Journal articles: '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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Krupinski, Jerzy, John W. G. Tiller, Graham D. Burrows, and Hal Hallenstein. "Youth suicide in Victoria: a retrospective study." Medical Journal of Australia 160, no. 3 (February 1994): 113–16. http://dx.doi.org/10.5694/j.1326-5377.1994.tb126552.x.

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Matveev, Roman, Alison Macpherson, and Bonnie Leadbeater. "21 Victoria healthy youth survey injury analysis." Injury Prevention 21, Suppl 2 (April 2015): A8.1—A8. http://dx.doi.org/10.1136/injuryprev-2015-041654.21.

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Burrows, G. D., WG Tiller, and J. Krupinski. "Youth suicide in Victoria: A retrospective study." European Neuropsychopharmacology 6 (June 1996): 89. http://dx.doi.org/10.1016/0924-977x(96)87713-3.

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Tiller, John, Jerzy Kupinski, Graham Burrows, Alan Mackenzie, Hal Hallenstein, and Graeme Johnston. "Completed and attempted youth suicide in Victoria." Stress Medicine 14, no. 4 (October 1998): 249–54. http://dx.doi.org/10.1002/(sici)1099-1700(1998100)14:4<249::aid-smi805>3.0.co;2-#.

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Mann, David R., and Mira Wang. "What happens after high school? A review of independent living practices to support youth with disabilities transitioning to adult life." Journal of Vocational Rehabilitation 55, no. 2 (September 7, 2021): 169–84. http://dx.doi.org/10.3233/jvr-211155.

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BACKGROUND: Centers for Independent Living (CILs) can help out-of-school youth with disabilities. CIL services may be particularly important for minority youth with disabilities that face additional transition barriers. OBJECTIVE: This literature review documents existing practices that might aid CILs as they seek to help youth, including minority youth, with disabilities transition to adult life. METHODS: First, we conducted a literature search to identify practices that might help CILs assist youth with disabilities transition to independent living (IL) in early adult life. Then we examined various literature syntheses of postsecondary transition interventions with evidence of promise or efficacy for any IL-related outcome—regardless of whether the intervention targeted youth with disabilities. RESULTS: We discovered a variety of practices CILs might learn from or consider adopting to help youth with disabilities transition to adult life. However, the practices rarely focused on minority youth and usually had limited or no evidence about whether they improved IL outcomes. CONCLUSIONS: The limitations of the evidence we found suggest the need to develop and test interventions that help transition age youth with disabilities—especially minority youth with disabilities—achieve their IL goals.

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Heiman, Tali, Lana C. Zinck, and Nancy L. Heath. "Parents and Youth With Learning Disabilities." Journal of Learning Disabilities 41, no. 6 (April 28, 2008): 524–34. http://dx.doi.org/10.1177/0022219408317860.

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Honeycutt, Todd C., Allison V. Thompkins, Maura E. Bardos, and Steven N. Stern. "Youth With Disabilities at the Crossroads." Rehabilitation Counseling Bulletin 60, no. 3 (August 1, 2016): 131–44. http://dx.doi.org/10.1177/0034355215621897.

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State vocational rehabilitation (VR) agencies are well positioned to assist youth aged 16 to 24 years with disabilities who are transitioning from school to work. Using Rehabilitation Services Administration (RSA)-911 records matched to Social Security Administration (SSA) administrative records, this article adds to the knowledge about state VR agency provision of services to youth with disabilities and differences in outcomes based on SSA benefit receipt status. Although agencies’ statistics varied widely, almost one in six SSA beneficiaries who sought VR services had at least 1 month of benefit suspension due to work within 48 months of their VR applications, and about one in 10 VR applicants without SSA benefits at the time of their VR application received SSA benefits within 48 months. SSA beneficiaries received services from VR agencies at the same level as non-SSA beneficiaries, but the levels at which they were employed when they closed from services were lower. The results have two main policy implications. First, the level of resources to which agencies have access may be important in influencing the outcomes we measured. Second, agency differences in the proportion of SSA beneficiaries who eventually had benefit suspension due to work point to the potential for additional gains by agencies in this area.

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Anggraeni, Rezty, Sunardi Sunardi, and Imas Diana Aprilia. "Puberty in Youth with Intellectual Disabilities." INCLUSIVE EDUCATION 1, no. 1 (September 30, 2022): 85–92. http://dx.doi.org/10.57142/inclusion.v1i1.11.

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Basically, people with intellectual disabilities physically and hormonally develop like non-disabled people, they experience puberty when they reach their teenage years – menstruation for girls and wet dreams for boys – which has an influence such as getting to know and liking the opposite sex, feeling love, the desire to have a romantic relationship or marriage. Therefore, it is very important to talk about aspects of sexuality, reproductive rights and their risks in the context of formal school education. The purpose of this research is to find out the understanding of the concept of puberty for persons with intellectual disabilities. This study uses a qualitative approach, data collection is done by means of observation and interviews. This research was conducted at the Special School. The results of this study describe that people with intellectual disabilities need special handling in learning about reproductive health and sexuality, besides that the closest community groups in the environment of people with intellectual disabilities are not fully aware and able to provide an understanding of reproductive health and sexuality for adolescents with intellectual disabilities.

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Shifrer, Dara, and Daniel Mackin Freeman. "Problematizing Perceptions of STEM Potential: Differences by Cognitive Disability Status in High School and Postsecondary Educational Outcomes." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312199811. http://dx.doi.org/10.1177/2378023121998116.

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The STEM (science, technology, engineering, and mathematics) potential of youth with cognitive disabilities is often dismissed through problematic perceptions of STEM ability as natural and of youth with cognitive disabilities as unable. National data on more than 15,000 adolescents from the High School Longitudinal Study of 2009 first suggest that, among youth with disabilities, youth with medicated attention-deficit/hyperactivity disorder (ADHD) have the highest levels of STEM achievement, and youth with learning or intellectual disabilities typically have the lowest. Undergraduates with medicated ADHD or autism appear to be more likely to major in STEM than youth without cognitive disabilities, and youth with autism have the most positive STEM attitudes. Finally, results suggest that high school STEM achievement is more salient for college enrollment than STEM-positive attitudes across youth with most disability types, whereas attitudes are more salient than achievement for choosing a STEM major.

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Eide, Arne H., Dag Ofstad, Marit Støylen, Emil Hansen, and Marikken Høiseth. "Participation and Inclusion of Children and Youth with Disabilities in Local Communities." International Journal of Environmental Research and Public Health 19, no. 19 (September 20, 2022): 11893. http://dx.doi.org/10.3390/ijerph191911893.

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This research aimed at strengthening the evidence base for interventions to promote the participation and inclusion of children and youth with disabilities in their communities. Four selected municipalities in four different regions of Norway participated. Focus group discussions (FGDs) were carried out in all four municipalities with service providers, children and youth with disabilities, and parents of children and youth with disabilities. The FGDs were used to develop a questionnaire to measure participation indicators. A survey was carried out among 186 children and youth, combining (a) random sampling of children and youth without disabilities and (b) invitations to all children and youth with disabilities, as registered by the municipalities. High-level analyses of the FGDs are presented, indicating the barriers and facilitators for participation for children and youth with disabilities, as well as requests for improvement of services to stimulate participation. The categories of family, technology, and volunteering were identified primarily as facilitators of participation, while school environment was primarily identified as a barrier. The survey measured four different aspects of perception of one’s own participation. Data analyses revealed higher level of environmental barriers among children and youth with disabilities, and lower level of actual participation, satisfaction with one’s own participation and one’s own participation compared with that of peers.

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Kucharczyk, Suzanne, Amillia K. Oswalt, Peggy Schaefer Whitby, Kimberly Frazier, and Lynn Koch. "Emerging Trends in Youth Engagement During Transition: Youth as Interdisciplinary Partners." Rehabilitation Research, Policy, and Education 36, no. 1 (February 1, 2022): 71–98. http://dx.doi.org/10.1891/re-21-16.

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PurposeDespite federal legislation requiring youth engagement in their transition planning, students with disabilities continue to be passive partners in this transition process, under informed about the process and future possibilities, and with goals misaligned with their hopes. Students with specific disabilities and those who are English learners, Black, Indigenous, and from communities of color are even more impacted by the lack of active opportunities to provide direction on their futures.MethodThe authors conducted a scoping literature review of youth engagement in the transition process for students served under Individuals with Disabilities Education Act.ResultsA shift towards active engagement for students in the transition process is critical. Inequitable experiences in that process exist for students based on individual and environmental characteristics. Active engagement will require direct, deliberate instruction and amelioration of structural barriers.ConclusionsAs a bridge between school years and adult environments, vocational rehabilitation counselors have an important role in supporting the engagement of students in transition planning as they learn and practice self-determination and self-advocacy skills to lead planning towards their future.

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Husić-Đuzić, Izeta, Ševala Tulumović, and Vesna Bratovčić. "DIFFERENCES IN THE PERCEPTION OF SOCIAL SUPPORT BETWEEN THE YOUTH WITH INVALIDITY AND THE YOUTH WITHOUT INVALIDITY." Journal Human Research in Rehabilitation 8, no. 1 (April 2018): 35–39. http://dx.doi.org/10.21554/hrr.041805.

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The aim of this paper was to identify differences in the perception of social support for young people with and without disabilities in the age of 18-35 in the Tuzla Canton. The sample of examinees consists of two sub-classes. The first subsample is made of young people with disabilities, chronological age 18-35, both sexes (N = 50). The second subsample consists of young people with no disabilities, chronological age 18-35, both sexes (N = 50). The data obtained by the research were processed by the method of parametric and nonparametric statistics. The frequencies, percentages and measures of central tendency (arithmetic mean, standard deviation) are calculated. P-values were used to investigate the differences between the examined variables, and the variance analysis was used to investigate the significance of differences. The results of research on differences in the perception of social support among young people with disabilities and young people without disabilities show that there is a statistically significant difference in the most applied variables. Based on the results obtained in the case of youth with disabilities, it would be advisable to start with integration into social life at all levels.

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Husić-Đuzić, Izeta, Ševala Tulumović, and Vesna Bratovčić. "LIFE SKILLS OF YOUNG PEOPLE WITH DISABILITIES AND YOUTH WITHOUT DISABILITIES." Journal Human Research in Rehabilitation 7, no. 2 (September 2017): 4–9. http://dx.doi.org/10.21554/hrr.091701.

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The aim of this paper is to determine the differences in life skills of young people with and without disability in chronological age from 18-35 year-old in Tuzla Canton. The respondents sample consists of two sub-samples. First sub-sample contains 50 young people with disability, chronological age from 18-35 of both genders. Second sub-sample contained 50 young people without disability, chronological age from 18- 35 of both genders. Research data were analysed using method of parametric and non-parametric statistics. Frequencies, percentages and measures of central tendency have been calculated (arithmetic mean and standard deviation). P-values have been used for examining the difference between variables and variance analysis has been used for examining the importance of differences. The results show that there is a significant statistical difference between young people with and without disabilities in the of life skills assessed: job retention skills, skills to cope in danger. Based on the results obtained, it is recommended to start the program and training in early age which will make life easier to disabled persons and their families.

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Kincaid, Aleksis P., and Amanda L. Sullivan. "Parity or Disparity? Outcomes of Court-Involved Youth With and Without Disabilities." Remedial and Special Education 41, no. 6 (November 15, 2019): 368–77. http://dx.doi.org/10.1177/0741932519887502.

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Youth with disabilities are overrepresented in the juvenile justice system, but few studies have investigated the mechanisms by which this occurs. In this study, we considered how juvenile court adjudication and length of commitment in secure facilities contributed to disproportionality in court involvement and detention, addressing an important gap in the intersection of disability and juvenile justice literature. Using linked educational and juvenile justice records of 41,812 youth, we sought to ascertain whether, among juvenile offenders, youth with disabilities had higher likelihood of adjudication as delinquent or placement in secure facilities for longer periods of time compared to youth without disabilities. Results indicated that youth with and without disabilities were adjudicated and placed similarly, suggesting that disparities contributing to overrepresentation of youth with disabilities in detained populations may manifest earlier in youths’ involvement in the justice system. We conclude with implications for research, policy, and practice.

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Miller, Robert J., Stephanie Corbey, and Gregg Asher. "Promoting Post-secondary Education for High School-Aged Youth with Disabilities: A Model of Empowerment." Rural Special Education Quarterly 13, no. 1 (March 1994): 57–63. http://dx.doi.org/10.1177/875687059401300110.

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Youth with disabilities are not realizing enrollment in post-secondary education at the same rate as their nondisabled peers. In rural Minnesota an attempt was made to increase the likelihood that youth with disabilities from rural communities would participate in post-secondary education. A conference for secondary youth with disabilities and their teachers was sponsored by a collaboration of state and local agencies, private business, organizations, and post-secondary institutions. The role of young adults with disabilities that were involved in a variety of post-secondary education institutions was a significant factor in the result of an increased number of youth with disabilities envisioning a future that includes post-secondary education after participating in the conference.

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Antolak-Saper, Natalia. "The Adultification of the Youth Justice System: The Victorian Experience." Law in Context. A Socio-legal Journal 37, no. 1 (November 24, 2020): 99–113. http://dx.doi.org/10.26826/law-in-context.v37i1.118.

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In early 2018, an Inquiry into Youth Justice Centres in Victoria (Inquiry) found that a combination of a punitive approach to youth justice, inadequate crime strategies, and a lack of appropriately trained and experienced staff at youth justice centres, greatly contributed to the hindrance of the rehabilitation of young persons in detention in Victoria, Australia. In addition to identifying these challenges, the Inquiry also determined that the way in which young offenders have been described by politicians and portrayed in the media in recent times, has had a significant impact on shaping youth justice policies and practices. This article specifically examines the role of the media in the adultification of the Victorian youth justice system. It begins with a historical examination of youth justice, drawing on the welfare model and the justice model. This is followed by a discussion of the perception and reality of youth offending in Victoria. Here, it is demonstrated that through framing, the media represents heightened levels of youth offending and suggests that only a ‘tough on crime’ approach can curb such offending; an approach that has been adopted by the Victorian State Government in recent years. Finally, the article considers how recent youth justice reforms are examples of adultification, and by not adequately distinguishing between a child and adult offender, these reforms are inconsistent with the best interests of the child.

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NGUYEN, Lan Thi Thai. "VOCATIONAL TRAINING AND JOB-SEEKING FOR ETHNIC YOUTH WITH DISABILITIES: KEY SOCIAL DETERMINANTS." ANTHROPOLOGICAL RESEARCHES AND STUDIES 12, no. 1 (2022): 233–45. http://dx.doi.org/10.26758/12.1.17.

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Objectives. Ethnic minority youth with disabilities have been experiencing multi-challenges in maintaining their wellbeing and social integration. This study was designed to capture the status of ethnic minority youth with disabilities’ vocational training and job placement. Importantly, it analyzed different social influential factors this group has to encounter in the process of being included in the community. Materials and methods. This study employed a mixed method of both quantitative and qualitative approaches. A triangulation data collection strategy was used to generate a broad range of information. It included a survey of 76 ethnic youth with disabilities, qualitative in-depth interviews of six ethnic youth with disabilities and six local officers, and two group discussions among the youth with disabilities and support staff. Results. The key findings show the challenging status of this vulnerable group and their limited involvement in vocational training and fewer opportunities in job seeking. Important social determinants, such as psychosocial problems, limited support from family, lack of accessibility to information, and social support system limitation, including local social services, have been identified as main obstacles for ethnic minority youth with disabilities. Conclusions. Ethnic minority youth with disabilities in Vietnam have experienced multi-social challenges that hinder their personal development and often are excluded from many social activities, including vocational training and job placement. In order to support them, it is vital to provide an appropriate support service system in solving their psychosocial challenges as well as the development of policies that support the families’ livelihood and sustainable development. Keywords: ethnic minority youth with disabilities, vocational training, job-seeking, social determinants.

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Kirby, Anne V., Kristin Dell’Armo, and Andrew C. Persch. "Differences in youth and parent postsecondary expectations for youth with disabilities." Journal of Vocational Rehabilitation 51, no. 1 (June 21, 2019): 77–86. http://dx.doi.org/10.3233/jvr-191027.

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Pitchford, E. Andrew, Erin Siebert, Jessica Hamm, and Joonkoo Yun. "Parental Perceptions of Physical Activity Benefits for Youth With Developmental Disabilities." American Journal on Intellectual and Developmental Disabilities 121, no. 1 (January 1, 2016): 25–32. http://dx.doi.org/10.1352/1944-7558-121.1.25.

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Abstract Physical activity promotion is of need for youth with developmental disabilities. Parental perceptions of physical activity benefits may influence youth behaviors. This study investigated the relationship between parental beliefs on the importance of physical activity and physical activity levels among youth with disabilities. Parents and caregivers of 113 youth with disabilities reported on the perceived benefits of physical activity, the child's physical activity level, and demographic information. Linear regression analyses to examine the relative association between parental perceived benefits and child physical activity (R2 = 0.19) indicated that physical activity level was predicted by parental beliefs and child gender. Health promotion for youth with disabilities should consider educating parents and caregivers of physical activity benefits, in addition to creating more opportunities.

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Assis, Simone Gonçalves de. "Children and youth with and without disabilities." Ciência & Saúde Coletiva 14, no. 1 (February 2009): 26–29. http://dx.doi.org/10.1590/s1413-81232009000100006.

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Жаницька, Іоланта. "Education of children and youth with disabilities." Актуальні проблеми психології в закладах освіти 9 (September 17, 2018): 168–76. http://dx.doi.org/10.31812/psychology.v9i0.3738.

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Education plays a significant role in life for the reason that it isa key determinant of personal well-being and welfare. Educated people livefuller and happier lives, have more employment options and are rewarded withhigher salary. Consequently, education boosts their independence and allows tobe positive members of society. Children with disabilities need education inorder to develop understanding of the world, join the employment market, makethe right decisions and establish their independence. Teachers also play a verycritical role in the proper education of children with special educational needs.Being a teacher of exceptional students requires a number of personality traitssuch as patience, composure and sensibility. It is important to buildcollaborative partnerships between teachers, students their parents and thesupporting team of psychologists and therapists.The a rticle i s a n a ttempt t o a nalyse a complex role of the teacher ofchildren with disabilities and education.

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Ludi, Erica, Elizabeth D. Ballard, Rachel Greenbaum, Maryland Pao, Jeffrey Bridge, William Reynolds, and Lisa Horowitz. "Suicide Risk in Youth with Intellectual Disabilities." Journal of Developmental & Behavioral Pediatrics 33, no. 5 (June 2012): 431–40. http://dx.doi.org/10.1097/dbp.0b013e3182599295.

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Stauder, Erin. "Including Youth With Communication Disabilities in Sports." ASHA Leader 24, no. 3 (March 2019): 30–31. http://dx.doi.org/10.1044/leader.miw.24032019.30.

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Kowalski, Robin M., and Allison Toth. "Cyberbullying among Youth with and without Disabilities." Journal of Child & Adolescent Trauma 11, no. 1 (March 15, 2017): 7–15. http://dx.doi.org/10.1007/s40653-017-0139-y.

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Grenwelge, Cheryl, Dalun Zhang, and Leena Landmark. "Comprehensive Leadership Training for Youth with Disabilities." TEACHING Exceptional Children 42, no. 4 (March 2010): 62–68. http://dx.doi.org/10.1177/004005991004200407.

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Kirkendall, Abbie, Howard J. Doueck, and Albert Saladino. "Transitional Services for Youth With Developmental Disabilities." Research on Social Work Practice 19, no. 4 (May 22, 2008): 434–45. http://dx.doi.org/10.1177/1049731508318734.

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Lovitt, Thomas C., Maris Plavins, and Suzanne Cushing. "What Do Pupils with Disabilities Have to Say About Their Experience in High School?" Remedial and Special Education 20, no. 2 (March 1999): 67–83. http://dx.doi.org/10.1177/074193259902000202.

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The data reported here were obtained as part of a large 3-year study 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 and without disabilities, and their parents. The youth attended five representative public schools and one private school in Washington State. This study focuses only on data obtained from the youth. We interviewed 54 and surveyed 231 youth with disabilities and studied the class schedules of 345 others. We also interviewed 3 and surveyed 10 students without disabilities who served as peer tutors in one school. Data from all those sources were summarized in the form of 10 research questions. Two major themes that emerged from this study are discussed. Moreover, we include a list of recommendations for teachers and parents who serve youth with disabilities.

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TAKAGI, Junya, and Tomohiko ITO. "Regulation of Speech in Youth With Down Syndrome and Intellectual Disabilities: Comparison to Other Youth With Intellectual Disabilities." Japanese Journal of Special Education 49, no. 3 (2011): 229–36. http://dx.doi.org/10.6033/tokkyou.49.229.

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Mulvey, Kelly Lynn, Lauren McMillian, Matthew J. Irvin, and Ryan G. Carlson. "Youth Cognition Surrounding Bullying of Peers With Disabilities: Inclusion, Intervention, and the Role of the Group." Journal of Emotional and Behavioral Disorders 28, no. 1 (September 15, 2018): 17–28. http://dx.doi.org/10.1177/1063426618799737.

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Children with disabilities often experience high rates of bullying, teasing, and social exclusion and these experiences are related to a host of negative outcomes for children who are victimized by these forms of bias-based bullying. Little is known, however, about children’s cognition regarding bullying and exclusion of youth with disabilities. The current study measured children’s (9- to 10- and 11- to 12-year-olds; N = 90) social cognition regarding bullying and exclusion of peers with different types of disabilities. Results revealed that children’s expectations of how inclusive their peers would be toward youth with disabilities were related to participants’ own inclusion expectations and that male participants and those who reported greater levels of frustration were less likely to expect that they would include peers with disabilities. Furthermore, participants’ moral judgments about the harmful nature of bullying and their own rates of aggressive behavior were associated with their likelihood of intervening if they observed youth with disabilities being victimized. Finally, results indicated variation in types of intervention behaviors children expected to employ. The findings indicate that youth recognize the importance of challenging bullying and exclusion of youth with disabilities, but that they are also influenced by their perceptions of peer responses.

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Taylor-Winney, Jennifer J., Leanne S. Giordono, Marilyn K. Lesmeister, Meghann L. Fenn, and Gloria Krahn. "Disability Inclusion in 4-H: Aligned with the Mission, Stopped Short by Methods." Journal of Youth Development 13, no. 3 (September 18, 2018): 191–211. http://dx.doi.org/10.5195/jyd.2018.604.

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Quality out-of-school programs can significantly improve youth development outcomes. Youth with disabilities and special health care needs, who represent 19% of all youth, are less likely than their typically developing peers to participate in out-of-school activities. This qualitative study explored factors that influence the inclusion of youth with disabilities in one state’s 4-H program. Factors that facilitated inclusion were personal attitudes and subjective norms, but lack of knowledge and limited resources led to reactive problem solving rather than proactive, organizational planning. By identifying both the factors that facilitate inclusion and those that prevent it or are perceived as barriers, youth development professionals can target areas of focus to improve inclusion of youth with disabilities in 4-H and potentially other youth development programs.

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Wozencroft, Angela J., Jason L. Scott, Steven N. Waller, and Macie D. Parsons. "Positive Youth Development for Youth With Disabilities in a Therapeutic Camp Setting." Journal of Youth Development 14, no. 1 (March 12, 2019): 182–97. http://dx.doi.org/10.5195/jyd.2019.634.

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The purpose of this article is to describe the value of the outdoor camp experiences among youth with disabilities participating in an outdoor therapeutic camp. The focus of the analysis is to understand the dimensions of positive youth development amongst youth campers with disabilities. A total of 12 campers were interviewed, 6 male and 6 female. Emerging themes included: (a) social, (b) character building, and (c) self-confidence and provide linkages to positive youth development domains. Findings identified the benefits that youth receive from attending an outdoor therapeutic recreation camp program such as opportunities to interact with old and new friends, feeling like a member for the camp family, feeling accepted and able to be themselves. Other benefits included becoming more independent, autonomous, and more self-confident.

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Slayter, Elspeth, and Cheryl Springer. "Child Welfare-Involved Youth With Intellectual Disabilities: Pathways Into and Placements in Foster Care." Intellectual and Developmental Disabilities 49, no. 1 (February 1, 2011): 1–13. http://dx.doi.org/10.1352/1934-9556-49.1.1.

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Abstract Existing literature suggests that youth with intellectual disabilities are at increased risk for child maltreatment. Little is known about youth with intellectual disabilities who are supervised by child welfare authorities or living in foster care. Reasons for child welfare system involvement and placement types are explored. In this cross-sectional exploratory study, we drew on data from the Adoption and Foster Care Reporting System (AFCARS) for youth in 46 states, the District of Columbia, and Puerto Rico. A sample of 17,714 youth with intellectual disabilities and a comparison group (n = 655,536) were identified for 1999. Findings have implications for preventing the removal of youth from caregivers and the promotion of community inclusion of foster youth while in foster care.

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Kinnear, Deborah, Ewelina Rydzewska, Kirsty Dunn, Laura Anne Hughes-McCormack, Craig Melville, Angela Henderson, and Sally-Ann Cooper. "Relative influence of intellectual disabilities and autism on mental and general health in Scotland: a cross-sectional study of a whole country of 5.3 million children and adults." BMJ Open 9, no. 8 (August 2019): e029040. http://dx.doi.org/10.1136/bmjopen-2019-029040.

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ObjectivesTo determine the relative extent that autism and intellectual disabilities are independently associated with poor mental and general health, in children and adults.DesignCross-sectional study. For Scotland’s population, logistic regressions investigated odds of intellectual disabilities and autism predicting mental health conditions, and poor general health, adjusted for age and gender.Participants1 548 819 children/youth aged 0-24 years, and 3 746 584 adults aged more than 25 years, of whom 9396/1 548 819 children/youth had intellectual disabilities (0.6%), 25 063/1 548 819 children/youth had autism (1.6%); and 16 953/3 746 584 adults had intellectual disabilities (0.5%), 6649/3 746 584 adults had autism (0.2%). These figures are based on self-report.Main outcome measuresSelf-reported general health status and mental health.ResultsIn children/youth, intellectual disabilities (OR 7.04, 95% CI 6.30 to 7.87) and autism (OR 25.08, 95% CI 23.08 to 27.32) both independently predicted mental health conditions. In adults, intellectual disabilities (OR 3.50, 95% CI 3.20 to 3.84) and autism (OR 5.30, 95% CI 4.80 to 5.85) both independently predicted mental health conditions. In children/youth, intellectual disabilities (OR 18.34, 95% CI 17.17 to 19.58) and autism (OR 8.40, 95% CI 8.02 to 8.80) both independently predicted poor general health. In adults, intellectual disabilities (OR 7.54, 95% CI 7.02 to 8.10) and autism (OR 4.46, 95% CI 4.06 to 4.89) both independently predicted poor general health.ConclusionsBoth intellectual disabilities and autism independently predict poor health, intellectual disabilities more so for general health and autism more so for mental health. Intellectual disabilities and autism are not uncommon, and due to their associated poor health, sufficient services/supports are needed. This is not just due to coexistence of these conditions or just to having intellectual disabilities, as the population with autism is independently associated with substantial health inequalities compared with the general population, across the entire life course.

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Isaacs, Anton, and Keith Sutton. "An Aboriginal youth suicide prevention project in rural Victoria." Advances in Mental Health 14, no. 2 (June 16, 2016): 118–25. http://dx.doi.org/10.1080/18387357.2016.1198232.

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Morgan, Robert L., Brent P. Gerity, and David A. Ellerd. "Using Video and CD-ROM Technology in a Job Preference Inventory for Youth with Severe Disabilities." Journal of Special Education Technology 15, no. 3 (June 2000): 25–33. http://dx.doi.org/10.1177/016264340001500303.

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In this article, a motion video CD-ROM program designed to assist youth with severe disabilities in the selection of job preferences is described. With help from a facilitator such as a special education teacher or rehabilitation counselor, a youth works at a computer terminal to select preferred work conditions and specific jobs. This information may be used for transition planning. First, traditional vocational interest inventories for individuals with disabilities and video and CD-ROM career exploration programs for youth with typical characteristics are presented. Second, development and evaluation of the video CD-ROM program for youth with severe disabilities is described.

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Jung, Jaehun, Willie Leung, Bridgette Marie Schram, and Joonkoo Yun. "Meta-Analysis of Physical Activity Levels in Youth With and Without Disabilities." Adapted Physical Activity Quarterly 35, no. 4 (October 1, 2018): 381–402. http://dx.doi.org/10.1123/apaq.2017-0123.

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The purpose of this study was to explore the current levels of physical activity among youth with disabilities using meta-analysis. The search identified 11 publications including 729 participants (age 4–20 yr). The overall effect size for 11 studies was Hedges g = 0.60 (SE = 0.18, 95% confidence interval [CI] [0.24, 0.96], p < .05, k = 11) using a random-effects model. The findings suggest that differences in physical activity levels between youth with and without disabilities are complex. Results indicated that youth without disabilities engaged in higher levels of physical activity of moderate to vigorous intensity (g = 0.66, SE = 0.18, p < .05). However, no differences were found in light-intensity physical activity (g = −0.03, SE = 0.16, p > .85). Results also suggested that the differences in physical activity between youth with and without disabilities were affected by age (<12 yr, g = 0.83, SE = 0.24, 95% CI [0.37, 1.29], p < .05, and >13 yr, g = 0.37, SE = 0.10, 95% CI [0.18, 0.57], p < .05; Q value = 3.20, df = 1, p < .05), with children with disabilities engaging in less physical activity than children without disabilities in younger ages. Differences in physical activity level between youth with and without disabilities are functions of intensity of physical activity and age but may not be of type of disability (Q value = 0.22, df = 1, p > .6).

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Gothberg, June E., Gary Greene, and Paula D. Kohler. "District Implementation of Research-Based Practices for Transition Planning With Culturally and Linguistically Diverse Youth With Disabilities and Their Families." Career Development and Transition for Exceptional Individuals 42, no. 2 (March 22, 2018): 77–86. http://dx.doi.org/10.1177/2165143418762794.

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Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer transition outcomes of CLD youth with disabilities compared with their White peers with disabilities and identify 11 research-based practices (RBPs) for supporting CLD youth with disabilities and their families during the transition planning process. A study is subsequently described involving the development and implementation of a survey measuring the degree to which these 11 RBPs are being implemented in public school districts. The survey was administered during 2011 to 2016 to interdisciplinary transition teams representing more than 90 school districts in the United States who were attending state capacity-building transition services training institutes. Group consensus was sought on the 11 items appearing on the survey. Results from the study found that most school districts were not implementing any of the RBPs to any significant degree, school staff were in need of cultural competence professional development training, CLD families of transition-aged youth with disabilities lacked access to quality resources and supports, and CLD youth with disabilities lacked opportunities to strengthen their self-determination skills. Implications for practice and future research on this topic is presented and discussed.

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Quinn, Mary Magee, Robert B. Rutherford, Peter E. Leone, David M. Osher, and Jeffrey M. Poirier. "Youth with Disabilities in Juvenile Corrections: A National Survey." Exceptional Children 71, no. 3 (April 2005): 339–45. http://dx.doi.org/10.1177/001440290507100308.

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Improving our knowledge of the number of incarcerated youth with disabilities can assist educators, other professionals, and policymakers to develop more effective services for youth. This article reports the findings of a national survey conducted to determine the number of youth identified as having disabilities in the juvenile corrections systems in the United States. The data show that, when compared to the national average, there is an overrepresentation of students identified as having disabilities, especially emotional disturbance, in those systems.

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Luecking, Richard G. "Employer Perspectives on Hiring and Accommodating Youth in Transition." Journal of Special Education Technology 18, no. 4 (September 2003): 65–72. http://dx.doi.org/10.1177/016264340301800406.

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Work-based experiences are critical educational adjuncts for the career development of youth with disabilities. Such experiences are dependent on willing and available employers. This article examines effective workplace supports and accommodations and relates them to employer perspectives of bringing youth with disabilities into the workplace. Employment supports, including assistive technology, that may be required by youth with disabilities are also examined in relation to typical internal company human resource management practices. A review of the literature and two case study illustrations strongly suggest that employer attitudes toward disability are less significant when deciding to bring youth into the workplace than are other factors, notably the identification of workplace supports, accommodations, and interventions that also contribute to improvement of companies' operational and organizational processes. Combining special education and disability employment interventions with typical company human resource interventions can facilitate the achievement of a more accessible workplace for youth with disabilities. Implications for education and transition programs are discussed.

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Lobenius-Palmér, Karin, Birgitta Sjöqvist, Anita Hurtig-Wennlöf, and Lars-Olov Lundqvist. "Accelerometer-Assessed Physical Activity and Sedentary Time in Youth With Disabilities." Adapted Physical Activity Quarterly 35, no. 1 (January 1, 2018): 1–19. http://dx.doi.org/10.1123/apaq.2015-0065.

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This study compared accelerometer-assessed habitual physical activity (PA), sedentary time, and meeting PA recommendations among 102 youth with disabilities (7–20 years) in four subgroups—physical/visual impairments, intellectual disability, autism spectrum disorders, and hearing impairment—and 800 youth with typical development (8–16 years). Low proportions of youth with disabilities met PA recommendations, and they generally were less physically active and more sedentary than youth with typical development. The hearing impairment and autism spectrum disorder groups were the most and least physically active, respectively. Older age and to some extent female sex were related to less PA and more sedentary time. Considering the suboptimal levels of PA in youth with disabilities, effective interventions directed at factors associated with PA among them are needed.

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Journal articles on the topic 'Youth with disabilities Victoria'

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