Journal articles: 'Youth with social disabilities Australia'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Kucharczyk, Suzanne, Johanna Thomas, and Peggy Schaefer Whitby. "“It Would Be Nice If”: Analysis of Transition Experiences Through Grand Challenges." Rural Special Education Quarterly 40, no. 3 (July 16, 2021): 117–31. http://dx.doi.org/10.1177/87568705211027970.

Full text

Abstract:

The adult outcomes of youth with disabilities continue to lag behind those of their peers without disabilities, especially for youth living in rural communities. Interdisciplinary teaming is identified as an important component of effective transition planning. Transition planning and collaborative teaming are challenged further in rural communities due to lack of resources, distances between services and providers, and access for youth and their families. Social workers, given their multisystem perspective on aligning youth and family needs with resources, may be well poised, though currently underutilized, to address the challenges of transition in rural contexts. Through the transition experiences of 20 families and young adults with high need disabilities from a rural southern state, this study analyzes the potential alignment between the tenets of the Individuals with Disabilities Education Act for transition and the priorities of social work described in the Grand Challenges. Implications for practice and policy for special education transition planning in rural communities are offered.

APA, Harvard, Vancouver, ISO, and other styles

12

Bender, William N., and Maureen E. Wall. "Social-Emotional Development of Students with Learning Disabilities." Learning Disability Quarterly 17, no. 4 (November 1994): 323–41. http://dx.doi.org/10.2307/1511128.

Full text

Abstract:

This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.

APA, Harvard, Vancouver, ISO, and other styles

13

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

15

Tsinchenko, G. M., and I. S. Orlova. "Prevention of Youth Deviations in Russia and Abroad." Administrative Consulting, no. 1 (March 22, 2021): 97–105. http://dx.doi.org/10.22394/1726-1139-2021-1-97-105.

Full text

Abstract:

Goals and objectives. The article analyzes the resources of support for families with disabled children living in the Leningrad region. There is substantial state support for this category of families, developing the potential of non-state support resources. The results of the government’s efforts to support families with children with disabilities, as well as the tasks set to be solved in the near and long term, are considered.Methods. The study used a set of general scientific methods, such as analysis, synthesis, generalization, comparison, system-functional and integrated approach. Within the framework of the stated theme, theoretical provisions and modern approaches have been organized by studying the works of various authors, regulatory documents and official statistics.The theoretical and practical significance of the study is that it can be the basis for further study of social resources and life strategies of families with children with disabilities, their transformation. The analysis provides an opportunity to identify the problems of families with children with disabilities in Leningrad, actualizes the importance of state policy regarding these categories of families, both in the process of formation and in its implementation. The materials provide us with positive results achieved by the authorities of the Leningrad region and identify ways to further develop both state and non-state social support for families with children with disabilities in the region.Results and conclusions. The article presents the results of the research of the resources of state and non-state social support for families with children with disabilities in The Leningrad region. Conclusions have been drawn on the need to unite the efforts of state and non-state resources in this direction.

APA, Harvard, Vancouver, ISO, and other styles

16

Brier, Norman. "Targeted Treatment for Adjudicated Youth with Learning Disabilities." Journal of Learning Disabilities 27, no. 4 (April 1994): 215–22. http://dx.doi.org/10.1177/002221949402700403.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Rose, Chad A., and Nicholas A. Gage. "Exploring the Involvement of Bullying Among Students With Disabilities Over Time." Exceptional Children 83, no. 3 (November 4, 2016): 298–314. http://dx.doi.org/10.1177/0014402916667587.

Full text

Abstract:

Students with disabilities are disproportionately involved within the bullying dynamic. Few studies have investigated the bullying involvement of youth with disabilities over time. The current study evaluated the victimization and perpetration rates of 6,531 students in Grades 3 through 12, including 16% with disabilities, over the course of 3 years. Results revealed that students with disabilities experienced greater rates of victimization and engaged in higher levels of perpetration than their peers without disabilities over time. In addition, the discrepancy in victimization and perpetration rates between youth with and without disabilities remained consistent longitudinally. Results from this study support the recommendation that students with disabilities should receive direct instruction in social and communication skills to buffer these adverse experiences.

APA, Harvard, Vancouver, ISO, and other styles

18

Mansouri, Fethi, and Amelia Johns. "Social networks and perceptions of intergenerational difference among migrant youth in Australia." Journal of Sociology 53, no. 1 (July 9, 2016): 127–44. http://dx.doi.org/10.1177/1440783316636244.

Full text

Abstract:

‘Intergenerational difference’ has become a lens through which to view issues of identity, social connectedness, belonging and agency in migrant youth research, highlighting that differences in the aspirations of migrant youth and their parents shape young people’s experiences. The article will present findings from a mixed methods study of social network participation among three migrant youth cohorts in two Australian cities to address a perceived ‘gap’ among migrant youth and parents’ aspirations for social network formation and participation. The paper will first examine current theoretical approaches to intergenerational challenges in migrant youth research. It will then introduce ‘intersectionality’ as a concept offering a more nuanced understanding of the challenges and hopes of migrant youth for whom social networks can be a gateway towards belonging and connectedness. This, however, requires a negotiation of complex structural, social and cultural factors.

APA, Harvard, Vancouver, ISO, and other styles

19

Boiko, Olha, and Victoria Isachenko. "Social animations as a technology of integration of youth with disabilities." Social work and social education, no. 1(6) (April 15, 2021): 147–53. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234160.

Full text

Abstract:

A brief analysis of different approaches to the definition of «animation», in particular in terms of economics, psychology, pedagogy and social work. The role and place of social animation in creating an environment in which each individual will be able to successfully develop and self-realize for the benefit of society. A comparison of approaches to the use of social animation in foreign countries. In particular, the experience of the USA, Canada, France and Finland is analyzed. The latest researches and publications on the problem of social animation of youth in Ukraine are analyzed. It was found that the main directions of social animation work are overcoming personal tendencies to social disintegration (prevention of socio-psychological disorders, such as deviant behavior of adolescents, drug addiction, alcoholism, suicide, etc.); rehabilitation of critical states of personality; assistance in creative self-realization of the individual. The scope of professional activity of a social worker in the field of social animation is defined. The peculiarities of social animation with young people with disabilities are considered, and it is found that social animation with young people with disabilities overcoming socio-psychological isolation. Social animation allows to create conditions for personal growth and productive interpersonal communication in the process of leisure, directs to socially significant activities. The positive consequences of the organization of social animation with young people with disabilities are highlighted. Social animation allows to create conditions for personal growth and productive interpersonal communication in the process of leisure, directs to socially significant activities.

APA, Harvard, Vancouver, ISO, and other styles

20

Alwell, Morgen, and Brian Cobb. "Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities." Career Development for Exceptional Individuals 32, no. 2 (July 2009): 94–107. http://dx.doi.org/10.1177/0885728809336657.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Singal, Nidhi, and Aanchal Jain. "Repositioning youth with disabilities: focusing on their social and work lives." Comparative Education 48, no. 2 (May 2012): 167–80. http://dx.doi.org/10.1080/03050068.2011.608895.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Kennedy, Craig H. "Social interaction interventions for youth with severe disabilities should emphasize interdependence." Mental Retardation and Developmental Disabilities Research Reviews 7, no. 2 (2001): 122–27. http://dx.doi.org/10.1002/mrdd.1017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

KUCHEROV, Hennadii Hennadiiovych, and Oksana Vasylivna HLOVIUK. "FEATURES OF THE FORMATION OF SOCIAL ACTIVITY OF YOUTH WITH DISABILITIES." Inclusion and Society, no. 2 (2022): 48–55. http://dx.doi.org/10.32782/inclusion-society-2022-2-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

McCarron, Eamonn, Erica Curran, and Roy McConkey. "Promoting the Wellbeing of Youth with Disabilities through Music Mentoring." Youth 2, no. 3 (July 1, 2022): 258–70. http://dx.doi.org/10.3390/youth2030018.

Full text

Abstract:

Youth with disabilities have a higher risk of experiencing mental health problems than their non-disabled peers. In part, this results from their social exclusion and dearth of social networks. An intervention informed by positive psychology principles and peer mentoring approaches was developed and evaluated with 12 youths with disabilities who had musical interests and talents as musicians. It included the real-world experience of applying the training in a school-based music project with over 200 typically developing pupils aged nine years in four schools. Evaluation data were obtained from project staff, self-ratings by the mentors and through group interviews with them, as well as from reactions of school pupils and interviews with six teachers. The study confirmed the benefit of music and peer mentoring as a means of promoting the self-esteem and self-confidence of youth with disabilities. Further research is needed to determine the longer-term mental health benefits musically based interventions can offer to youth with disabilities and, more generally, to young children in schools.

APA, Harvard, Vancouver, ISO, and other styles

25

Stevens, Christine A. "The Illusion of Social Inclusion: Cambodian Youth in South Australia." Diaspora: A Journal of Transnational Studies 4, no. 1 (March 1995): 59–76. http://dx.doi.org/10.3138/diaspora.4.1.59.

Full text

Abstract:

As a result of the turmoil in Cambodia during the 1970s, traditional Cambodian society was fundamentally altered: Cambodians were uprooted, and after the Vietnamese invasion in 1978, thousands fled to camps on the Thai-Cambodian border, where many sought and were selected for resettlement in other countries. Approximately 12,000 Cambodians were accepted for resettlement in Australia as refugees in the period 1975-85, with approximately 2,500 settling in South Australia. The emigrants to South Australia were youthful, with 51% of all arrivals in the period 1979-85 aged 19 years or less (Stevens). Since this period when refugees first arrived in Australia from Cambodia, Laos, and Vietnam, the social adaptation of refugee youth has been little researched. Generally, young people have been but one of the age groups included in large-scale surveys or in-depth studies, such as those by Wendy Poussard, Nancy Viviani, and others, that focused on the early stages of resettlement. The research that has focused on refugee youth has concentrated on educational achievement (Spearritt and Colman; Kelly and Bennoun; Chan; Mundy) or mental health status and adjustment (Krupinski and Burrows). At a time of ongoing debate about the size and nature of the immigrant intake, and concern that the resulting cultural diversity may foster ethnic conflicts and endanger social cohesion, this lack of research on the social aspects of the settlement process young refugees from Southeast Asia undertake is a significant omission.

APA, Harvard, Vancouver, ISO, and other styles

26

Stevens, Christine A. "The Illusion of Social Inclusion: Cambodian Youth in South Australia." Diaspora: A Journal of Transnational Studies 4, no. 1 (1995): 59–76. http://dx.doi.org/10.1353/dsp.1995.0022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Kravchenko, Оksana, and Yuliia Pesotska. "FROM THE EXPERIENCE OF INTRODUCING INCLUSIVE TOURISM AMONG STUDENT YOUTH." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 44–50. http://dx.doi.org/10.31499/2307-4906.2.2021.236632.

Full text

Abstract:

The article “From the experience of introducing inclusive tourism among student youth” highlights the relevance and necessity of solving the problem of overcoming the barrier for the successful socialization of people with special needs. The article describes the experience and practices of implementing inclusive tourism during the educational process.Creating and ensuring appropriate conditions at the faculty for people with disabilities is one of the priority tasks. Involvement of students in solving such problems not only contributes to the development of their professional competencies, but also helps to develop communication skills with different categories of people, including people with disabilities. Integration and socialization of people with special needs at the faculty takes place through excursions, participation in various programs, writing scientific papers, etc. Active involvement of students with disabilities has a significant impact on their social adaptation in modern society.The development and implementation of programs promotes the development of inclusion at the university. Working with different agencies allows you to better explore the problem and find ways to solve it. It is worth noting that the faculty has a scientific and practical Center for Social and Educational Integration, and Inclusive Rehabilitation and Social Tourism “Without Barriers”, which is one of the main centers for creating a barrier-free educational environment.During the quarantine, the creation of an inclusive environment became relevant for the virtual space. Today, providing online services to people with disabilities is not an advantage but a necessity. The faculty actively studies the problem of inclusion at all levels and promotes its implementation. Keywords: inclusive education, inclusive tourism, people with special needs, overcoming barriers, socialization, integration, social adaptation, social and psychological rehabilitation.

APA, Harvard, Vancouver, ISO, and other styles

28

Anand, Priyanka, and Todd C. Honeycutt. "Long-Term Outcomes for Transition-Age Youth With Mental Health Conditions Who Receive Postsecondary Education Support." Journal of Disability Policy Studies 30, no. 4 (May 16, 2019): 223–32. http://dx.doi.org/10.1177/1044207319848069.

Full text

Abstract:

This article examines the relationship between receiving support for postsecondary education (college or vocational training) from state vocational rehabilitation (VR) agencies and long-term outcomes for youth with mental health conditions (MHCs). We use longitudinal data to follow three cohorts of youth VR applicants for 9 years after they applied for VR services. The results show a strong relationship between receipt of postsecondary education support and long-term employment, earnings, and federal disability benefit receipt. For some outcomes, such as being employed in the 9 years after VR application, the number of years employed, and benefit receipt in the 9 years after VR application for those who did not receive benefits at the time of application, the association is larger for youth with MHCs than for those with other disabilities. These findings provide valuable descriptive estimates of the benefits of providing postsecondary education support for VR youth with MHCs and how these benefits compare with youth with other types of disabilities.

APA, Harvard, Vancouver, ISO, and other styles

29

Watson, Juliet, and Hernán Cuervo. "Youth homelessness: A social justice approach." Journal of Sociology 53, no. 2 (April 21, 2017): 461–75. http://dx.doi.org/10.1177/1440783317705204.

Full text

Abstract:

Social justice approaches that work towards eliminating youth homelessness with a sole focus on material needs overlook the significance of non-material aspects, such as the impact of social exclusion and stigma on individuals’ subjectivities. The lack of social legitimacy associated with homelessness is exacerbated under neoliberal conditions, with the shift from social to individual responsibility positioning those unable to achieve the normative transition to adulthood as social failures. We draw on interviews with young homeless women in Australia to extend the emerging sociological focus on the relational aspects of homelessness through a social justice lens. We analyse the association between subjectivity, stigma and neoliberalism, and draw on Iris Marion Young’s theory of justice to highlight how these shape experiences of homelessness. We conclude that overcoming homelessness requires policies and practices that give a greater focus to non-material aspects of homelessness through an emphasis on empowerment, self-respect and autonomy.

APA, Harvard, Vancouver, ISO, and other styles

30

Field, Sharon. "Self-Determination Instructional Strategies for Youth with Learning Disabilities." Journal of Learning Disabilities 29, no. 1 (January 1996): 40–52. http://dx.doi.org/10.1177/002221949602900107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Green, Tonika Duren, and Sally G. Mathiesen. "Who CARES? Interprofessional Competencies for Meeting the Complex Needs of Culturally and Linguistically Diverse Foster Youth With Disabilities." Advances in Social Work 17, no. 2 (January 30, 2017): 166–86. http://dx.doi.org/10.18060/18337.

Full text

Abstract:

This paper highlights effective interprofessional competencies for school professionals who are interested in improving the educational path of culturally diverse foster youth who are at risk of a disability or who have a disability. The interprofessional competencies were developed based on the lessons learned in the first three years of a federally funded grant. We propose cost-effective ways to address shortages of highly qualified school personnel to work with diverse foster youth with disabilities. Recommendations to improve practice with diverse foster youth with disabilities include increasing the number of Culturally Affirming and Responsive Education Specialists (CARES; school social workers, school counselors, and school psychologists) who are trained to respond to the educational and mental health needs of diverse foster youth with disabilities, who are culturally competent, who are advocates in schools, and who are skilled at interdisciplinary service delivery.

APA, Harvard, Vancouver, ISO, and other styles

32

Enayati, Hassan, and Arun Karpur. "Impact of Participation in School-to-Work Programs on Postsecondary Outcomes for Youth With Disabilities From Low-Income Families." Journal of Disability Policy Studies 29, no. 4 (August 22, 2018): 235–44. http://dx.doi.org/10.1177/1044207318789419.

Full text

Abstract:

Individuals with disabilities who also live in poverty face a double jeopardy. Disability and poverty are each separately associated with poorer education and employment outcomes. One approach to ameliorate these poorer outcomes is to improve the transition from high school to adulthood. Using data from the National Longitudinal Study of Adolescent to Adult Health, this article examines the role of school-to-work training programs on adult outcomes for individuals with disabilities who live in welfare receiving households. A linear probability model identifies the differences in outcomes for youth by disability and welfare status. Participation in school-to-work programs for youth with disabilities from welfare receiving homes was found to predict higher rates of employment, lower rates of conviction, and lower wages. Implications of these results and recommendations for future research design are included.

APA, Harvard, Vancouver, ISO, and other styles

33

Gorter, Jan Willem, Debra Stewart, Marc Woodbury Smith, Gillian King, Marilyn Wright, Tram Nguyen, Matt Freeman, and Marilyn Swinton. "Pathways toward Positive Psychosocial Outcomes and Mental Health for Youth with Disabilities: A Knowledge Synthesis of Developmental Trajectories." Canadian Journal of Community Mental Health 33, no. 1 (July 1, 2014): 45–61. http://dx.doi.org/10.7870/cjcmh-2014-005.

Full text

Abstract:

Most children with developmental conditions survive to adulthood. To improve adult outcomes there is a need to synthesize our existing knowledge regarding their developmental trajectories. The synthesis in this paper was guided by interactional, life course perspectives and definitions of development and disability. Evidence from 107 published articles, grey literature, and expert opinion demonstrated that there are currently more negative than positive psychosocial and mental health outcomes for youth with disabilities. Evidence is mounting that youth with disabilities experience similar trajectories to their peers without disabilities through positive, developmentally appropriate life experiences and regular opportunities with adequate supports to develop adult social roles.

APA, Harvard, Vancouver, ISO, and other styles

34

Slayter, Slayter. "SUICIDALITY AMONG TRANSITIONAL-AGED YOUTH WITH DISABILITIES: IMPLICATIONS FOR SOCIAL WORK PRACTICE." Bulletin of the Moscow State Regional University (Psychology), no. 1 (2017): 50–64. http://dx.doi.org/10.18384/2310-7235-2017-1-50-64.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Martínez, Rebecca S. "Social support in inclusive middle schools: Perceptions of youth with learning disabilities." Psychology in the Schools 43, no. 2 (February 2006): 197–209. http://dx.doi.org/10.1002/pits.20142.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Chernysh, A. R. "Social integration of youth as a form of social protection of youth." Analytical and Comparative Jurisprudence, no. 4 (November 27, 2022): 175–80. http://dx.doi.org/10.24144/2788-6018.2022.04.31.

Full text

Abstract:

The article examines the concept of integration to achieve the process of inclusion of youth in the development of civil society, taking into account the socio-cultural context, taking into account the historical patterns of the country's development. Current legislation in the field of social protection of youth, in the field of employment, provisions of the Constitution of Ukraine regarding the legal regulation of the process of labor integration of youth are analyzed. The works of theorists of labor law and social security law O.M. Yaroshenka, Yu.M. Shchotova, P.M. Rossokhatskgo, T.A. Kolyady were studied. etc. on the subject of the problems of youth implementation of the right to work, as a guarantee of the development of spiritual, creative potential and economic independence. The article draws attention to the problems and obstacles faced by young people in the process of realizing their labor rights. Emphasis is placed on the importance of professional training that a young person can undergo to increase their competitiveness in the labor market. Just as professional training is the process of acquiring or improving professional knowledge, abilities and skills by a person in accordance with his vocation and abilities, which ensures the appropriate level of professional qualification for professional activity and competitiveness in the labor market. The experience of such highly developed countries as Great Britain, Germany, Japan, France, and the USA was studied. Measures taken by countries to limit youth unemployment are noteworthy. The example of Bulgaria is given, where the practice of developing age-differentiated employment programs for young people is widespread; Germany, where there is professional selection and career guidance at an early age; the combination of professional training and production activities at the expense of specially created government funds by local authorities takes place in Denmark; encouraging employers to employ young people aged 16 to 26 in the form of reduced amounts of social contributions for them as a kind of tax benefits is actively used in France and Spain; the active practice of involving young people in six-month internships with at least the minimum wage has a positive effect on the further employment of young people in Australia. Proposals are given for the introduction of advanced foreign experience.

APA, Harvard, Vancouver, ISO, and other styles

37

Aldous, David E. "Perspectives on Horticultural Therapy in Australia." HortTechnology 10, no. 1 (January 2000): 18–23. http://dx.doi.org/10.21273/horttech.10.1.18.

Full text

Abstract:

Human awareness of plants in Australia goes back 50,000 years when the aboriginal first began using plants to treat, clothe and feed themselves. The European influence came in 1778 with the First Fleet landing in New South Wales. Australia's earliest records of using horticulture for therapy and rehabilitation were in institutions for people with intellectual disabilities or who were incarcerated. Eventually, legislation created greater awareness in the government and community for the needs of persons with disabilities, and many worthwhile projects, programs and organizations were established or gained greater recognition. Horticultural therapy programs may be found in nursing homes, rehabilitation centers, adult training support services, hospitals, day centers, community centers and gardens, educational institutions, supported employment, and the prisons system. This article reviews the history and development of Australian horticulture as a therapy in the treatment of disabilities and social disadvantaged groups, and includes an overview of programs offered for special populations and of Australia's horticultural therapy associations. It also discusses opportunities for research, teaching and extension for horticultural therapy in Australia.

APA, Harvard, Vancouver, ISO, and other styles

38

Lindsay, Sally, Carolyn Mcdougall, and Robyn Sanford. "Exploring Supervisors’ Attitudes of Working with Youth Engaged in an Inclusive Employment Training Program." Développement Humain, Handicap et Changement Social 20, no. 3 (February 23, 2022): 41–51. http://dx.doi.org/10.7202/1086599ar.

Full text

Abstract:

Background: Although employment is a right of citizenship, people with disabilities remain underrepresented in the workforce. Employment is especially important for people with disabilities because it can alleviate financial hardship, social isolation, improve confidence and quality of life. Most research exploring employers’ views of hiring employees with disabilities has focused on adults while little is known about employers’ experience of working with youth with disabilities. The purpose of this study was to explore supervisors’ views of working with an adolescent with disabilities as a part of an employment training program. Method: The sample was drawn from the supervisors of youth taking part in an employment training program, run through children’s rehabilitation hospital in a large urban centre. A descriptive questionnaire was sent to all supervisors who worked with a adolescent with disabilities as part of an employment training program. Thirty-six questionnaires were completed with a response rate of 92%. Results: Our findings show that most supervisors felt prepared when youth arrived and that supervising them did not take up much extra time. Some supervisors had a few initial concerns about workplace accommodations and workload but these were quickly resolved. Most supervisors who worked with youth with disabilities reported a positive experience and that having them in the workplace also had the added benefit of challenging some of their assumptions about people with disabilities. Conclusions: Our findings emphasize the importance of supervisors having an opportunity to work with a person with disabilities because it can help to break down negative attitudes and stereotypes.

APA, Harvard, Vancouver, ISO, and other styles

39

Rakhmawati, Yuliana, and Rizki Ernaldi. "YOUTH COMMUNICATION CAMPAIGN IN STRENGTHENING DIFABELS THROUGH ICT-BASED PHILANTHROPY." al-Balagh : Jurnal Dakwah dan Komunikasi 5, no. 2 (December 10, 2020): 313–40. http://dx.doi.org/10.22515/al-balagh.v5i2.2203.

Full text

Abstract:

Ableism is a differentiation construction often experienced by entities with disabilities and contributes to discrimination in the fulfillment of personal, economic, and social rights for persons with disabilities. Designfordream (dfd) presents a form of youth awareness that concerns about philanthropic communication innovation strategies on ableism. This study aims to describe Designfordream's communication strategy in delivering communication through philanthropic activities. This study used a qualitative descriptive method. The data collection observed the Designfordream philanthropic activities through interviews with management and makes some documentation for the relevant sources. The results showed that the communication strategy used by Designfordream was through an ICT-based communication campaign. This campaign is carried out by distributing anti-ableism messages and innovating in building market networks to strengthen people with disabilities' entrepreneurial capacity.

APA, Harvard, Vancouver, ISO, and other styles

40

Wyn, Johanna, and Anita Harris. "Youth Research in Australia and New Zealand." YOUNG 12, no. 3 (August 2004): 271–89. http://dx.doi.org/10.1177/1103308804044509.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Kapferer, Judith L. "YOUTH POLICY AND THE STATE: Australia, Britain, Sweden∗." Discourse: Studies in the Cultural Politics of Education 8, no. 1 (October 1987): 1–24. http://dx.doi.org/10.1080/0159630870080101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Ismoilov, Bekjon. "THE IMPORTANCE OF INTERNATIONAL DOCUMENTS IN THE EDUCATION OF PERSONS WITH DISABILITIES AND THEIR SOCIAL AND LEGAL ANALYSIS." JOURNAL OF LAW RESEARCH 6, no. 8 (August 30, 2021): 22–30. http://dx.doi.org/10.26739/2181-9130-2021-8-3.

Full text

Abstract:

The article examines the conceptual significance of international legal norms representing the rights, freedoms and legitimate interests of persons with disabilities. In particular, a comprehensive analysis of the positive impact of UNinternational documents on the lives of people with disabilities is carried out. We know that the national legal framework and international legal norms have a special place inthe integration of people with disabilities into a healthy society. In particular, the organization of education for children and youth with disabilities in accordance with international standards will increase the effectiveness of education for people with disabilities. and also, the article analyzes in detail the types of education for children with special needs in accordance with the existing regulatory framewor

APA, Harvard, Vancouver, ISO, and other styles

43

Koliada, Natalia. "Review for a textbook «Support of persons with disabilities» (2020)." Social work and social education, no. 1(6) (April 15, 2021): 260–62. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234228.

Full text

Abstract:

Review of the textbook «Companion of Persons with Disabilities» (2020), prepared in the framework of the research topic «Social and psychological rehabilitation of children and youth with special educational needs through inclusive tourism» (state registration number 0119U103978) Pavlo Tychyna Uman State Pedagogical University. The educational and methodical complex meets the requirements and deserves to be introduced for the profession of «Companion of Persons with Disabilities», which provides for the provision of social services of physical support to persons with disabilities with musculoskeletal disorders, visual impairments and other nosologies to the community.

APA, Harvard, Vancouver, ISO, and other styles

44

Pettigrew, Simone, Nicole Biagioni, Sandra C. Jones, Mike Daube, Gary Kirby, Julia Stafford, and Tanya Chikritzhs. "Sales promotion strategies and youth drinking in Australia." Social Science & Medicine 141 (September 2015): 115–22. http://dx.doi.org/10.1016/j.socscimed.2015.07.035.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Fisher, Kim W., Heather J. Williamson, Nichole Guerra, and Scott Kupferman. "Digital Citizenship: Technology Access and Use for Youth With and Without Intellectual and Developmental Disabilities." Inclusion 9, no. 4 (November 23, 2021): 263–75. http://dx.doi.org/10.1352/2326-6988-9.4.263.

Full text

Abstract:

Abstract Technology is integral to the lives of youth who, as digital citizens, use technology to participate in social and civic action to improve their communities. Using a digital citizenship framework and National Longitudinal Transition Study of 2012 data, we explored technology access and use between youth with and without intellectual and developmental disabilities (IDD). We found youth with IDD have less access and less participation across four digital citzienship elements putting them at greater risk for digital social isolation and community disengagment. Given the COVID-19 pandemic, which has thrust employment, school, health, and social lives to online spaces, we situate our findings on digital access, opportunity, and support and call for individual and systems-level investment in digital citizenship to support full participation.

APA, Harvard, Vancouver, ISO, and other styles

46

Prince, Michael J. "Drawing hidden figures of disability: youth and adults with disabilities in Canada." Evidence & Policy: A Journal of Research, Debate and Practice 17, no. 2 (May 1, 2021): 227–41. http://dx.doi.org/10.1332/174426421x16146827140135.

Full text

Abstract:

Background: While governments draw on survey data to inform policy choices, the design, application, and interpretation of surveys can generate certain images of disability and ignore many others.Aims and objectives: This article draws attention to social circumstances of people with disabilities often unacknowledged in research evidence: hidden figures of disability.Methods: Selected results from the Canadian Survey on Disability are examined with a focus on working-age youth and adults (aged 15 to 64) with a range of disabilities.Findings: Five figures of disability and corresponding conceptual models are identified. These hidden figures of disability are the uncounted, those with needs unsupported, youth in multiple transitions, potential workers, and what may be called ‘the fearful’. Several models of disability are identified intersecting with the evidence. These are the absent citizen, biomedical model and charitable model, social and economic integration model, human rights and full citizenship, and psycho-emotional model of affective disablism and ableism.Discussion: Hidden figures of disability are more than statistical tests and texts; more than calculations derived from quantitative research where people become a data point. The function of drawing hidden figures is to disclose and describe the bodily experiences of people with disabilities in their social positions and structural contexts.Conclusion: We need to see the production of evidence for policy not as painting a portrait but as portraits in the plural, and appreciate not only what is in the frame but also what faces and forms of knowledge get glossed over or brushed aside.

APA, Harvard, Vancouver, ISO, and other styles

47

Laskaraki, Eleni, Anastasia Alevriadou, and Eleni Rachanioti. "Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 6 (December 8, 2021): 615–27. http://dx.doi.org/10.6000/2292-2598.2021.09.06.5.

Full text

Abstract:

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

APA, Harvard, Vancouver, ISO, and other styles

48

Blue-Banning, Martha, Ann P. Turnbull, and Lourdes Pereira. "Hispanic Youth/Young Adults with Disabilities: Parents' Visions for the Future." Research and Practice for Persons with Severe Disabilities 27, no. 3 (September 2002): 204–19. http://dx.doi.org/10.2511/rpsd.27.3.204.

Full text

Abstract:

The rapid increase of culturally and linguistically diverse populations in the United States has important implications for service delivery. Addressing the needs of individuals transitioning from adolescence to adulthood and their families requires that outcomes of service recognize the cultural differences of people with disabilities. The Hispanic population is one of the fastest growing of the culturally and linguistically diverse populations in the United States. To provide effective support services, a clearer understanding is needed of the perspectives of Hispanic parents of youth/young adults with disabilities concerning their hopes and expectations for their child's future. To address this issue, focus group interviews were conducted with 38 Hispanic parents of youth/young adults with developmental disabilities. The findings suggest that Hispanic parents have a diversity of hopes and expectations concerning future living, employment, and free-time options for their children with disabilities. Key recommendations focus on the implications for education and human service systems as well as directions for future research.

APA, Harvard, Vancouver, ISO, and other styles

49

Schneider, Cornelia. "Social participation of children and youth with disabilities in Canada, France and Germany." International Journal of Inclusive Education 19, no. 10 (April 22, 2015): 1068–79. http://dx.doi.org/10.1080/13603116.2015.1037867.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Kantemirova, I. B., and V. N. Petrov. "Self-Realization of Youth with Disabilities in the Sphere of Education: Social Practices." Social’naya politika i sociologiya 16, no. 4 (2017): 76–84. http://dx.doi.org/10.17922/2071-3665-2017-16-4-76-84.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles