Relevant bibliographies by topics / Youth with social disabilities Australia

Academic literature on the topic 'Youth with social disabilities Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Youth with social disabilities Australia"

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McCausland, Ruth, and Eileen Baldry. "‘I feel like I failed him by ringing the police’: Criminalising disability in Australia." Punishment & Society 19, no. 3 (March 3, 2017): 290–309. http://dx.doi.org/10.1177/1462474517696126.

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The stigmatisation, control, criminalisation and incarceration of people with disability have a long history. While in recent decades there has been increasing commitment to the rights of people with disabilities by governments in western nations, the over-representation of people with mental and cognitive disability in criminal justice systems has continued. Although there are similarities amongst Western jurisdictions in regard to the treatment of people with disability in justice systems, there are particularities in Australia that will be drawn out in this article. We argue that disadvantaged people with mental and cognitive disability are being managed by and entrenched in criminal justice systems across Australia’s six states and two territories, including so-called diversionary and therapeutic measures that appear to accommodate their disability. In the absence of early and appropriate diagnosis, intervention and support in the community, some disadvantaged and poor persons with mental and cognitive disability, in particular Indigenous Australians, are being systematically criminalised. Criminal justice agencies and especially youth and adult prisons have become normalised as places of disability management and control. Drawing on research that focuses in detail on the jurisdictions of the Northern Territory and New South Wales, we argue for a reconstruction of the understanding of and response to people with these disabilities in the criminal justice system.
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Robinson, Richard. "Gaining and sustaining ‘hospitable’ employment for disability youth." Hospitality Insights 2, no. 2 (October 24, 2018): 5–6. http://dx.doi.org/10.24135/hi.v2i2.40.

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As the hospitality industry globally suffers persistent skills shortages, organisations are increasingly looking to non-traditional labour markets to fill vacancies. Indeed, hospitality has a long tradition of employing from society’s margins [1]. Research has shown hospitality firms are more likely than other industries to hire people experiencing disability [2]. Therefore, hospitality has the need, the tradition and the capacity to implement and support lasting change in the employment of disability youth. The Australian National Disability Insurance Scheme (NDIS), which is overhauling the sector and transforming the way persons experiencing disability access services, is modelled on research demonstrating the broader economic benefits of greater inclusive workforce participation [3]. The scheme is also consistent with the fact that employment is the key to exits from disadvantage for most people of working age [4]. Yet Australia ranks 21st out of 29 OECD nations in disability employment rates [5]. These poor rates of providing inclusive employment are often levelled at firms’ unwillingness to hire applicants with a disability [6]. In late 2016, a disability services provider (DSP) and a registered charity partnered in a mobile coffee cart social enterprise to create open employment pathways for a group of disability youth previously employed in the ‘sheltered workshop’ model. A 360-degree ethnography combining interview and observational methods [7] was designed to investigate the holistic experiences of the youth and to gain insights into the levers and barriers regarding open employment. The agency/structure dualism framed the study, as it is recognised that agency is in itself not sufficient when its expression is constrained by an individual’s social deficits and the legacies of their entrenched disadvantage [8]. In all, five ‘baristas’ experiencing disability (across 10 interviews), 11 co-workers/managers from the DSP and the charity, and 21 customers comprised the sample. Previous research has identified industry’s reticence to employ people with disability as a key barrier, despite ability and willingness to work [5]. This study, however, identified a complex range of structural factors inhibiting the agency of disability youth to self-determine towards open employment. These included a history of poor experiences in institutional settings (e.g. schooling and sporting), the safety and security of sheltered workshops, parental oversight and the staffing requirements of DSP social enterprises. Surprising individual-level factors were also manifest, including the inability to responsibly manage new- found workplace independence and an absence of extrinsic motivators to work – given that the disability youth enjoyed financial security regardless of earnings. This research challenges the conventional wisdom that organisations alone need to revisit their willingness, capacity and preparedness for providing accessible employment, and rather suggests that deep-seated structural factors, and their impacts on youth, require concomitant attention. Corresponding author Richard Robinson can be contacted at: richard.robinson@uq.edu.au References (1) Baum, T. Human Resources in Tourism: Still Waiting for Change? A 2015 Reprise. Tourism Management 2015, 50, 204–212. (2) Houtenville, A.; Kalargyrou, V. Employers’ Perspectives about Employing People with Disabilities. Cornell Hospitality Quarterly 2014, 56(2), 168–179. (3) Deloitte Access Economics. The Economic Benefits of Increasing Employment for People with Disability; Australian Network on Disability: Sydney, Australia, 2011. (4) McLachlan, R.; Gilfillan, G.; Gordon, J. Deep and Persistent Disadvantage in Australia; Productivity Commission Staff Working Paper: Canberra, Australia, 2013. (5) Darcy, S.A.; Taylor, T.; Green, J. 'But I Can Do the Job': Examining Disability Employment Practice through Human Rights Complaint Cases. Disability and Society 2016, 31(9), 1242–1274. (6) Lysaght, R.; Cobigo, V.; Hamilton, K. Inclusion as a Focus of Employment-Related Research in Intellectual Disability from 2000 to 2010: A Scoping Review. Disability and Rehabilitation 2012, 34(16), 1339–1350. (7) Sandiford, P. Participant Observation as Ethnography or Ethnography as Participant Observation in Organizational Research. In The Palgrave Handbook of Research Design in Business and Management; Strand K. (Ed.); Palgrave Macmillan: London, 2015; pp 411–446. (8) Graham, J.; Shier, M.; Eisenstat, M. Young Adult Social Networks and Labour Market Attachment. Journal of Social Policy 2015, 44(4), 769–786.
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Chisholm, Rhianna, Tamara Tulich, and Harry Blagg. "Indigenous young people with foetal alcohol spectrum disorders: The convention on the rights of persons with disabilities and reform to the law governing fitness to stand trial in Western Australia." Law in Context. A Socio-legal Journal 35, no. 2 (December 1, 2017): 85–107. http://dx.doi.org/10.26826/law-in-context.v35i2.19.

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article examines the place of the Convention on the Rights of Persons with Disabilities in relation to reform of Western Australian law governing fitness to stand trial, with a particular focus on Indigenous youth with Foetal Alcohol Spectrum Disorders (FASD). This article considers whether and how the Convention might be relied upon to improve outcomes for Indigenous youth with FASD, particularly through its promotion of a social model of disability. We argue that the social model of disability embodied in the Convention can only take us so far, and that many of the aspirations of the Convention regarding disability neutrality may, in fact, be counterproductive for Indigenous youth, rendering culture invisible and denying the colonial underpinnings of the disability in Indigenous communities. The Convention must be read 'in tension' with the United Nations Declaration on the Rights of Indigenous Peoples and with Indigenous knowledge. We argue that an appropriate response requires decolonising the justice system to break down the barriers that prevent Indigenous young people with FASD from participating on an equal basis. To do so, the role of colonisation in the production of impairment and disability must be acknowledged, and law reform must facilitate community-owned solutions - placing Indigenous organisations and practices at the centre, rather than the periphery, of intervention.
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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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Wyn, Johanna, and Dan Woodman. "Generation, Youth and Social Change in Australia." Journal of Youth Studies 9, no. 5 (November 2006): 495–514. http://dx.doi.org/10.1080/13676260600805713.

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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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Karagyozov, Ivan. "An Applied Model’s Capability of Suppervision for Social-Pedagigical Experts in the Field of Social Serveces and Education." Педагогически форум 8, no. 3 (2020): 35–48. http://dx.doi.org/10.15547/pf.2020.021.

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The effectiveness of supervision for professionals from helping professions is indisputable. In our country, the activities for children and youth with disabilities are undertaken by professionals employed in two main areas - education and social services. The last one, participates in supervision partly, for the others there is no such activity. Regarding the interventions related to children and youth with disabilities, there is professional differentiation outside of Bulgaria. A clinical aspect of supervision emerges. These circumstances raise the question of whether a general approach to supervision affects these professionals equally and in the same extent. The answer reveals the significant circumstances and points out the aspects and influence of supervision to the specialists from the fields - education and social services, who work with children and youth people with disabilities.
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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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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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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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Dissertations / Theses on the topic "Youth with social disabilities Australia"

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Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.
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Allen, Jennifer. "Bridging the gap program for transition-age youth with disabilities| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523345.

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The purpose of this proposal was to secure funding to implement a new program tailored to the unique needs of transition-age youth (TAY) with disabilities in Orange County. As a result of this new program, TAY with disabilities will receive the extra attention and support they need to increase their independent living skills and thus their likelihood of success as they transition out of the foster care system. An extensive literature review brought awareness of the vulnerability of TAY and the unmet needs of TAY with disabilities as one ofthe more high-risk subgroups of TAY. Consequently, this research led to the design ofthe proposed program to meet the many needs of TAY with disabilities. The Weingart Foundation was identified as an appropriate funding source after conducting an online search for potential funders interested in the targeted population and project. The actu~J1 submission and/or funding of this grant was not a requirement for the successful completion of the project.

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Absler, Deborah. "Relationships, connectedness and engagement : a study of the multidimensional components of 'good-enough' collaborative approaches for young people with complex needs and their families /." Connect to thesis, 2006. http://repository.unimelb.edu.au/10187/356.

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The focus of this research is an exploration of the use of collaborative intersectoral approaches to service delivery as a means of improving responsiveness to the complex needs and issues presented by vulnerable adolescents and young people. There are three central domains and contexts that inform this research:- young people with complex needs- their problematic history of access to, and engagement with a particular cohort of service systems and- the common issues that arise when these service systems interact. The central research question that this thesis has explored is:- What are the principles and guidelines that will inform services operating within an integrated collaborative approach for children, adolescents and young people with complex needs? A multi method design informed by an interpretative research paradigm utilising qualitative research methods was used which consisted of:(i) An analysis of key policy directions within Australia, United Kingdom and United States relating to young people with complex needs.(ii) An analysis was undertaken of current local, national and international literature that relates to policy, program and practice for children, adolescents and young people with complex needs.(iii) In-depth interviews conducted with five stakeholder groups involved with an inter-sectoral service initiative consisting of cross-sector care teams providing a therapeutic service to young people living in residential units.
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Giffen, Rebecca Lubarsky Romm. "The effects of art education on low-income youth, youth of color and queer youth." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Giffen_RMITthesis2009.pdf.

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Pham, Yen. "The Relationship Between Social Capital and School-Related Outcomes for Youth With Disabilities." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13285.

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This study evaluates a model of social capital where support from parents, peers, teachers, and mentors (SOS) was hypothesized to mediate the link between students' abilities to mobilize support (MOS) and four school-related outcomes: academic, behavioral, emotional, and career outcome expectations. Survey data from 206 high school students with disabilities and 16 special education teachers in six school districts across three states were collected. Results from structural equation modeling, with bootstrap tests of indirect effects, indicated that SOS mediated the links between MOS and two of the four outcomes: emotional well-being and career outcome expectations. Invariance testing revealed significant differences for boys and girls. Implications for research and practice are discussed, including the need to distinguish between social capital and the process of capital formation, and the need to consider the role of students with disabilities in the process of social capital formation.
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Sutcliffe, John. "The youth work career: Exploring long-term careers of professional youth workers in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2425.

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The purpose of this research was to explore the meaning and experiences of the long-term careers of youth workers. This study selected a Western Australian sample group of 10 degreequalified youth workers who had graduated between 1990 and 1999 and had experienced careers in youth work spanning 20 years. The existing literature pertaining to long-term youth work careers was sparse in certain aspects, which established the primary need for the research focus. The related literature was found to represent a negative image of youth work as a career. Youth work was considered lacking in professional identity and was most commonly characterised by burnout, temporary employment prospects and an occupational pathway to other related professions. The deficits and barriers to retention and career longevity prompted the question: How does this explain those individuals who have forged a long-term career in youth work? Two research methods were used in this study: phenomenological inquiry, to seek the shared experiences of the youth work career, and grounded theory methods, to examine the extent to which the self-concept theory of career development and the life career rainbow model could be applied to improve understanding of youth work as a long-term career. The study found important differences in comparison with findings of the existing literature. Participants described careers characteristic of continuous employment; sustainability through supportive connections; longevity through leadership opportunities; and a diverse fusion of opportunities, variety and flexibility in roles undertaken. In stark contrast with the existing literature, these findings led to the development of a synthesised provisional model of the long-term youth work career. Key contributions to knowledge from the study include a constructive representation of the long-term youth work career, with significant factors of longevity being continuous employment, leadership opportunities, diversity in roles and workplaces, and supportive connections. Appraisal of career theory also resulted in suggested revisions to the self-concept theory of career development and the life career rainbow model. A provisional model of the long-term youth work career was developed, which was synthesised from the findings and key discussion points of this study. The provisional model reflected the youth work career as a knowledge-based profession, a distinct practice, a sustainable profession and a long-term career prospect. The findings also have potential implications for the youth field, particularly individual and organisational ethical practice, the importance of workplace and role flexibility, the inclusivity of youth work contexts, and the prioritisation of professional supervision and mentoring.
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Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.

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During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.
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Omelczuk, Suzie. "Youth worker perceptions of abused young women." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1137.

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Youth workers across Australia are coming into contact with young women who have been abused. However, the nature of that contact, and the ways in which youth workers are responding to these young women is not known. The aim of this study is to determine how youth workers in the metropolitan area of Perth perceive and act upon issues of abuse faced by the young women using their services. The study draws upon literature dealing with issues of abuse facing children and young people. Within the study issues such as problems arising from trying to define abuse are examined, as are the theories used by practitioners to describe and explain why abuse occurs within our society. Feminist theories of abuse and work with young women are offered as the basic framework of the study. The technique of gathering data is also set within a feminist framework, involving 15 youth workers in a process of discussion and debate on issues surrounding young women and abuse and youth work practice with young women. The study found that youth workers are prepared to support young women who have been abused, but that this support - varies according to the consciousness, skills, confidence anti experience of individual workers. The focus of service provision in the majority of casas lies with young man, so the needs of abused young woman using youth services are often not seen as a priority. Constraints of a work nature also impact strongly on the amount of time and energy that youth workers are able to give the young women with whom they have contact.
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Acevedo, Raymond. "Characteristics of independent living program participants and non-independent living program participants." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3110.

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Faber, Amanda R. "Assessment of the guidance and counseling needs of at-risk students in an alternative school." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fabera.pdf.

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Books on the topic "Youth with social disabilities Australia"

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Kelly, Peter. Working in Jamie's kitchen: Salvation, passion and young workers. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2009.

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1953-, Harrisson Lyn, ed. Working in Jamie's kitchen: Salvation, passion and young workers. New York: Palgrave Macmillan, 2009.

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Kelly, Peter. Working in Jamie's kitchen: Salvation, passion and young workers. New York: Palgrave Macmillan, 2009.

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1952-, Wyn Johanna, ed. Youth and society: Exploring the social dynamics of youth experience. South Melbourne, Victoria: Oxford University Press, 2004.

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1952-, Wyn Johanna, ed. Youth and society: Exploring the social dynamics of youth experience. 2nd ed. South Melbourne, Vic: Oxford University Press, 2008.

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Parmenter, Trevor R. Bridges from school to working life for handicapped youth: The view from Australia. New York, N.Y: International Exchange of Experts and Information in Rehabilitation, World Rehabilitation Fund, 1986.

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1964-, Newell Christopher, ed. Disability in Australia: Exposing a social apartheid. Sydney: UNSW Press, 2005.

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1952-, Wyn Johanna, ed. Youth and society. South Melbourne, Victoria, Australia: Oxford University Press, 2013.

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1953-, Bassett Jan, ed. Seizures of youth: The sixties and Australia. South Yarra, Melbourne: Hyland House, 1991.

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Young people making a life. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2008.

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Book chapters on the topic "Youth with social disabilities Australia"

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Khan, Rimi, Johanna Wyn, and Babak Dadvand. "Mobile Belonging and Migrant Youth in Australia." In Youth, Inequality and Social Change in the Global South, 33–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3750-5_3.

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Birrell, Bob, and Ernest Healy. "Globalization, Immigration Policy, and Youth Employment in Australia." In Creating Social Cohesion in an Interdependent World, 263–80. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137520227_15.

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Gerrand, Vivian, and Michele Grossman. "Understanding the Experiences of Families of Radicalised Muslim Youth in Australia." In Radicalisation, Extremism and Social Work Practice, 92–111. London: Routledge, 2022. http://dx.doi.org/10.4324/9780367824358-5.

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Maire, Quentin. "Resource Concentration, Social Segregation and Academic Power in IB Diploma Schools in Australia." In International Study of City Youth Education, 133–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80169-4_6.

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Effeney, Libby, Fethi Mansouri, and Maša Mikola. "Migrant Youth and Social Policy in Multicultural Australia: Exploring Cross-Cultural Networking." In Cultural, Religious and Political Contestations, 185–203. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16003-0_12.

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Dobia, Brenda, and Sue Roffey. "Respect for Culture—Social and Emotional Learning with Aboriginal and Torres Strait Islander Youth." In Social and Emotional Learning in Australia and the Asia-Pacific, 313–34. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3394-0_17.

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"Young people with special needs and disabilities." In Youth And Social Policy, 157–80. Routledge, 2005. http://dx.doi.org/10.4324/9780203991015-15.

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Banner, Tiffany. "Special Educational Needs and Disabilities in Youth (Australia)." In Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781474209496.0026.

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Eisenman, Laura T., Marisa Kofke, and Majd Subih. "New Social Relationships." In Handbook of Adolescent Transition Education for Youth with Disabilities, 180–94. Routledge, 2020. http://dx.doi.org/10.4324/9780429198342-13.

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Leiter, Valerie. "Bowling together: Foundations of Community among Youth with Disabilities." In Research in Social Science and Disability, 3–25. Emerald Group Publishing Limited, 2011. http://dx.doi.org/10.1108/s1479-3547(2011)0000006004.

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Conference papers on the topic "Youth with social disabilities Australia"

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Roslan, Nurul Nabilah, and Nurazzura Mohamad Diah. "To Work or Not to Work: The Struggle for Employment Among Youth With Disabilities in Brunei." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.232.

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Kravchenko, Oksana, Marina Mishchenko, Viktoriia Isachenko, Inna Honchar, Yuliia Lysenko, Olena Polishchuk, and Yuliia Pesotskaya. "Cultural, recreational and tourist Cherkasy region under pandemic conditions." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001353.

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The paper is devoted to the study of the peculiarities of tourism development in Cherkasy region under the pandemic conditions. The statistical analysis of data on visiting tourist sites of Cherkasy region is carried out. New technological opportunities for cultural leisure and knowledge of the historical and cultural heritage of the region are considered. It is noted that the 3D map will help provide equal opportunities for people with disabilities in terms of tourism. Given that the development of information and communication technologies also largely determines the social transformation “Cultural, recreational and tourist Cherkasy region: inclusive and social 3D-map” will offer ways to solve the problem of education and social development of people with disabilities, creating new technologies to improve quality of life, introducing an effective system of social and psychological rehabilitation of children and youth with special educational needs through cultural and inclusive tourism
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Reports on the topic "Youth with social disabilities Australia"

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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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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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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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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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