrators and victims. Theoretical and empirical studies into problems of aggression increasingly show the importance of social and cognitive factors in aggressive behaviour. Such research has commonly been approached through the framework of the Social-Information Processing (SIP) model. SIP explains social behaviours by the sequence of cognitive processes that occur between encountering a social stimulus and enacting a response to it. Crucially, it is apparent that particular processing styles, such as the way in which people interpret others’ behaviour, play important roles in aggression. However, while SIP has long been used to explain aggression in the non-disabled population, it is only in more recent years that this approach has been applied to people with intellectual disabilities (IDs). This is important because a significant minority of people with IDs demonstrate frequent aggressive behaviour. Although several studies have already indicated that particular cognitive processing tendencies and aptitudes contribute to aggression in adults with ID, no research has considered younger people in the transition to adulthood. To this end, the present thesis sought to investigate the possible influences of certain psychosocial factors on this group of young people with mild to moderate IDs. OBJECTIVES: To identify which specific factors to investigate, a systematic review was conducted of existing research into SIP and aggression with people who have IDs. On the basis of these findings, the thesis examined 1) the social interactions that typically elicit anger, 2) experiences of parental aggression 3) ability to discern affect from dynamic social cues and 4) beliefs about the consequences of aggressive and submissive behaviour. With the review also stressing the importance of examining aggression at specific developmental stages, the studies focused on individuals in the transition from adolescence to adulthood (between 16 and 20 years). Although this stage is thought to be important in the development of cognitive factors associated with aggression, there is little or no research in this area with young adults with IDs. METHODS: The thesis comprised four distinct research studies. Each adopted a group-comparison design, comparing aggressive and non-aggressive young people with IDs. To evaluate the extent to which findings were specific to people with IDs, additional comparisons were conducted between aggressive and non-aggressive individuals without IDs. For Study 1, 26 young adults with IDs and 20 non-disabled young adults completed a semi-structured interview about a recent experience of interpersonal conflict. Participants were asked to describe their beliefs and feelings about the event and their subsequent response. Studies 2, 3 and 4 used data from a second phase of data collection involving 46 young people with and 48 people without IDs. Study 2 used a task in which participants were asked to rank different types of social conflict in order of provocativeness. The author developed these scenarios to reflect the experiences of conflict reported by participants in Study 1. Participants also indicated how recently they had encountered each type of scenario. Study 3 used motion-capture stimuli of people walking in different emotional states to examine whether groups differed in how they encode dynamic social cues. Study 4 used provocative vignettes to examine whether aggressive young people with IDs expect different outcomes from aggressive and submissive responses to such scenarios. RESULTS: Study 1 found that participants with IDs were more likely to encounter conflict with strangers or peers outside their friendship group. They were also more likely to describe incidents of aggression and to characterise people with whom they were in conflict globally as “bad” and to perceive their actions as being personally directed at them. Study 2 did not suggest that experiences of being victimised by peers were more common for people with IDs, but did show that aggressive individuals were more likely to encounter incidents of physical aggression from peers. Parental conflict was the most recently encountered, but was perceived to be the least provocative form of conflict for all groups. In Study 3, no group differences were found in accuracy or response tendencies for the emotion recognition task. Aggressive and non-aggressive participants with IDs in Study 4 did not predict different outcomes form aggression and submission. However, the aggressive participants without IDs predicted more positive outcomes from aggression and more negative outcomes for submission. While aggressive participants with IDs were more likely to give aggressive responses, they were just as likely as the non-aggressive group to respond actively (assertively or aggressively) rather than passively. CONCLUSION: The findings of this thesis, viewed from the perspective of the SIP model, suggest that there are key cognitive and contextual differences between individuals who show frequent aggression, both with and without IDs. Although, somewhat surprisingly, emotion recognition skills did not appear to be associated with a tendency toward aggressive behaviour, the non-ID aggressive and non-aggressive groups differed in their anticipated outcomes for aggressive and submissive behaviour. The context in which conflict occurred also appeared to differ between those young people with and without IDs. However, the absence of some predicted findings from these studies may be related to methodological shortcomings; these possible limitations are considered, and directions for future work are suggested. Applications for clinical practice and policy are also discussed and recommendations for future research are given.
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Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics, service records and employment data on each individual who receives services from VR. Four logistic regression models were developed using Hosmer, Lemeshow, and Studivant's model building approach to test the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on VR closure status. Seven risk factors were identified that decrease the probability of young adults with disabilities achieving a positive VR closure status: (1) being female; (2) having a primary disability of mental illness; (3) having a primary disability of traumatic brain injury; (4) having an interpersonal impediment to employment; (5) receiving Supplemental Security Income at application; (6) closing VR services during federal fiscal year (FFY) 2008; and (7) closing VR services during FFY 2009. Five protective factors were identified that increase the probability of young adults with disabilities achieving a positive VR closure status: (1) participation in the Oregon Youth Transition Program; (2) earning at least a high school completion certificate by closure; (3) receiving a higher number of VR services; (4) closing VR services on or below the median number of days to closure; and (5) closing VR services during FFY 2004. These findings support the hypothesis that individual characteristics, in-school experiences, post-school experiences, and contextual factors are predictors of positive VR closure status among young adults with disabilities. Further, these results provide evidence that transition services and supports provided to young adults with disabilities receiving services from VR can help them to achieve positive VR closure status.
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Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.

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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.
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Green, Teresa D. "Project SEARCH| Work-Based Transition Program for Young Adults with Disabilities." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556963.

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Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared for a successful adult life beyond high school. Individuals with developmental disabilities in the state of Missouri are over two times less likely to be employed than the national average. Laws have been passed to provide supports and services for individuals with disabilities to be as independent as possible. This paper explored the perspectives of a host site employer, parents, agency staff, and young adults with developmental disabilities in their participating experience of a one-year high school transition program with the main goal of employment. The students experienced employment through internships within a health care business setting. I conducted interviews, questionnaires, and observations in order to gain insight into the perspectives from each partner. Research questions included: How does Project SEARCH work? What are the parent perspectives on why and how Project SEARCH has prepared their children with developmental disabilities for competitive employment? What are the student perspectives on why and how Project SEARCH has prepared them for competitive employment? What are the business host site's employer and other agency staff perspectives on why and how they have prepared students with developmental disabilities for competitive employment? Findings found within the research were that Project SEARCH was a collaborative effort among various agencies to provide internships in a completely immersed business setting to students with developmental disabilities in which the ultimate goal was competitive employment. Parents perceived the program as indispensable to the increase in skill sets that occurred. Students perceived the experience obtained in the program as increasing their self-advocacy and self-confidence skills. By purchasing a license for the Project SEARCH program, the agencies involved have increased the opportunities for young adults with disabilities to obtain job readiness skills that impact the participant for the rest of his or her life. The results indicated although not every intern was employed upon exiting the program, skills beyond measure were obtained due to participation in an immersed workplace setting with specialized instruction in employability skills.

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Kensinger, Kari Michelle. "Leisure experiences of young adults with developmental disabilities a case study /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0005922.

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Klym, Lucy Ellen. "Paralleled Support Models for Young Adults with Intellectual and Developmental Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3695.

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In the State of Indiana, for students over the age of 14 who have been diagnosed with intellectual or developmental disabilities, the transition from special education to Medicaid waiver oversight should occur seamlessly, but gaps in integrated and aligned goal development strategies remain. As a consequence, students who need adult-based support may not be receiving the full scope of services to which they are entitled. Using common-pool resource theory as a foundation, the purpose of this explanatory case study of transitional services to Indiana Medicaid was to understand, from the perspective of disability support service staff, the barriers to effective quality of life outcomes and collaboration among government agencies involved in the transition process. In-depth interview data were collected from a total of 6 vocational rehabilitation specialists, directors, and transition coordinators. These interview data were inductively coded and thematically analyzed according to identified common pool action areas. Key research findings included: (a) the need for implementation of student self-determination principles, (b) a strengthening of sustainable goal development directed toward student employment, and (c) an overall enhanced collaboration between key disability service support staff roles to create sustainable structures. Positive social change opportunities include recommendations to the Indiana Division of Disability and Rehabilitation Services to improve the overarching student-to-adult transition process, reduce redundant funding streams, and streamline goal development to create a sustainable, collaborative experience for students over their lifespan of support.
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Accuardi, Gia Teresa. "Cognitive interviews with early, middle and late adolescents living with disabilities." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/G_Accuardi_041510.pdf.

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Kasler, Jonathan H. "Career counselling for young adults with learning disabilities : falling through the cracks." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/6782.

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The subject of this thesis, career choice for young adults with (specific) learning disabilities, deals with two main issues. The first concerns the decision-making difficulties of young adults with learning disabilities as compared with their nondisabled peers. The second and major part of this thesis, deals with the development and validation of a self-report screening method for identifying those are likely to be at risk of being learning disabled. The primary purpose of this device is to provide career counsellors and other professionals, who generally receive only superficial training in the area of specific learning disabilities, with a tool for identifying individuals likely to have learning disabilities. It is important to emphasise from the outset that screening is not diagnosis. Even a very good screening tool can at best identify those at high risk for LDS. Also screening may identify problem areas but no information is available regarding aetiology or source of the problems. Finally screening is necessary because a large section of the population has been identified as potentially containing large numbers of LDS (Singleton et al. 1998). However, before beginning the research, a thorough review of the issues of definition that plague the field is undertaken. While the issues raised cannot be resolved in this thesis, they form a necessary background to the research done. In principle, learning disabilities are understood to be characterised by poor automisation of learning skills due to neurological malfunction, contrasted by at least average intelligence. Therefore the goal of screening is to identify the presence of these difficulties, while explanation of their causes remains the proper area of expertise of diagnosticians who bear the onus of showing evidence of neurological malfunction. The present research, then, is three-phased. First, the Career Decision Difficulties (CDD) questionnaire (Gati et al. 1996) is applied to establish empirical support for the hypothesis that young adults with specific learning disabilities have greater difficulties making career decisions than their non-disabled peers do and to identify problem areas of particular difficulty for these young adults. The second phase of the research is based on the assumption that the majority of adults with specific learning disabilities have not been diagnosed and are unaware of the reasons for study problems that they encounter. Against this background, a parsimonious and easily administered screening device is needed. The second part of the thesis focuses on the development and validation of a self-report model - the Strengths and Weaknesses Academic Profile (SWAP) - and a questionnaire based on it, and their use as a counselling tool. The questionnaire based on the SWAP model was administered to a sample of about 500 young adults in Israel studying in preacademic schemes, of which 117 were previously diagnosed as learning disabled. The data was then analysed for validation. Finally, the results were normed on a larger sample of just over 900. The third phase was undertaken in order to address outstanding issues of validation resulting from the inherent methodological weakness of the Israeli research, a further sample was tested in Sheffield, UK. Unlike the Israeli sample, the non-diagnosed were tested to reveal any hidden dyslexics and they were subsequently removed from the control group. I present here an epidemiological sample validating a research tool in a real life scenario. In order to check the construct validity of this tool, a stricter research definition of LD was adopted, and the same process was undertaken using a well-defined sample known to be dyslexic and non-dyslexic. In conclusion, the results of this empirical demonstration show that the SWAP model predicts to a satisfactory degree those individuals who are at high risk of dyslexia. This thesis combines the strengths of an experimental qualitative approach with those of a quantitative empirical approach. In the main sample, the Israeli sample, scores were normed and converted into percentiles. Preliminary data regarding the predictive success of the use of SWAP for referral for diagnosis is presented. In addition, several case studies are included as examples of the use of SWAP as a counselling tool.
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Books on the topic "Young adults with disabilities"

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Carol, Weller, ed. Adaptive language disorders of young adults with learning disabilities. San Diego, Calif: Singular Pub. Group, 1992.

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E, Greydanus Donald, Omar Hatim A, Merrick Joav, and SpringerLink (Online service), eds. Neurodevelopmental Disabilities: Clinical Care for Children and Young Adults. Dordrecht: Springer Science+Business Media B.V., 2011.

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B, McNaughton David, and Beukelman David R. 1943-, eds. Transition strategies for adolescents & young adults who use AAC. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.

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Martin, Bax, and Smyth Diane P. L, eds. The health and social needs of young adults with physical disabilities. London: MacKeith, 1989.

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Thomas, Andrew P. The health and social needs of young adults with physical disabilities. London: MacKeith, 1989.

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Max, Busch, Fülbier Paul, and Reindl Richard, eds. Junge Erwachsene mit sozialen Schwierigkeiten: Analyse und Hilfeplanung. Stuttgart: W. Kohlhammer, 1995.

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McNaughton, David B. Transition strategies for adolescents & young adults who use AAC. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.

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Colin, Webster, University of Teesside, and Joseph Rowntree Foundation, eds. Poor transitions: Social exclusion and young adults. Bristol, UK: Policy Press, 2004.

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Rorat, Marzena. Wartości i poczucie sensu życia młodzieży z dysfunkcją narządu ruchu. Rzeszów: Wydawn. Uniwersytetu Rzeszowskiego, 2000.

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J, Paterson, and ERIC Counseling and Student Services Clearinghouse., eds. Career counseling for young people with physical disabilities: An introduction to "Thresholds". [Greensboro, NC]: ERIC Clearinghouse on Counseling and Student Services, 1995.

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Book chapters on the topic "Young adults with disabilities"

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Bruhn, John G., and Howard M. Rebach. "Caregiving Adolescents and Young Adults with Disabilities." In Clinical Sociology: Research and Practice, 61–68. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8857-1_5.

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Tóth, Judit, Éva Szirmai, Norbert Merkovity, and Tamás Pongó. "Promising or Compelling Future in Hungary?" In Young Adults and Active Citizenship, 121–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_7.

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AbstractAdult education, employment and integration strategies have been characterised by somewhat fragmented and uncoordinated implementation practices in the context of CEE (Central and Eastern Europe) region. Some relevant data (OECD, EUROSTAT) on socio-economic factors may provide partial explanation for this. Additionally, this could be explained through considering some examples of Roma and young people with disabilities, in terms of how they can access adult education. Specifically, these examples demonstrate how the national and European reform goals, capacity building projects and financial supports remain isolated and incomplete. In this chapter, we outline how these factors undermine the opportunities for independent and democratic thinking and participatory citizenship. Low skilled and low educated young Roma from underprivileged family backgrounds (e.g. long-term family unemployment), living in poor rural areas, and youngsters with disabilities living in difficult environments are facing similar barriers to becoming active, responsible and educated European citizens. This chapter brings attention to the significance of the development and implementation of appropriate prevention strategies as well as regular evaluation and monitoring of relevant programs. Some cross-cutting characteristics and implications will be identified and considered, and future directions of adult education will be discussed, including its needs, demand and supply in the context of this region.
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York, Sloane L., and Cassing Hammond. "Adolescents with Disabilities." In Contraception for Adolescent and Young Adult Women, 147–65. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6579-9_10.

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Hettiarachchi, Shyamani, and Senarath Attanayake. "Candid Conversations: Narratives of Young Adults with Disabilities in Sri Lanka on Intimate Partner Relationships." In Diverse Voices of Disabled Sexualities in the Global South, 131–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78852-4_10.

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Gregg, N., C. Coleman, R. Stennett, M. Davis, K. Nielsen, D. Knight, and C. Hoy. "Sublexical and Lexical Processing of Young Adults with Learning Disabilities and Attention Deficit/Hyperactivity Disorder." In Basic Functions of Language, Reading and Reading Disability, 329–58. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-1011-6_20.

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Louw, Julia S. "Strengthening Participatory Action Research Approach to Develop a Personalized Mobile Application for Young Adults with Intellectual Disabilities." In Lecture Notes in Computer Science, 454–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_70.

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Langeland, Eva, Lenneke Vaandrager, Anne Britt Vika Nilsen, Marco Schraner, and Claudia Meier Magistretti. "Effectiveness of Interventions to Enhance the Sense of Coherence in the Life Course." In The Handbook of Salutogenesis, 201–19. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_20.

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AbstractThis chapter provides an overview of the effectiveness of programs and interventions that aim to strengthen the sense of coherence (SOC) throughout the life span. The authors report on more than 40 studies investigating the effectiveness of interventions to strengthen the SOC. They structure and summarize findings for young people, employed and unemployed adults, health professionals, people with disabilities, people with psychosomatic and mental health problems, people with physical problems, hospital patients, and older people. Even though most studies are limited to short-term pre-test and post-test study designs, a few studies have investigated the effects of intervention for longer follow-up periods of up to several months and even more than one year.
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Zegarra Flores, Jesus, Gaelle Malnati, Jean Jaques Stevens, Eric Bournez, Leandra Boutros, Nadia Laayssel, Gilbert Geneviève, et al. "“ADAPEI-TRANSPORT”: A GPS Based Mobile App for Learning Paths and Improving Autonomy for Young Adults Having Intellectual Disabilities to Take Public Transport." In Lecture Notes in Computer Science, 112–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_14.

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Meade, Michelle A., and Marisa J. Perera. "Mobile Technology to Facilitate Self-Management and Independence among Adolescents and Young Adults with Disabilities – Best Practices and the State of the Science 1." In Everyday Technologies in Healthcare, 213–33. Boca Raton : Taylor & Francis, 2019. |: CRC Press, 2019. http://dx.doi.org/10.1201/9781351032186-12.

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Delamont, Sara. "Young Adults." In The Sociology of Women, 71–94. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003217893-6.

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Conference papers on the topic "Young adults with disabilities"

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Roche, Tricia, and Anne Marshall. "EXPLORING TRANSITIONS TO EMPLOYMENT FOR YOUNG ADULTS WITH DEVELOPMENTAL DISABILITIES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2151.

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Dawe, Melissa. "Understanding mobile phone requirements for young adults with cognitive disabilities." In the 9th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1296843.1296874.

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Buehler, Erin, William Easley, Amy Poole, and Amy Hurst. "Accessibility barriers to online education for young adults with intellectual disabilities." In W4A'16: International Web for All Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899475.2899481.

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Terezakis, Michail, and Assimina Tsibidaki. "DEVELOPING A CONFINED SOCIAL INTERACTION PLATFORM FOR YOUNG ADULTS WITH INTELLECTUAL DISABILITIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1551.

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Tomsa, Raluca. "DEPRESSION AND EXCESSIVE USE OF INTERNET AMONG YOUNG PEOPLE AND ADULTS WITH DISABILITIES." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.2/s11.011.

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Kutscher, Elisabeth. "From School to Postsecondary Education: Qualitative Transition Profiles of Young Adults With Disabilities." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439667.

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Herzog, Olivia, and Elisa Mina. "Collaborative Robots Can Support Young Adults with Disabilities in Vocational Education and Training." In HRI '24: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3610978.3640586.

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Patterson, Margaret. "Young Adults With Disabilities Along Career Pathways: Findings From the Education Longitudinal Study (2002)." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433001.

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Snow, Eleanour, Dawn Childs, Craig R. Robinson, and Tamara Wilson. "ENGAGING YOUNG ADULTS WITH COGNITIVE DISABILITIES IN USGS SCIENCE: A PARTNERSHIP TO PROMOTE INCLUSION." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-305336.

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Greenhow, Christine. "Social Media Use Among Young Adults With and Without Disabilities: Relationship Benefits and Learning Implications." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2106636.

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Reports on the topic "Young adults with disabilities"

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Hamann, Matthew. The Affects of Physical Activity on the Behavior in a Young Adult With Disabilities A Single Subject Case Study. Ames (Iowa): Iowa State University, August 2022. http://dx.doi.org/10.31274/cc-20240624-1395.

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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry, and Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, June 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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Julian, Christopher. Cohabitation among Young Adults. National Center for Family and Marriage Research, 2022. http://dx.doi.org/10.25035/ncfmr/fp-22-29.

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Russell, Helen, and Emer Smyth. Caregiving among Young Adults in Ireland. Economic and Social Research Institute, January 2024. http://dx.doi.org/10.26504/rs168.

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Levy, Vicki. Young Adults and the Future of Volunteering. AARP Research, August 2019. http://dx.doi.org/10.26419/res.00265.007.

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Hoyle, Jack, Jonathan Cribb, and Andrew Hood. The decline of homeownership among young adults. Institute for Fiscal Studies, February 2018. http://dx.doi.org/10.1920/bn.ifs.2018.bn0224.

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Brown, Arianne. Young Adults in the Parental Home, 2021. National Center for Family and Marriage Research, October 2021. http://dx.doi.org/10.25035/ncfmr/fp-21-23.

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Brown, Arianne. Young Adults in the Parental Home, 2021. National Center for Family and Marriage Research, October 2021. http://dx.doi.org/10.25035/ncfmr/fp-21-23.

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Lam, Hau-Yan, Jennifer Yurchisin, and Sasikarn Cook. Young Adults' Ethical Reasoning Concerning Fast Fashion Retailers. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1739.

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Wauchope, Barbara. Homeless teens and young adults in New Hampshire. University of New Hampshire Libraries, 2010. http://dx.doi.org/10.34051/p/2020.109.

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