Relevant bibliographies by topics / Youth with disabilities Victoria

Academic literature on the topic 'Youth with disabilities Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Youth with disabilities Victoria"

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Fabian, Ellen S. "Urban Youth With Disabilities." Rehabilitation Counseling Bulletin 50, no. 3 (April 2007): 130–38. http://dx.doi.org/10.1177/00343552070500030101.

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Palmér, K. Lobenius, B. Sjöqvist Nätterlund, L. Lundqvist, and A. Hurtig Wennlöf. "How physically active are youth with disabilities compared to youth without disabilities?" Journal of Science and Medicine in Sport 15 (December 2012): S77—S78. http://dx.doi.org/10.1016/j.jsams.2012.11.186.

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Teachman, Gail, and Barbara E. Gibson. "Children and Youth With Disabilities." Qualitative Health Research 23, no. 2 (December 3, 2012): 264–74. http://dx.doi.org/10.1177/1049732312468063.

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There is a paucity of explicit literature outlining methods for single-interview studies with children, and almost none have focused on engaging children with disabilities. Drawing from a pilot study, we address these gaps by describing innovative techniques, strategies, and methods for engaging children and youth with disabilities in a single qualitative interview. In the study, we explored the beliefs, assumptions, and experiences of children and youth with cerebral palsy and their parents regarding the importance of walking. We describe three key aspects of our child-interview methodological approach: collaboration with parents, a toolkit of customizable interview techniques, and strategies to consider the power differential inherent in child–researcher interactions. Examples from our research illustrate what worked well and what was less successful. Researchers can optimize single interviews with children with disabilities by collaborating with family members and by preparing a toolkit of customizable interview techniques.
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Lovitt, Thomas C., and Suzanne Cushing. "Parents of Youth with Disabilities." Remedial and Special Education 20, no. 3 (May 1999): 134–42. http://dx.doi.org/10.1177/074193259902000303.

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Data reported here were obtained as part of a larger 3-year study designed to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with disabilities, and their parents. The youth attended five public schools and one private school. This study focused exclusively on data obtained from parents: Interviews were conducted with 43 parents of youth with disabilities in public school and with 3 parents of youth with disabilities who had graduated from a private school; 11 parents from the latter group completed surveys. Four themes emerged from the parent interviews and surveys; we discuss these themes and then offer seven recommendations for parents that are intended to enable them to better communicate and collaborate with schools so as to provide more effective services for their youth with disabilities.
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Bodey, Kimberly J. "Hidden Disabilities in Youth Sport." Journal of Physical Education, Recreation & Dance 81, no. 8 (October 2010): 5–8. http://dx.doi.org/10.1080/07303084.2010.10598514.

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D'Eloia, Melissa H., and Jim Sibthorp. "Relatedness for Youth With Disabilities." Journal of Leisure Research 46, no. 4 (September 2014): 462–82. http://dx.doi.org/10.1080/00222216.2014.11950337.

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Salvatore, Chiara, and Gregor Wolbring. "Children and Youth Environmental Action: The Case of Children and Youth with Disabilities." Sustainability 13, no. 17 (September 4, 2021): 9950. http://dx.doi.org/10.3390/su13179950.

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Youth environmental activism is on the rise. Children and youth with disabilities are disproportionally impacted by environmental problems and environmental activism. They also face barriers towards participating in activism, many of which might also apply to their participation in environmental activism. Using a scoping review approach, we investigated the engagement with children and youth with disabilities by (a) academic literature covering youth environmental activism and their groups and (b) youth environmental activism group (Fridays For Future) tweets. We downloaded 5536 abstracts from the 70 databases of EBSCO-HOST and Scopus and 340 Fridays For Future tweets and analyzed the data using directed qualitative content analysis. Of the 5536 abstracts, none covered children and youth with disabilities as environmental activists, the impact of environmental activism or environmental problems such as climate change on children and youth with disabilities. Fourteen indicated that environmental factors ‘caused’ the ‘impairments’ in children and youth with disabilities. One suggested that nature could be beneficial to children and youth with disabilities. The tweets did not mention children and youth with disabilities. Our findings suggest the need for more engagement with children and youth with disabilities in relation to youth environmental activism and environmental challenges.
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Shogren, Karrie A., Michael L. Wehmeyer, Kyle Lang, Ryan M. Niemiec, and Hyojeong Seo. "The Application of the VIA Classification of Strengths to Youth With and Without Disabilities." Inclusion 5, no. 3 (September 1, 2017): 213–28. http://dx.doi.org/10.1352/2326-6988-5.3.213.

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Abstract Considering strengths when planning for postschool outcomes is critically important for all youth, including youth with disabilities, as strengths should guide the identification of meaningful postschool goals. However, there are a limited number of strengths-based assessment tools that have been validated with youth with disabilities. This article reports the results of a pilot study of the application of the short form of the VIA Inventory of Strengths for Youth (VIA—Youth) to secondary students with and without disability labels. Although the VIA-Youth has been studied in youth without disabilities, it has not been applied to youth with disabilities. Similarities in the reliability of the scores were found across youth with and without disabilities. However, students with disabilities tended to score lower on character strengths than students without disabilities. We were unable to replicate, using confirmatory factor analysis, the theoretical structure used to develop the VIA-Youth, although youth with and without disabilities did demonstrate measurement invariance when fitting a one-factor model. Further work is needed to merge theoretical and empirical models for the factor structure of the VIA-Youth. Implications for future research and practice related to strengths-based assessment and intervention are discussed.
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Morrell, Stephen, Richard Taylor, Susan Quine, and Charles Kerr. "Youth suicide in Victoria: a retrospective study." Medical Journal of Australia 160, no. 12 (June 1994): 801–2. http://dx.doi.org/10.5694/j.1326-5377.1994.tb125957.x.

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Krupinski, Jerzy, John Tiller, Graham Burrows, and Hal Hallenstein. "Youth suicide in Victoria: a retrospective study." Medical Journal of Australia 160, no. 12 (June 1994): 802. http://dx.doi.org/10.5694/j.1326-5377.1994.tb125958.x.

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Dissertations / Theses on the topic "Youth with disabilities Victoria"

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Zinck, Lana Catherine. "Parent-youth relations and adjustment of youth with and without learning disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18416.

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Youth with learning disabilities (LD) are at risk for difficulties in academic, social-emotional and behavioural domains. Cohesive and flexible family relationships are protective for youth at-risk, including youth with LD, although there is little empirical research on families of youth with LD. The purpose of the present study was to build on the area of parent-child relationships and adjustment of youth with LD and determine whether specific aspects of parent-child communication including, clarity, open emotional expression, and problem solving are associated with various aspects of adjustment in youth with and without LD, beyond that predicted by parental control and involvement. Fifty-two youth with LD and a matched group of 52 youth without LD (NLD) completed measures of social, emotional, and behavioural adjustment, as well as questionnaires related to their relationships with their mothers and fathers. Report card grades were obtained as a measure of academic competence. Results revealed that the parent-child relationship variables differentially predicted various domains of adjustment for youth with and without LD. For youth with LD, perceptions of problematic maternal control and involvement significantly predicted emotional distress and behaviour problems, and were inversely related to psychosocial adjustment. The communication variables did not significantly contribute to the prediction of any adjustment area. In contrast, for youth without LD, perceptions of problematic maternal control and involvement only predicted behaviour problems. However, perceptions of poor maternal problem solving and clarity of communication predicted a significant and unique amount of variance in emotional distress and psychosocial maladjustment, respectively. Surprisingly, poorer maternal problem solving was also predictive of academic adjustment for NLD youth. Overall, the results suggest that youth with and without LD appear to benefit from a different kind of support
Les adolescents qui éprouvent des difficultés d'apprentissage (DA) ont plus de risques que les autres de présenter des problèmes scolaires, socio-émotionnels et comportementaux. Bien que des relations familiales unies et flexibles constituent un facteur de protection pour les adolescents à risque en général, il y a peu de recherches empiriques portant spécifiquement sur les familles d'adolescents avec des DA. Le but de cette étude était d'exploiter les domaines des relations parent-enfant et de l'adaptation des adolescents avec des DA afin de déterminer si certains aspects de la communication parent-enfant comme la clarté, l'expression des émotions et la résolution de problèmes, sont associés à divers aspects de l'adaptation des adolescents avec ou sans DA, au-delà de ce qui est prédit par le contrôle et l'implication des parents. 52 adolescents avec des DA et un groupe de contrôle de 52 adolescents sans DA ont complété des échelles d'adaptation sociale, émotionnelle et comportementale et des questionnaires sur leur relation avec leurs parents. Les compétences scolaires ont été mesurées grâce aux notes du bulletin scolaire. Les résultats révèlent que les aspects de la relation parent-enfant prédisent de manière différente l'adaptation des adolescents avec ou sans DA. Pour ceux aux prises avec des DA, la perception d'une implication et d'un contrôle maternels problématiques prédit de manière significative la détresse émotionnelle et les problèmes de comportement, et sont inversement reliés à l'adaptation psychosociale. Les variables relatives à la communication n'ont pas contribué significativement à l'adaptation dans quelque domaine que ce soit. Par contre, chez les adolescents sans DA, la perception d'une implication et d'un contrôle maternels problématiques prédit seulement les problèmes de comportement. Cependant, les difficultés de la mère à résoudre des problèmes et à communiquer clairement prédis
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Pressé, Cindy. "Exploring healthy experiences of youth with physical disabilities." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103608.

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This phenomenological study explored the lived health experiences of seven children with physical disabilities and associated secondary conditions. The children, between 9-13 years, attended the same elementary school. Semi-structured interviews were conducted with the children. Child experiences were sought through a scrapbook interviewing technique where photographs were utilized as prompts to enhance participant recall and reflection (Harvey et al., in press). Rich discussions were generated to capture the essence of the health for each child. The children were actively engaged in this visual approach to qualitative research methodology which assisted in the co-construction of their own health reality through a collaborative research process with the primary researcher (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Thematic analyses were conducted on the verbatim transcriptions of the interviews. Four themes emerged from the data: (a) my scrapbook, (b) what I do during my free time, (c) people around me, and (d) what helps me and what doesn't. The results demonstrated the effectiveness of the unique scrapbook interviewing technique to gain a child-driven understanding of the conception of health. The results also reflected the importance of family members, the leisure activities of the children, and the affordances and constraints that enabled or constrained the children to incorporate healthy behaviors. Data triangulation, member checks, audit trail, peer-review, and researcher reflexivity were used to establish trustworthiness of the children's stories. The children with physical disabilities told positive stories about health that may help to create child-friendly physical activity and health interventions at home, school, and community.
Cette étude phénoménologique a permis d'explorer des expériences de santé vécues par sept enfants ayant des déficiences physiques et les effets secondaires qui s'y rattachent. Les enfants, âgés entre 9 et 13 ans, fréquentaient la même école primaire. Des entrevues semi-structurées ont été menées auprès de ces derniers. Leurs expériences ont été recueillies dans un portfolio, dans lequel des photographies ont été utilisées afin d'inciter les participants au rappel et à la réflexion (Harvey et al., in press). De riches discussions ont été générées afin de faire ressortir l'essentiel de la santé. Ceux-ci ont été activement engagés dans cette approche visuelle de la méthodologie de recherche qualitative, ce qui a aidé à la co-construction de leur propre réalité concernant leur santé et ceci grâce à un processus de recherche en collaboration avec le chercheur principal (Harvey et al., in press; Knowles & Sweetman, 2004; Phoenix, 2010). Des analyses thématiques ont été réalisées sur les transcriptions textuelles des entretiens. Quatre thèmes ont émergé à partir des données : (a) mon portfolio, (b) ce que je fais durant mon temps libre, (c) mon entourage et (d) ce qui m'aide, ce qui me nuit. Les résultats ont démontré l'efficacité de la technique unique d'entrevue à travers le portfolio afin d'acquérir une compréhension de la conception de la santé auprès des enfants. Les résultats reflètent également l'importance des membres de la famille, des loisirs des enfants, des capacités et des contraintes qui ont permis ou empêché ceux-ci à intégrer des comportements sains. Traitement triangulaire des données, suivi des membres, vérification des pistes suivies, évaluation par un collègue et réflexivité des chercheurs ont servi à établir la crédibilité des dires des enfants. Les enfants ont fait part d'histoires positives sur la santé lesquelles peuvent aider à créer des liens parmi les jeunes à travers l'activité physique et des interventions au sujet de la santé, autant à la maison, à l'école que dans la communauté.
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Sheftel, Anya. "Motivational Enhancement Career Intervention for Youth with Disabilities." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18490.

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Youth with disabilities experience significant vocational and social hardships. Self-determination, self-efficacy, and critical consciousness are important components of positive post-secondary outcomes for this population. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention (MEGI) that focused on increasing self-determination, self-efficacy, and critical consciousness among high school students with high incidence disabilities. A mixed methods research design was used to explore the relationship between the intervention and the main study variables. A total of 135 high school students and nine interventionists participated in this study. The results of a latent change score model indicated a positive and significant change in students' vocational skills self-efficacy, self-determination, and vocational outcome expectations. Thematic results of student focus group indicated that students experienced an increase in self-determination, awareness of systemic effects on their educational and vocational success, and uncertainty about the future. Additionally, thematic results of the interventionist focus group indicated an increase in students' self-understanding.
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Miller, Christina R. "Service-learning and civic efficacy among youth with disabilities." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-05082009-144431.

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Thesis (Ph. D.)--Florida State University, 2009.
Advisor: James E. Hinterlong, Florida State University, College of Social Work. Title and description from dissertation home page (viewed on Oct. 26, 2009). Document formatted into pages; contains viii, 152 pages. Includes bibliographical references.
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Reeves, Jessie C. "Educator Perceptions of Transition Programming for Youth with Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7951.

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A local problem exists with transition service providers lacking the skills and knowledge necessary to effectively implement transition planning practices, ensuring youth with disabilities experience positive in-school and post school success. The purpose of this basic qualitative study was to investigate transition service provider perceptions of implementation variables that impact the transition service providers' use of evidence-based practices with youth with disabilities. Kohler, Gothberg, Fowler, and Coyle's Taxonomy for Transition Programming 2.0 was used as the conceptual framework for this study. Interview participants included 5 special educators, 4 general educators, 2 district administrators, 2 child study team members, and 2 guidance counselors. Open coding and thematic analysis were used to analyze the results from 15 participants. Themes that emerged from the results of this study were the need for professional development for educators and the need for assistance with parental engagement in the transition planning process. Results from this study may provide positive social change in the form of data to inform future professional development for schools and districts across the United States regarding how to provide meaningful transitional support to youth with disabilities.
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Du, Toit Lorraine Doreen. "Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondere skoolfase." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-11092006-132517.

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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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Povenmire-Kirk, Tiana Cadye. "Making way through the borderlands : Latino youth with disabilities in transition from school to adult life /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10295.

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Seo, Young J. "Outcomes of students with learning disabilities at age 21 and age 24 /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7635.

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Morris, Janalee. "Working for equity, issues of employment for youth with disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ53198.pdf.

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Books on the topic "Youth with disabilities Victoria"

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The young Victoria. Stroud, Glouchestershire: History Press, 2010.

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America, Boy Scouts of. Scouting for youth with physical disabilities. Irving, Tex: Boy Scouts of America, 2002.

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Charlot, Monica. Victoria: Le pouvoir partagé. [Paris]: Flammarion, 1989.

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Moore, Katharine. Queen Victoria is very ill. London: Allison & Busby, 1988.

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Lemuñir, Juan. Crónicas de La Victoria: Testimonio de un poblador. [Santiago, Chile]: Ediciones Documentas, 1990.

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Hutchinson, Nancy. Career counseling of youth with learning disabilities. [Greensboro, NC]: ERIC Clearinghouse on Counseling and Student Services, 1995.

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Bakos, Zsoltné. Disadvantaged youth project. Budapest: Ministry of Labour, 1998.

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Charlot, Monica. Victoria: The young queen. Oxford, UK: Blackwell, 1991.

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Worsley, Lucy. My name is Victoria. Somerville, Massachusetts: Candlewick Press, 2018.

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Victoria. Parliament. Economic Development Committee. Inquiry into the incidence of youth unemployment in Victoria: Report no. 1. Victoria: Govt. Printer for the State of Victoria, 2002.

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Book chapters on the topic "Youth with disabilities Victoria"

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Mallett, Christopher A. "Delinquent Youth with Disabilities." In Encyclopedia of Adolescence, 633–38. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_187.

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Mallett, Christopher A. "Delinquent Youth with Disabilities." In Encyclopedia of Adolescence, 926–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_187.

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Yozwiak, John A., Regan E. Settles, and Rachel F. Steffens. "Psychosocial Functioning in Youth with Chronic Illness." In Neurodevelopmental Disabilities, 449–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0627-9_29.

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Graves, Scott L., and Kayla D. Nichols. "Learning Disabilities." In Handbook of Mental Health in African American Youth, 261–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25501-9_16.

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Balcazar, Fabricio E., Joanna M. Keel, and Jocelyn J. Roos. "Transition of Youth with Disabilities." In Encyclopedia of Primary Prevention and Health Promotion, 1562–74. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-5999-6_170.

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Schwartz, Karen D. "Conceptualizing Students with “Significant Intellectual Disabilities”." In Youth: Responding to Lives, 277–91. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-431-4_18.

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Rowland, Jennifer L. "Secondary Conditions in Youth with Disabilities." In Handbook of Children with Special Health Care Needs, 335–51. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2335-5_17.

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Levey, Judith C., and Vasilios K. Lagos. "Children with disabilities." In Reason to hope: A psychosocial perspective on violence & youth., 197–213. Washington: American Psychological Association, 1994. http://dx.doi.org/10.1037/10164-009.

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Pickler, Laura, and Janet Hess. "Transitioning Youth with Intellectual and Developmental Disabilities." In Health Care Transition, 313–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72868-1_32.

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Kemp, Gail N., Erin E. O’Connor, Tessa K. Kritikos, Laura Curren, and Martha C. Tompson. "Treatment Strategies for Depression in Youth." In Handbook of Childhood Psychopathology and Developmental Disabilities Treatment, 159–94. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71210-9_10.

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Conference papers on the topic "Youth with disabilities Victoria"

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Andreasen, Ditte Lystbæk, and Anne Marie Kanstrup. "Digital Relations among Youth with Cognitive Disabilities." In C&T 2019: The 9th International Conference on Communities & Technologies - Transforming Communities. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3328320.3328394.

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Ingram, Angela. "Understanding the Lived Experiences of Transgender Youth With Disabilities." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1565836.

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Kahn, Laurie. "An Cripistemology Analysis of Bullying and Harassment of LGBTQ Youth With Disabilities." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688868.

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Hafidh, Rasha, Mhd Saeed Sharif, and Muna Alsallal. "Smart Holistic Model for Children and Youth with Special Educational Needs and Disabilities." In 2019 International Conference on Computing, Electronics & Communications Engineering (iCCECE). IEEE, 2019. http://dx.doi.org/10.1109/iccece46942.2019.8941685.

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Emerling, Christopher. "Rethinking the Margins: An Exploratory Study of Queer Youth of Color With Disabilities." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444387.

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Santamaria Graff, Cristina. "Family as Faculty: Centering Families' Expertise for the Benefit of Youth With Disabilities." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880737.

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Gunarhadi, Gunarhadi, Munawir Yusuf, Subagya Subagya, Mohd Hanafi bin Mohd Yasin, and Mohd Mokthar Bin Tahar. "EXPLORING THE UNIQUENESS OF POST SCHOOL TRANSITION PROGRAM FOR STUDENTS WITH DISABILITIES IN SPECIAL EDUCATION: A STUDY ON CURRICULUM DIVERSIFICATION IN INDONESIA." In World Conference on Child and Youth. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/26731037.2019.1102.

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Mersinaj, L. "THE UNITED NATION CONVENTION OF PERSONS WITH DISABILITIES AND THE ARTICLE 12 – EQUAL RECOGNITION BEFORE THE LAW." In VII International Youth Conference "Perspectives of Science and Education". Prague: Premier Publishing s.r.o., 2020. http://dx.doi.org/10.29013/vii-conf-usa-7-87-92.

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Traina, Ivan. "EMPOWERMENT OF YOUTH WITH INTELLECTUAL DISABILITIES THROUGH A PERSONALIZED TRANSITION PROGRAM FOR ACQUIRING EMPLOYMENT SKILLS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2083.

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Baker, Emily. "The Need for Sexual Health Education for Youth With Moderate/Severe Disabilities: Voices of Families." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890818.

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Reports on the topic "Youth with disabilities Victoria"

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Powers, Jennifer. Understanding the Development of Self-determination in Youth with Disabilities in Foster Care. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.87.

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Rachpaul, Christina C., Claudia Sendanyoye, Alexa Mahling, Monica Sourial, Sajra Trto, and Paul A. Peters. Report: Service Provision for Children and Youth with Disabilities in Rural Canada and Australia. Spatial Determinants of Health Lab, Carleton University, June 2021. http://dx.doi.org/10.22215/sdhlab/2021.2.

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Noh, Sunghwan. Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1082.

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Schmidt, Jessica. Assessing the Impact of Restrictiveness and Placement Type on Transition-Related Outcomes for Youth With and Without Disabilities Aging Out of Foster Care. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2478.

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5

Enfield, Sue. Covid-19 Impact on Employment and Skills for the Labour Market. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.081.

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Abstract:
This literature review draws from academic and grey literature, published largely as institutional reports and blogs. Most information found considered global impacts on employment and the labour market with the particular impact for the very high numbers of youth, women, migrant workers, and people with disabilities who are more likely to be employed in the informal sector. There has been a high negative impact on the informal sector and for precariously employed groups. The informal labour market is largest in low and middle-income countries and engages 2 billion workers (62 percent) of the global workforce (currently around 3.3 billion). Particularly in low- and middle-income countries, hard-hit sectors have a high proportion of workers in informal employment and workers with limited access to health services and social protection. Economic contractions are particularly challenging for micro, small, and medium enterprises to weather. Reduced working hours and staff reductions both increase worker poverty and hardship. Women, migrant workers, and youth form a major part of the workforce in the informal economy since they are more likely to work in these vulnerable, low-paying informal jobs where there are few protections, and they are not reached by government support measures. Young people have been affected in two ways as many have had their education interrupted; those in work these early years of employment (with its continued important learning on the job) have been interrupted or in some cases ended.
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Rohwerder, Brigitte. Inclusion of Marginalised Groups in Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.023.

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Leave no one behind is the central, transformative promise of the Sustainable Development Goals (SDGs), aimed at reaching the poorest and combating discrimination and (multiple and intersecting) inequalities that undermine people’s human rights. The importance of leaving no one behind is vital in contexts of recurrent shocks, climate and humanitarian crises, protracted conflict, and forced displacement that cause disruption, deprivation, and a lack of access to basic needs. Crises often exacerbate existing inequalities and vulnerabilities for socially excluded and marginalised people, including women and girls, children and youth, older people, people with disabilities, ethnic and religious minorities, and sexual and gender minorities. Social assistance, in the form of government provided or humanitarian assistance, seeks to alleviate crisis impacts. The structures, systems, and barriers that exclude some people generally can also exclude them from social assistance in crises. Such exclusion, both before and during a crisis, can increase deprivation, reduce resilience to shocks, and exacerbate protection risks by increasing people’s vulnerability to exploitation and abuse. Crises, consequently, can disproportionately impact marginalised people. A lack of inclusive social assistance programming thus undermines rights, ethics, and effectiveness in crises – as explored in this summary briefing of the three BASIC Research working papers on inclusion.
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Rohwerder, Brigitte, and Carolina Szyp. The Risks and Outcomes of Getting Help for Marginalised People: Navigating Access to Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.007.

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Crises exacerbate existing inequalities and vulnerabilities for marginalised people, including women and girls, children and youth, older people, people with disabilities, ethnic and religious minorities, and sexual and gender minorities. Many of them face multiple and intersecting inequalities, especially people who are forcibly displaced. Social assistance seeks to alleviate crisis impacts by protecting vulnerable people and averting them from deprivation, but the same structures and systems that make some people more exposed (and excluded) generally can exclude them from social assistance in crises and further undermine their situation. There is substantial literature that already discusses the benefits and opportunities of social assistance generally. The added value of this paper is in examining the risks of navigating access to social assistance in crises for these marginalised people, and the positive and negative outcomes of accessing or not accessing this assistance. The existing evidence suggests that social assistance can improve marginalised people’s food security, help households meet their basic needs, reduce stress and household tensions, reduce gender-based violence, improve health, education, and wellbeing, and reduce negative coping mechanisms. However, it can also disrupt their social support mechanisms and expose them to violence and further risks. Such risks – some of which also apply to those who are excluded from social assistance, and which do not apply to all marginalised people all the time similarly – include neglect, discrimination, sexual exploitation and abuse, increased household and community tensions, gender-based violence, stigma, theft, and accessibility issues.
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