Academic literature on the topic 'Youth with social disabilities – case studies'
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Journal articles on the topic "Youth with social disabilities – case studies"
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Kokorelias, Kristina Marie, Tin-Suet Joan Lee, Mark Bayley, Emily Seto, Alene Toulany, Michelle L. A. Nelson, Gina Dimitropoulos, Melanie Penner, Robert Simpson, and Sarah E. P. Munce. "A Web-Based Peer-Patient Navigation Program (Compassionate Online Navigation to Enhance Care Transitions) for Youth Living With Childhood-Acquired Disabilities Transitioning From Pediatric to Adult Care: Qualitative Descriptive Study." JMIR Pediatrics and Parenting 7 (February 7, 2024): e47545. http://dx.doi.org/10.2196/47545.
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Background Studies have highlighted significant challenges associated with the transition from pediatric to adult health and social care services for youth living with childhood-acquired disabilities and their caregivers. Patient navigation has been proposed as an effective transitional care intervention. Better understanding of how patient navigation may support youth and their families during pediatric to adult care transitions is warranted. Objective This study aims to describe the preferred adaptations of an existing web-based platform from the perspectives of youth with childhood-onset disabilities and their family caregivers to develop a web-based peer-patient navigation program, Compassionate Online Navigation to Enhance Care Transitions (CONNECT). Methods A qualitative descriptive design was used. Participants included youth living with childhood-acquired disabilities (16/23, 70%) and their caregivers (7/23, 30%). Semistructured interviews and focus groups were conducted, digitally recorded, and transcribed. Thematic analysis was used to analyze the data and was facilitated through NVivo software (Lumivero). Results Participants desired a program that incorporated (1) self-directed learning, (2) a library of reliable health and community resources, and (3) emotional and social supports. On the basis of participants’ feedback, CONNECT was deemed satisfactory, as it was believed that the program would help support appropriate transition care through the provision of trusted health-related information. Participants highlighted the need for options to optimize confidentiality in their health and social care and the choice to remain anonymous to other participants. Conclusions Web-based patient navigation programs such as CONNECT may deliver peer support that can improve the quality and experience of care for youth, and their caregivers, transitioning from pediatric to adult care through personalized support, health care monitoring, and health and social care resources. Future studies are needed to test the feasibility, acceptability, usability, use, and effectiveness of CONNECT among youth with childhood-onset disabilities.
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Guess, Doug, Ellin Siegel-Causey, Sally Roberts, Barbara Guy, Marilyn Mulligan Ault, and Jane Rues. "Analysis of State Organizational Patterns among Students with Profound Disabilities." Journal of the Association for Persons with Severe Handicaps 18, no. 2 (June 1993): 93–108. http://dx.doi.org/10.1177/154079699301800203.
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A review is presented of recent research on state behavior among children and youth with profound disabilities. A model depicting interactions of state with endogenous and exogenous variables is presented along with a discussion of the importance of state diversity potential to this analysis and considerations for investigating and understanding state organization patterns in this population. Applications of the model are illustrated through case studies of four students with profound disabilities who display different state patterns. Measurable attributes of state reveal major characteristics that define functionally profound disabilities and have important implications for intervention.
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Maag, John W. "Effectiveness and Social Validity of FBAs for Youth At-Risk or With High Incidence Disabilities: A Meta-Analysis." Journal of Educational and Developmental Psychology 9, no. 1 (February 28, 2019): 41. http://dx.doi.org/10.5539/jedp.v9n1p41.
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This meta-analysis examined the effectiveness and social validity of 44 functional behavioral assessment (FBA) studies using single case research designs (SCRDs) conducted with youth displaying challenging behaviors or had high incidence disabilities. Three effect sizes were calculated: standard mean difference (SMD), Tau-U, and improvement rate difference (IRD). Fisher’s conservative dual criterion (CDC), which is a statistical aid to visual analysis, was also applied. Social validity was assessed by using indicators described by Kazdin (2010). Effect sizes were in ranges indicating moderate to large effects. Approximately 71% of AB contrasts reflected CDC systematic change. However, only 44% of studies assessed social validity. There were no significant differences in effectiveness of interventions whether or not a functional analysis was conducted nor whether the controlling function was escape or attention. Results are discussed in terms of FBA implementation issues related to social validity and the necessity for conducting a functional analysis for these youth.
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Lee, Sodam, Sora Shin, and YooJin Aum. "The Effect of Human Rights Education on Disabled Youth Human rights Behavior." Korean Association of Public Safety and Criminal Justice 32, no. 3 (September 30, 2023): 283–306. http://dx.doi.org/10.21181/kjpc.2023.32.3.283.
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As a result of the survey on human rights awareness in Korea, the disabled ranked second among the groups that are subject to human rights violations or discrimination. Human rights violations and discrimination against the disabled were the highest in the 2022 National Human Rights Commission of Korea's human rights survey. The respect for human rights of the disabled was significantly lower than that of the socially disadvantaged groups such as women, children, adolescents, and the elderly. In addition, it was found that education on human rights for the “disabled” is the most urgent among human rights education. As a first step toward not discriminating against the disabled, it is important to improve the perception of the disabled and the discrimination environment through human rights education. There are many studies on abuse of children with disabilities, but studies on school violence, human rights violations, and discrimination against children with disabilities are far from sufficient. While research on school violence targeting non-disabled children is highly interested, no separate research has been conducted on disabled students in the “School Violence Survey”. In particular, human rights violations and discrimination against children with disabilities affect even after graduation. In the case of discrimination against human rights violations, it is difficult to decide on a career path, as well as negative perceptions of employment, self-efficacy, and interpersonal skills are lower, and both social and daily life have difficulty adapting. Therefore, by examining the damage experiences of disabled children that have not been covered in the study of discrimination against human rights violations, this study attempted to analyze the impact of human rights education experiences on human rights violations and discrimination.
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Hereth, Jane, and Alida Bouris. "Queering Smart Decarceration: Centering the Experiences of LGBTQ+ Young People to Imagine a World Without Prisons." Affilia 35, no. 3 (December 11, 2019): 358–75. http://dx.doi.org/10.1177/0886109919871268.
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Addressing mass incarceration through smart decarceration initiatives is one of the Grand Challenges for Social Work named by the American Academy of Social Work Welfare and Research. The exponential growth of the U.S. prison system is largely due to legislation that targets marginalized communities, including people of color, poor people, people with mental illness, and those living with disabilities, as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ+) people of all ages. In this article, we seek to complicate the current conversation on smart decarceration by arguing that social workers committed to addressing mass incarceration should engage abolitionist theory, politics, and organizing in their work in order to effectively address the root causes driving the buildup of the prison nation. We engage feminist and queer theories as two theoretical interventions that can guide this work. We next describe how LGBTQ+ youth enter the criminal legal system, highlighting how normative systems of gender and sexuality subject LGBTQ+ youth to punitive policing, surveillance, and discipline. Finally, we share three models of prison abolitionist organizing led by LGBTQ+ people of color as case studies. By examining how these organizations embrace queer and feminist abolitionist frameworks, we identify concrete ways that social workers can adopt abolitionist principles and practices in their work to address mass incarceration.
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SEO, Jeong-Yeon, Min-Gyeong KIM, Yea-Ji SHIN, and Hyun-Jin YUN. "Research Trends for Employment of Young Persons with Disabilities in 2030 from the Perspective of Preventive Counseling." Association of Korea Counseling Psychology Education Welfare 9, no. 5 (October 31, 2022): 197–200. http://dx.doi.org/10.20496/cpew.2022.9.5.197.
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By grasping the trend of employment research for the youth disabled in 2030 in Korea, thepurpose of this study is to understand the pattern of employment for the youth disabled and tounderstand the implications of interventions necessary to help the youth disabled findemployment from a preventive counseling perspective. To this end, a total of 85 papers anddegree papers that are candidates or higher in the academic field were analyzed for eachresearch year, major fields, and research topics. Research majors mainly focused on educationand social science research, and as a result of analyzing the subject of research related toemployment of young people with disabilities in Korea under the framework of a socioecological model, it was confirmed that research related to program provision and socialrelations, and cognitive characteristics as individual characteristics. As for personal behaviorfactors, it was found that many studies on career-related behavior were conducted rather thangeneral and academic factors. Next, from the perspective of preventive counseling, relatedvariables were classified as risk factors and protection factors to derive implications forcounseling intervention on the employment problem of the youth disabled. As a result, it can be seen that research on protective factors is mainly focused, and in the case of the targetgroup in their 30s, more practical career-related active behavior acts as a protective factor.
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Jelic, Marija, and Irena Stojkovic. "Family and intellectual abilities of adolescents as the factors of adolescents’ prosocial behaviour." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 48–69. http://dx.doi.org/10.2298/zipi1601048j.
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Previous studies have offered important findings on the frequency of negative forms of social behaviour in children with intellectual disabilities and typically developing children. However, there is a lack of studies dealing with the link between the prosocial behaviour of youth and family variables. The aim of the conducted research was to study the degree of connection of the quality of parenting and the level of intellectual development of adolescents with the prosocial behaviour of adolescents. The sample consisted of 416 respondents, aged 12 to 18, divided into two groups. One group comprised 210 adolescents (130 typically developing adolescents and 80 adolescents with mild intellectual disabilities) without parental care, and the other group included 206 adolescents (130 typically developing adolescents and 76 adolescents with mild intellectual disabilities) with parental care. For the assessment of prosocial behaviour we used the subscale Prosocial behaviour from the Strengths and Difficulties Questionnaires - SDQ. The results have confirmed that, regardless of intellectual status, young people without parental care exhibited prosocial behaviour significantly less frequently than young people with parental care. The findings are discussed within the context of the starting model. The concluding part of the paper points to the fact that cognitive deficits are not a limiting factor in the development of prosocial behaviour of adolescents with mild intellectual disabilities and that further research is needed on the influence of environmental factors on the exhibition of prosocial behaviour in adolescents.
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Gibbs, Anita. "Best practices for justice: Practitioner views on understanding and helping youth living with fetal alcohol spectrum disorder (FASD)." Aotearoa New Zealand Social Work 34, no. 4 (December 14, 2022): 6–18. http://dx.doi.org/10.11157/anzswj-vol34iss4id977.
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INTRODUCTION: International studies and New Zealand publications note that care groups, as well as youth and adult justice populations, have high rates of fetal alcohol spectrum disorder (FASD) and other neuro-disabilities, alongside mental health problems and adverse childhood experiences. This research explores justice practitioner views of helping young people living with FASD, especially when they come into contact with the youth justice system in Aotearoa New Zealand. METHODS: Semi-structured interviews were undertaken with 11 practitioners that included social workers, disability advocates, police, legal professionals, and others working in the justice space with youth living with FASD. Stakeholders were asked what practices might help youth do well in the justice space, but also what changes need to happen in systems of health, care, justice or disability in order to ensure those living with FASD have wellbeing. FINDINGS: Practitioners noted widespread ignorance about FASD, resulting in delays in getting appropriate supports for youth living with FASD. Practitioners spoke of the importance of early diagnosis leading to early intervention but how rare that was. Wellbeing of youth was vital but there were too many barriers to fair and equal participation for youth living with FASD in all aspects of society. All systems needed to understand FASD and provide specialist FASD services and supports. PRACTICE IMPLICATIONS: Urgent training and practice guidance is required for all professionals working in the youth justice space. Practice needs to ensure disability rights are upheld to enable flourishing and participation by young people often on the margins of society.
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Hinton, Vanessa, and Jill Meyer. "Emerging Adulthood: Resilience and Support." Rehabilitation Research, Policy, and Education 28, no. 3 (2014): 143–57. http://dx.doi.org/10.1891/2168-6653.28.3.143.
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Purpose: This article provides an overview of emerging adulthood, recentering, and resilience of youth with disabilities. Emerging adulthood is a developmental period during which individuals experience delays in attainment of adult roles and social expectations. Recentering is a process that emerging adults experience as they make distinct shifts from adolescence to adulthood. Successful recentering is a result of supports, opportunities, and available choices. In addition, resilience is a psychological construct that manifests when positive experiences come out of adverse situations and is a key factor in one’s ability to recenter. This article also provides an overview of identified aspects of resilience within the emerging adulthood framework.Method: A computer search of ERIC and PsycINFO was used to locate studies published between 1990 and 2013. This timeframe was selected because the genesis of emerging adulthood came about in the early 1990s (Arnett, 2006).Results: The authors explored various factors such as social supports, self-determination, agency, adaptation, and coping that are linked to resilience and an emerging adult’s ability to recenter.Conclusions: Important connections with evidence-based practices and considerations for professional development are discussed in assisting consumers who are emerging adults in the recentering process. There is great diversity among individuals’ supports, opportunities, and choices, and there is a need for research investigating emerging adulthood and individuals with disabilities.
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Schraegle, William A., Stephanie R. Young, Eman K. Rettig, Angie R. Payne, Janet K. Wilson, Elizabeth A. Wedberg-Sivam, and Jeffrey B. Titus. "Improving Transitional Services for Adolescents and Young Adults with Epilepsy and Intellectual Disability." Journal of Pediatric Epilepsy 09, no. 04 (October 9, 2020): 164–71. http://dx.doi.org/10.1055/s-0040-1716915.
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AbstractThe transition from pediatric to adult health care systems is challenging for many adolescents with epilepsy and their families, and those challenges are compounded for adolescents with comorbid intellectual disabilities and epilepsy (ID-E). Many traditional transition pathways to adult care are inadequate, as they fail to address important considerations unique to the ID-E population or are absent entirely. Poor organization of care during critical transition periods increases the risks of sudden unexpected death in epilepsy, suboptimal seizure control, inadequate management of comorbidities, and poor psychological and social outcomes. The literature lacks systematic studies on effective transition programs for this population. The present review provides an overview of the main themes important in care transitions for the ID-E population: (1) precise diagnosis and management of seizures; (2) mental health and medical comorbidities affecting care; (3) accessing behavioral, habilitative, legal, financial, and community resources; and (4) caretaker support. We propose a specific framework which includes targeted recommendations of minimum care standards for youth with ID-E transitioning to adult care.
Dissertations / Theses on the topic "Youth with social disabilities – case studies"
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Montgomery, Alcynthia R. (Alcynthia Rose). "The Launching of an Accelerated School: A Case Study." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278629/.
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The purpose of this qualitative study was to explore the readiness, planning, training and implementation stages of staff development in the implementation of the Accelerated Schools Program in a suburban elementary school. The research questions focused on how the school became interested in the accelerated program; the steps that were taken to make the school ready to accept the program; the training made available to the staff, parents and students; how teacher approval and acceptance were achieved; and how the implementation was initiated and to what degree.
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De, Waal Hester Jacoba. "Youths’ predispositions to learning : case studies within a place of safety (Western Cape, South Africa)." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5409.
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Thesis (MPhil (Centre for Higher Education))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: Learning in young adulthood, especially in communities where there may be substantial barriers to learning and exclusion from formal education, needs further investigation. This study provides an in-depth investigation of six youths’ predispositions to learning while awaiting trial in a place of safety. This study focused on an in-depth investigation of youths’ predispositions to learning in the particular context of the place of safety (Western Cape, South Africa). I have been working with awaiting trial male youths for over four years as principal at the place of safety. The place of safety is a residential facility for boys and youths between the ages of 10 and 16 years who broke the law and who were at risk. The court placed these youths at the place of safety for the duration of their pending court cases, which may take up to two years in extreme cases like rape and murder. They typically come from communities where they had been exposes to violence, substance abuse and crime, both at home and at school. All of the youths at the place of safety broke the law and were awaiting trial; and they had all dropped out of school or had never attended school. The six respondents used in my study either were abusing drugs themselves or witnessed drug abuse. During their stay al the place of safety, the learners undergo various therapeutic programmes. They also attend school, where the curriculum is adapted to the individual needs of the learners. While working with these youths at the school, I became deeply concerned about the limited prospects they seemed to have. I was curious why most of them demonstrated little or no ambition or eagerness to learn, given that they all had literacy levels below the average for their age group and that most of them had dropped out of school or had never attended school. Popular media reports as well as official documents indicate that youths in South Africa – and the Western Cape in particular – are exposed to drug abuse, violence and crime, which may influence the escalating number of school dropouts. An understanding of the predispositions to learning among awaiting trial youths may contribute to a better understanding of the sense of disempowerment within these communities. This research project focused on qualitative case studies where I tried to discover and understand youths’ predispositions to learning. I followed an interpretive approach to provide insights into the life stories of the six respondents between the ages of 14 and 16 years and how they interpret and make meaning of their personal realities. This marginalised group of people had the opportunity to narrate their individual life stories with relation to their experienced learning processes. I conducted this study, collected, and interpreted data over a period of approximately two-and-a-half v years. I collected data from their official files and by conducting in-depth individual interviews. I video-recorded the six personal interviews and used the footage to assist me in the process of data analysis. The thesis presents the life stories of the six respondents as a foundation for a discussion on how we as educators define and practice adult education in the context of marginalised youth.
AFRIKAANSE OPSOMMING: Die leerprosesse van jeugdiges in gemeenskappe waar akute leerstoornisse en gebreke ten opsigte van formele onderrig heers, behoort nagevors en ondersoek te word. Hierdie studie het gepoog om ondersoek in te stel na die ontvanklikheid of predisposisie van ses jeugdiges teenoor leer terwyl hulle verhoorafwagtend is en in plek van veiligheid aangehou word. Die studie het op grondige ondersoek na die ontvanklikheid of predisposisies vir leer by jeugdiges teen die agtergrond van die plek van veiligheid (Wes-Kaap, Suid-Afrika) gefokus. Ek werk reeds langer as vier jaar by die plek van veiligheid as skoolhoof. Seuns en jeugdiges van 10 tot 16 jaar oud wat die wet oortree het en sorg nodig het, gaan daar tuis nadat die hof hulle daar geplaas het vir die duur van hulle hofsake. In sommige ernstige sake, soos moord en verkragting, kan dit selfs twee jaar neem vir die sake om afgehandel te word. Hulle kom gewoonlik van gemeenskappe waar hulle tuis en by die skool blootgestel was aan geweld, dwelmmisbruik en misdaad. Die ses respondente in my studie het self dwelms misbruik of was blootgestel aan dwelmmisbruik. Alle leerders by die plek van veiligheid het die wet oortree en is verhoorafwagtend. Hulle het die skool op voortydige ouderdom verlaat of het nooit voorheen skoolgegaan nie. Terwyl hulle by die plek van veiligheid bly, ondergaan hulle verskillende terapeutiese programme. Hulle woon ook skool by. Die leerplan is aangepas na aanleiding van die individuele behoeftes van die leerders. Terwyl ek met hierdie seuns en jeugdiges by die skool gewerk het, het ek besorg geraak oor die beperkte verwagtinge wat hulle klaarblyklik gehad het. Ek het gewonder waarom die meeste van hulle min of geen ambisie toon en klaarblyklik min of geen gretigheid het om te leer nie, veral as in ag geneem word dat hulle vlakke van geletterdheid benede die gemiddelde vlakke van hul ouderdomgroepe is en dat die meeste van hulle die skool voortydig verlaat het of selfs nooit skool bygewoon het nie. Algemene beriggewing en amptelike dokumente dui aan dat jeugdiges in Suid- Afrika – en veral in die Wes-Kaap – toenemend aan dwelmmisbruik, geweld en misdaad blootgestel word. Dit kan invloed hê op die groeiende aantal skoolverlaters. Beter begrip van verhoorafwagtende jeugdiges se ontvanklikheid of predisposisies vir leer kan lei tot beter begrip van die graad van ontmagtiging wat in hierdie gemeenskappe ervaar word. Hierdie navorsingstudie het op kwalitatiewe gevallestudies gefokus waartydens ek gepoog het om jeugdiges se ontvanklikheid of predisposisies vir leer te ondersoek en te verstaan. Vertolkende of interpretatiewe benadering is gevolg om insigte te bekom ten opsigte van die lewensverhale van vii die ses respondente en die wyse waarop hulle hul persoonlike werklikhede interpreteer en verstaan. Hierdie gemarginaliseerde groep mense het die geleentheid gekry om hul persoonlike lewensverhale met betrekking tot hul beleefde leerervaringe te verbaliseer. Ek het hierdie studie oor tydperk van ongeveer twee-en-‘n-halwe jaar uitgevoer, met in agneming van dataversameling en –verwerking. Ek het data versamel deur middel van inligting in amptelike dokumente, asook deur die voer van persoonlike onderhoude. Die indringende onderhoude wat ek met ses respondente gevoer het, is op video vasgelê. Ek het hierdie data gebruik in die proses van dataverwerking. Die tesis bied blik op die lewensverhale van die ses respondente. Dit kan dien as grondslag vir diskoers oor hoe die beoefening van volwasse onderrig en leer teen die agtergrond van gemarginaliseerde jeugdiges gedefinieer en toegepas word.
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Carstens, Carin. "Youth culture and discipline at a school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.
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Freeman, Tyrone McKinley. "Youth input and participation in Reach for Youth's strategic planning for community-based youth and family social services." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217402.
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This creative project was developed as a supplement to the external stakeholder assessment component of the strategic planning process that Reach for Youth, Inc. (RFY)-a nonprofit youth organization located in Indianapolis, Indiana-adopted to create its strategic plan for 2002 to 2005. It supplemented the larger strategic planning process by positively engaging youth in focus group activities using surveys, creative exercises, and questionnaires, to attain their input and feedback, as program participants and primary stakeholders in the agency. As a result, youth participation validated the overall process, substantiated RFY's interest in expanding programs, influenced identification of critical issues that formed the basis of the plan, and sparked an organizational conversation about youth participation in the agency. The youth not only provided important feedback that informed RFY's strategic plan, they also were given a meaningful opportunity to express themselves as individuals, and had their roles in and contributions to the agency affirmed.Department of Urban Planning
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Le, Roux Marlene. "There's a place for people with disabilities within the arts: Exploring how interaction with the performing arts may facilitate the social and economic inclusion of youth with disabilities." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29276.
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This study aims to explore how interaction with the performing arts could facilitate the participation of youths with disabilities in opportunities for social and economic inclusion. Equal access for all is a dream, as the world is still a disabling place, particularly for women, poor, Black and persons with a disability. As a result of this intersectionality of social identities and oppression, a lack of access to mainstream activities and opportunities remains a day-to-day reality for many persons with disabilities (Le Roux, 2015). Persons with disability yearn for the individual freedoms enjoyed by most other members of society. One vehicle through which people with disabilities can further enrich themselves are through cultural and arts events. The 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) universally recognised the right of people with disabilities to: ● Access work opportunities (Article 27); and ● Take part in cultural life with others (Article 30), i.e., ensuring that people with disabilities have adequate access to these activities. This study aims to explore how youth with disabilities’ exposure to theatre performance, visiting the theatre or attending a workshop can derive benefit regarding their awareness and prospects for social and economic inclusion. The objectives of this study are to: 1. Describe the experience of youth with disabilities attending a performance at Artscape. 2. Describe how being at Artscape influences or expands career aspirations of youth with disabilities related to economic and social inclusion. 3. Describe the social and life skills learned through attending a performance or visiting Artscape as a facility. 4. Identify factors that influence the participation of youth with disabilities in attending performances and events at Artscape. 5. Investigate how participation in performing arts contributes to their social and economic inclusion. This study used a qualitative research approach, using critical ethnography methodology. Primary data was obtained from an in-depth interview with a young, Black disabled woman and three focus group discussions of six participants. Secondary data in the form of questionnaires were quantitatively analysed This research revealed that transport remains a major challenge for disabled youth seeking to interact with the arts. While disability is diverse and each disability is unique in itself, contact with the arts has been found to facilitate social and economic inclusion and trigger the empowerment of these youth. This was seen in the four themes that came out of the findings namely; Blown away, I can do it, you can do it, Embracing Hope, and a long way to go. Hence, accessibility has varying meanings for different kinds of disability. There remains a huge gap for people with disabilities to be included in social and economic activities, and as a result, youth with disabilities are still trapped in a world of exclusion. I have therefore proposed an Inclusive Model of Disability for Social and Economic inclusion, which are based on the same four themes that I derived from the findings, as well as a fifth theme entitled; Toward social and Economic Inclusion. Based on this model I have also discussed what the findings have shown under four themes; Artscape as a catalyst for inclusion, Career Aspirations, Social and Life Skills, and Enabling Social and Economic Participation. This study concludes that potential exists for disability inclusion and participation in the performing arts, and refers to numerous implications for the education, livelihoods, social and empowerment sectors to consider based on the CBR components of inclusive development, as well as some recommendations beyond Artscape.
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Gupta, Shelly. "Inclusion in Recreational Programs| A Case Study of Youth with Intellectual Disabilities Participating in Kids Included Together (KIT) Affiliated Programs." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810227.
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The purpose of this qualitative case study was to determine how to make out-of-school programs more inclusive of youth with intellectual disabilities (ID) by analyzing inclusive out-of-school programs affiliated with Kids Included Together (KIT). KIT is an organization that provides training and resources for meaningfully including children with and without disabilities into community-based, out-of-school programs. The study examined the perspective of current and former youth with and without ID, their parents, KIT-affiliated staff members, and KIT’s staff members via interviews. Observations of youth participating in recreational activities were completed. The sample consisted of 27 participants. Participants yielded 9 salient themes with multiple categories that emerged from the data. Each theme served as elements of inclusion toward meaningful inclusion of individuals with ID in out-of-school programs. Participants addressed key elements of inclusion required to create social change in out-of-school programs, educational settings, and community programs. The study also highlighted the barriers associated with inclusion and discussed specific strategies to address these challenges based on findings of this research. The knowledge gained from the study may have relevance for community-based programs that are interested in fostering a supportive and inclusive organizational culture. This study may raise awareness and training on how to support individuals with ID and it may provide opportunities to build resources and additional inclusive programs. The study provides practitioner recommendations on how youth with and without disabilities, their parents, staff members of out-of-school programs, school teachers, staff and administrators can implement inclusive practices in the community, out-of-school programs and educational settings.
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Meredith, Gaye. "Food selection and preparation by a group of mildly mentally handicapped students." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60427.
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Food choices, food purchases and convenience food preparation by a group of mildly intellectually handicapped students are investigated. These students attend John Grant High School, in Lachine, Quebec, for continued academic intervention and vocational training. Results indicate most of these young adults make food choices based on a desire for good nutrition. There is a significant correlation (p $<$ 0.05) between nutrition knowledge and choosing nutritious foods in this sample. Yet the knowledge needed to make sound food choices is insufficient, as is the knowledge of food marketing. Families are the major influence on food selection and preparation, but as a source of information are found to be lacking. At school, home economics contributed most to students' knowledge of foods. Students found food preparation instructions particularly difficult to follow; students who had repeatedly prepared foods had greater success in producing an acceptable outcome. For this population practice is needed in making optimal food choices, menu planning and food preparation.
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Pfeiffer, Laura. "Perceptions of physical activity integration at a junior college." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56936.
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The integration of students with an intellectual disability has been a long standing issue and goal in special education. It is usually assumed that such educational integration will terminate following completion of high school. There are examples however, where persons with an intellectual liability have participated in higher education. One example of an integrated program has been implemented at a junior college in Ste. Anne de Bellevue, Quebec. This is a work-study type of program in which students 18-21 years of age follow a specific curriculum in the closed classroom and also participate in certain regular college classes, including physical education.The purpose of the present study was to investigate this unique program with particular emphasis on physical education. More specifically, it was the intent to measure the perceptions of persons directly involved with the program on such variables as social acceptance, social interaction, self-concept, motor performance, peer performance, attitude, expectations, and perceptions. A questionnaire was distributed to subjects in four groups: students, peers, physical educators, and parents. Mean response scores from each group were reported for each variable. Results indicated a general positive perception regarding the integrated program from all groups.
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Jones, Kevin Richard. "An Interpretive Phenomenological Analysis of Long-Term Mentoring Relationships from the Youth Perspective." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3107.
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When mentoring programs are well-designed and well-implemented, young people can experience positive gains in a number of social, emotional, behavioral, and educational areas. While some of the processes underlying mentoring relationships have been explored, the voices and perspectives of participants themselves have thus far been largely excluded from the mentoring literature. The lack of participant voice in mentoring research suggests that an important source of empirical and interpretive information is unavailable to the field in the process of designing, implementing, and researching mentoring programs. This study used interpretive phenomenological analysis (IPA) to explore how youth participants in the Friends of the Children (FOTC) mentoring program experience and understand their long-term mentoring relationships.
This study used an innovative approach to IPA that combines traditional phenomenological techniques with poetry writing as a key interpretive tool to explore the interplay between the content and meaning of participants' experiences. IPA methods were used to collect and analyze interview data from 12 FOTC participants who had been in the program for more than ten years and who had the same mentor for at least the last four years. Participants were selected purposively to maximize the potential depth and richness of the data. The study included several elements to ensure trustworthiness, including a reflexivity journal, an audit trail, and member checking.
Findings suggest that for the participants in this study, long-term mentoring relationships meant: 1) unconditional support and commitment, 2) consistent and reliable help in difficult situations, 3) the chance to develop and appreciate one's own identity, and 4) a path to expanded opportunities in many facets of life. Subthemes within each category are described and interpreted. The poems created from the interview transcripts provide powerful and complementary illustrations for emergent themes by capturing some of the emotional content that can be lost in the process of analyzing, categorizing, and describing complex human phenomena. Key recommendations for mentoring programs and social work professionals are provided. Implications for future research are also discussed.
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Arnolds, Lionel. "Guidelines for the development of youth mentor programmes." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49979.
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Thesis (MPhil)--Stellenbosch University, 2004.ENGLISH ABSTRACT: Close, personal relationships with adults are seen to contribute positively to the development of young people. Whilst mentoring has been established in other parts of the world, it is a relatively new concept in South Africa. The purpose of this study is to establish guidelines for the development of youth mentoring programmes. The literature study deals with the human development of youth during adolescence. Those factors, both within the family as well as in the environment, that affect the development of young people, are discussed. The phases of the mentoring process is also described. The Hearts of Men mentoring programme is used as an example of a youth mentoring programme that is based in the community. An exploratory and descriptive study was undertaken in order to describe the development of youth during adolescence. An empirical study was undertaken based on the literature review. A sample comprised of 18 young people participating in the Hearts of Men mentoring programme in the Strand was involved in the study. With the help of the empirical study the perception of the young people with regard to the mentor and mentee roles was examined. The findings of the study reveal that the young people in the Hearts of Men programme have a positive experience of the mentoring process and have an understanding of the mentor and mentee roles. In order to establish youth mentoring programmes, organisations must possess the knowledge of and skills in the mentoring process and must have an understanding of the human development of young people as well as of theories relating to their development.
AFRIKAANSE OPSOMMING: Persoonlike verhoudings met volwasse persone word beskou as 'n positiewe bydraende faktor tot die ontwikkeling van jongmense. Terwyl mentorprogramme redelik gevestig is in ander dele van die wêreld, is dit 'n relatiewe nuwe konsep in Suid Afrika. Die doel van hierdie studie is om riglyne daar te stel vir die ontwikkeling van jeug mentorprogramme. Die literatuurstudie het gehandel oor die menslike ontwikkeling van jongmense gedurende adolessensie. Faktore binne die gesin, sowel as die omgewing, wat 'n invloed het op die ontwikkeling van die adolessent is bespreek. Die fases van die mentorproses is ook beskryf. Die Hearts of Men program is gebruik as 'n voorbeeld van 'n gemeenskapsgebaseerde jeug mentorprogram. 'n Verkennende-beskrywende studie is onderneem om die ontwikkeling van die adolessent gedurende adolessensie te beskryf. 'n Empiriese studie gegrond op die literatuurstudie is gedoen. 'n Steekproef, bestaande uit agtien jong deelnemers aan die Hearts of Men mentorprogram in die Strand, is by die ondersoek betrek. Met behulp van die empiriese ondersoek is die persepsies van die jong persone rakende die rol van die mentor en mentee in die mentorprogram ondersoek. Die bevindinge van die ondersoek toon dat die deelnemers aan die Hearts of Men mentorprogram 'n positiewe ervaring van die mentorproses ondervind, en dat hulle begrip toon ten opsigte van die rol van die mentor en mentee in die mentorprogram. Ten einde jeug mentorprogramme te implementeer, moet organisasies oor die kennis en vaardighede beskik rakende die mentorproses. Organisasies moet ook begrip toon rakende menslike ontwikkeling van jongmense, en kennis hê oor teorieë wat op hulle ontwikkeling betrekking het.
Books on the topic "Youth with social disabilities – case studies"
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Aviram, Iṭu. Be-ʻilum shem. [Tel Aviv]: Modan, 1989.
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American Association on Intellectual and Developmental Disabilities, ed. Negotiating the social borderlands: Portraits of young people with disabilities and their struggles for positive relationships. Washington, DC: American Association on Intellectual and Developmental Disabilities, 2012.
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Cesare, Bentivogli, and Morgagni Deborah, eds. Esperienze di transizione per l'inclusione sociale di giovani in difficoltà. Milano: F. Angeli, 2008.
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Silvio, Premoli, ed. Verso l'autonomia: Percorsi di sostegno all'integrazione sociale di giovani. Milano, Italy: FrancoAngeli, 2009.
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Jaffe, Eliezer David. Unequal by chance: Opportunity-deprived, disadvantaged students in higher education. Jerusalem, Israel: Gefen Pub. House, 1988.
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Hollowell, Mary. The forgotten room: Inside a public alternative school for at-risk youth. Lanham: Rowman & Littlefield Publishers, 2010.
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Smyth, John. "Dropping out," drifting off, being excluded: Becoming somebody without school. New York: P. Lang, 2004.
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Wishart, Diane. The rose that grew from concrete: Teaching and learning with disenfranchised youth. Edmonton: University of Alberta Press, 2009.
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Hashway, Robert M. Foundations of developmental education. New York: Praeger, 1988.
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Cohen-Navot, Miriam. Sevivat ha-ḥinukh ha-ḥadashah: Tokhnit le-shinui tefisot ḥinukhiyot lemaʻan ḳidum heśegim limudiyim : sikum haʻarakhat proyeḳṭ be-vate sefer tikhoniyim. Yerushalayim: G'oint-Mekhon Bruḳdail, ha-Merkaz li-yeladim ṿe-noʻar, 2000.
Find full textBook chapters on the topic "Youth with social disabilities – case studies"
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Farmer, Jane, Anthony McCosker, Kath Albury, and Amir Aryani. "Case Studies of Data Projects." In Data for Social Good, 27–62. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5554-9_2.
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AbstractThree illustrative case studies are provided of non-profit organisations’ data projects conducted by the authors, with partner non-profits, during 2017–2021. The case studies all use a collaborative data action methodology, but differ in the nature of datasets analysed, visualisations and data products generated. Case Study 1 included government departments and agencies and used datasets from public consultation, social media and news media. It generated timeline and topic visualisations about changes in the public conversation about family violence following a new policy. Case Study 2 engaged staff across several departments of three non-profits of different sizes and used operational data plus open public data to show the impact of mental health and youth employment programmes and to inform staff retention policy. Case Study 3 describes a data collaborative involving six non-profits and a bank that united to geospatially analyse internal data of organisations and open public data to examine community resilience. Overall, project participants benefitted from new learning about working with data and built relationships within and across organisations.
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Chan, Chitat, and Stanley C. Y. Ho. "Youth At-Risk of Socio-Economic Exclusion, Information and Communication Technology (ICT), and Case Management Practice in Hong Kong." In Social Work Case Management: Case Studies From the Frontlines, 223–34. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781483396910.n21.
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Hardon, Anita. "Introduction." In Critical Studies in Risk and Uncertainty, 1–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57081-1_1.
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Abstract The everyday lives of contemporary youth are awash with chemicals to boost pleasure, energy, sexual performance, appearance, and health. What do pills, drinks, sprays, powders, and lotions do for youth? What effects are youth seeking? The ChemicalYouth ethnographies presented here, based on more than five years of fieldwork conducted in Amsterdam, Brooklyn, Cayagan de Oro, Paris, Makassar, Puerto Princesa, and Yogyakarta, show that young people try out chemicals together, compare experiences, and engage in collaborative experiments. ChemicalYouth: Navigating Uncertainty: In Search of the Good Life makes a case for examining a broader range of chemicals that young people use in their everyday lives. It focuses not just on psychoactive substances—the use of which is viewed with concern by parents, educators, and policymakers—but all the other chemicals that young people use to boost pleasure, moods, vitality, appearance, and health, purposes for using chemicals that have received far less scholarly attention. It takes the use of chemicals as situated practices that are embedded in social relations and that generate shared understandings of efficacy. More specifically, it seeks to answer the question: how do young people balance the benefits and harms of chemicals in their quest for a good life?
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Nguyen, Quang Minh, The Trung Doan, Quynh Hoa Ta, Manh Tri Nguyen, Tien Hau Phan, Ngoc Huyen Chu, and Thi Thanh Hien Pham. "Identifying and Assessing the Attractiveness of Public Spaces for the Youth as a Key Factor to Help Establish Social Sustainability—Case Studies from Hanoi." In Lecture Notes in Civil Engineering, 159–73. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5144-4_12.
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Chapman, Amy L. "Introduction: Reclaiming Civic Education." In Palgrave Studies in Educational Media, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_1.
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AbstractOne of the original purposes of schools in the United States was to prepare students to inherit democracy (Mann, An oration, delivered before the authorities of the City of Boston, July 4, 1842. WB Fowle and N. Capen, 1842; Krutka, 2014). Given the trends in youth civic participation over the last few decades, civic education is not effectively working to support this goal. Research has shown effective civic education practices (e.g., participatory pedagogies, an open classroom climate, service learning), but little civic education follows these suggestions (Torney-Purta et al., Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. IEA Secretariat, 2001). Further, most teachers report not having sufficient time, preparation, or resources to teach civics effectively (Hahn, Challenges to civic education in the United States. In J. Torney-Purta, J. Schwille, & J. A. Amadeo (Eds.), Civic education across countries: Twenty-four national case studies from the IEA civic education project (pp. 583–607). IEA Secretariat, 1999). Social media could provide a way for teachers to deepen their teaching of civics by making it more accessible and more relevant, and by having students engage in civic participation in real time.
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Cappello, Gianna, Marianna Siino, Natália Fernandes, and Mittzy Arciniega-Cáceres. "Introduction." In Educational Commons, 1–9. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_1.
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AbstractThis book presents the empirical findings collected during the case studies developed withing the Horizon 2020 research project SMOOTH—Educational Spaces. Passing through Enclosures and Reversing Inequalities through Educational Commons. The project involved a partnership of 12 entities (11 universities and one museum) located in 8 European countries: Belgium, Estonia, Germany, Greece, Italy, Spain, Portugal, and Sweden. Third Parties (schools, NGOs, and local authorities) were also included in the research fieldwork. The overarching goal of the SMOOTH project was to comprehend, foster, and expedite the potential influence of education in addressing and reversing inequalities, especially those experienced by people (young and adults) belonging to vulnerable groups at risk, hence preventing and reducing social isolation, marginalisation, political frustration, fundamentalism and extremism, insecurity, and fear among these groups. This was achieved by introducing the emerging concept of the commons as an alternative framework of values and actions within preschools, schools, and afterschool programs, focusing on the interactions among children and youth, as well as between children and youth and adults, within an utterly relational context.
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Pandolfini, Valeria, Borislava Petkova, and Thomas Verlage. "Youth Aspirations Towards the Future: Agency, Strategy and Life Choices in Different Structural Contexts." In Landscapes of Lifelong Learning Policies across Europe, 63–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96454-2_4.
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AbstractThrough a comparative analysis of three case studies built on the intersection of three young adults’ trajectories and three LLL policies in Germany, Italy and Bulgaria, this chapter aims to explore the interplay between opportunity structures and subjective choices. We focus on the educational and professional dimensions, putting them in relation within the LLL policy young adults accessed with their aspirations, self-representations, the living conditions they face in the local context and the welfare (Esping-Andersen, The three worlds of welfare capitalism. Princeton, NJ: Princeton University Press, 1990) and transition (Walther, YOUNG, 14(2), 119–139, 2006) regimes characterizing their countries. Relying on the Capability Approach (Sen, Development as freedom. Oxford: Oxford University Press, 1999; Nussbaum, Women and human development. Cambridge: Cambridge University Press, 2000), we explore how young people’s capacity to cope with challenges and their ability to actively navigate obstacles are influenced by the wider discursive and institutional opportunity structures in which they unfold their life paths. The analysis reveals how youths make their choices according to their “capacity to aspire” (Appadurai 2004) and the social, cultural and economic factors at play in exercising their navigational capacities; being able (or unable) to define life plans potentially constitutes a “new” factor of inequality. The possibilities of better capturing the complex relationship between structural limits, possibilities and subjective aspirations in shaping individuals’ choices and actions within specific opportunity structures are discussed.
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Frønes, Tove Stjern, Andreas Pettersen, Jelena Radišić, and Nils Buchholtz. "Equity, Equality and Diversity in the Nordic Model of Education—Contributions from Large-Scale Studies." In Equity, Equality and Diversity in the Nordic Model of Education, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_1.
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AbstractIn education, the ‘Nordic model’ refers to the similarities and shared aims of the education systems developed in the five Nordic countries—Denmark, Finland, Iceland, Sweden and Norway—after World War II. Traditionally, there have always been many similarities and links between the Nordic countries through their historical connections and geographical proximity. The common experience of solidarity and political oppression during World War II also created the basis for a common political orientation in the postwar period, which was also reflected in the education systems during the development of the countries’ economies and their establishment of welfare states. At the same time, this very process has been strongly supported by social-democratic governance in these countries in the 1960s and 1970s (Blossing, Imsen, & Moos, 2014). The model is based on a concept ofEducation for All, where equity, equal opportunities and inclusion are consistently cited as the goal of schooling and orientation (Blossing et al., 2014; Telhaug, Mediås, & Aasen, 2006). This corresponds to the egalitarian idea of a classless society, which is characterised by individual democratic participation, solidarity and mutual respect and appreciation for all. This idea was manifested in, for example, major reallocations of economic resources through the tax systems and free schooling for all, which arose out of the principle that parents’ lack of economic resources should not prevent children from obtaining a good quality education. The equalisation of structural inequalities and creation of equity was—and still is—the task of the education system in the Nordic countries. Worldwide, especially within the Nordic countries, the view is being shared that the education system should be fair and provide access and opportunities for further education, regardless of where someone lives, the status of the parental home, where someone comes from, what ethnic background someone has, what age or gender someone is, what skills one has or whether someone has physical disabilities (Blossing et al., 2014; Quaiser-Pohl, 2013). Some special features of the Nordic system are therefore deeply embedded in the school culture in the countries, for example, through the fact that access to free and public local schools and adapted education is statutory, which is in contrast to many other countries, even other European ones (further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). The Nordic model is widely considered a good example of educational systems that provide equal learning opportunities for all students. Achieving equity, here meaning the creation of fairness, is expressed concretely in political measures to distribute resources equally and strengthen the equality of marginalised groups by removing the barriers to seize educational opportunities, for example, when mixed-ability comprehensive schools are created or the educational system is made inclusive regarding students with special needs (UNESCO, 1994; Wiborg, 2009). Equality is roughly connoted with ‘sameness in treatment’ (Espinoza, 2007), while equity takes further in consideration also the question of how well the requirements of individual needs are met. Thus, the goal of equity is always linked to the concept of justice, provided that an equality of opportunities is created. If, however, one looks at individual educational policy decisions on the creation of educational justice in isolation, one must weigh which concept of equity or equality is present in each case. For example, it is not enough to formally grant equal rights in the education system to disadvantaged groups, but something must also be done actively to ensure that marginalised groups can use and realise this equality. The complexity of the terms becomes even greater when one considers that to achieve equality, measures can be taken that presuppose an unequal distribution of resources or unequal treatment and, therefore, are not fair e.g., when resources are bundled especially for disadvantaged groups and these are given preferential treatment (will be further developed and discussed in Chap.10.1007/978-3-030-61648-9_2). Thus, equality and equity rely on each other and are in a field of tension comprising multiple ideas (Espinoza, 2007).
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Johnson, Annette, Cassandra McKay-Jackson, and Giesela Grumbach. "Future Implications." In Critical Service Learning Toolkit. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858728.003.0015.
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As presented in the case examples in Chapter 9, critical service learning (CSL) projects can be a tool for engaging young people in their school and neighborhood communities. Unfortunately, many US public schools may have limited resources (financial or personnel) to provide creative and innovative programming. (Spring, Grimm, & Dietz, 2008). However, a need still exists to ensure that all youth receive equal chances to succeed in school. According to Germain (2006), school mental health professionals such as school social workers should engage “the progressive forces in people and situational assets, and [effect] the removal of environmental obstacles to growth and adaptive functioning” (p. 30). Advocating against barriers that prevent equal access to resources is a cornerstone of social work practice, and CSL can be one vehicle by which equal opportunities are secured. As mentioned throughout this toolkit, CSL is appropriate for students at all tiers, including both regular education and students with disabilities. Many students who benefit from CSL projects and work with school- based social workers also receive special education support. Yet, even with targeted interventions, evaluative data from special education services continue to report poor outcomes for youth with emo¬tional and behavioral disorders (Lewis, Jones, Horner, & Sugai, 2010). Students who receive special education services may need additional supportive services to remain in and graduate from high school (Thurlow, Sinclair, & Johnson, 2002). According to 2010– 2011 data collected by the National Center for Education Statistics, more than 20% of students who received special education services dropped out of high school (US Department of Education, 2013). Approximately 20% of those students were diagnosed as emotionally disturbed, and 53% had a specific learning disability (US Department of Education, 2013). After controlling for gender, ethnicity, and socioeconomic status, youth with disabilities are still among those at greatest risk for dropping out of school. No single reason exists regarding why students disengage from school; the issue is multifaceted. Sinclair, Christenson, and Thurlow (2005) asserted that “practitioners and policymakers in search of empirically supported intervention strategies will need to rely on studies that examine secondary indica¬tors of dropout prevention, such as reduction in problem behavior through positive behavioral supports or increasing student’s affiliation with school through service learning programs” (p. 466).
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Hodge, Samuel R. "Social Inclusion of Students with Physical Disabilities." In Case Studies in Adapted Physical Education, 89–95. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-21.
Full textConference papers on the topic "Youth with social disabilities – case studies"
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Sirajuddin, Mr, and Sitti Utami Rezkiawaty Kamil. "Youth Participation In Development Acceleration Of Kolaka Utara Regency ( A Case Studies in Forum Anak Koke-koke)." In Third International Conference on Social and Political Sciences (ICSPS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsps-17.2018.82.
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Erro-Garcés, Amaya, and Giedrius Čyras. "The creation of clusters of value to reduce youth unemployment in Lithuania and Spain." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.071.
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Purpose – this article presents empirical evidence of the creation of clusters of value that emerge when creativity, innovation, and entrepreneurship are developed together. These clusters contribute to welfare creation and, to the reduction of youth unemployment. Research methodology – this paper aims to conduct an exploratory qualitative research study through multiple case studies. Findings – findings show the relevance of emotions in social initiatives, the role of teams and experts that recognizes innovations, the relevance of stakeholders wealth to motivate employees and the importance of linking the day-to-day challenges to local apprenticeship programs, as creativity is closely related to these daily lives and everyday concerns. Research limitations – this research paper has some limitations because multiple cases studies not allow for generalizations. An extension of this study encompassing a greater number of case studies could confirm findings. Practical implications – this article describes the role of future entrepreneurs and can be applied in the identification of entrepreneurs’ skills and characteristics. Originality/Value – it is related to how to support entrepreneurs, taking into account the role of key actors, their teams, their local situation, and their intentions. Emotions were essential in the cases presented, and, even more, for the professionals that joined the initiatives
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Begić, Amir, Jasna Šulentić Begić, and Ivana Pušić. "NASTAVA GLAZBE I DJECA S DOWNOVIM SINDROMOM." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/kflt6075.
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Music is often used in the upbringing and education of children with Down syndrome because of the different possibilities for achieving developmental and therapeutic goals. Music has been found to favour the emotional development of children with Down syndrome, especially in identifying and recognizing emotions. Additionally, actively engaging in music for children with Down syndrome has positive effects on the acquisition and development of socio-emotional, motor, cognitive, and communication abilities and skills and helps them with self-organizing and encouraging their social interaction. Namely, music can facilitate parent-child interaction with Down syndrome and increase a child’s attachment to their parents. In addition, music can stimulate the psycho-emotional expression of children with Down syndrome, which is reflected through thinking, concentration, reasoning, and mood. Children with Down syndrome are happy to participate in musical activities, and respond well to music, and want to participate in group musical activities. Teaching music is especially useful for both learning and class interaction because music and musical activities will increase the self-esteem of a child with Down syndrome. In this paper, we will present the observations obtained through the case study procedure, i.e. the systematic observation of a student with Down syndrome in the teaching of the subject of Music Culture during the three school years, i.e. from 2018/19 until 2020/21. The student, along with a teaching assistant, currently attends the eighth grade in a Slavonian school and studies according to the regular teaching programme with the adjustment of content and individualized procedures in all subjects. We will present the peculiarities of her school learning as well as the educational needs that served as a starting point in creating an individualized curriculum in the subject of Music Culture. Through systematic observation and research diary, we monitored the development of abilities as well as the acquisition of knowledge and skills of the student during the teaching of the subject Music Culture, and we will present learning strategies and sociological forms of work that we applied in working with students.
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Helmy Elshemy, Radwa Atef. "A Clinical Study to Address the Negative Impacts of Exposure to Violence on Adolescents with Disabilities." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.792.
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Using case studies and interviews, this study investigated the negative effects of violence against disabled individuals. Twenty girls who were visually and physically disabled completed a questionnaire designed to investigate the consequences that resulted from exposure to violence. The research was conducted in June 2019. The study participants were visually and physically disabled girls who had been exposed to violence. The participants were from the “Alaml Institute” in Misr Elgdida area, Cairo, Egypt. The two participants studied in this paper were deliberately chosen because their previous exposure to violence has resulted in behavioral and psychological disorders. The researcher pursued a clinical approach to study each individual’s personality in-depth. The results revealed that the most harmful effects and psychological problems resulting from exposure to violence were social withdrawal, aggression, tension, anxiety, bitterness, and hatred. The researcher recommends that psychological support, including counseling and psychotherapy, be offered to disabled girls who are exposed to external aggression. Furthermore, there is a need for reinforcing the psychological culture among adolescents, especially the psychology of adolescent girls with disabilities.
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Šemrov, Darja. "Inclusive Mobility – how to tackle needs and challenges of persons with reduced mobility." In 6th International Conference on Road and Rail Infrastructure. University of Zagreb Faculty of Civil Engineering, 2021. http://dx.doi.org/10.5592/co/cetra.2020.1033.
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Mobility is an essential component of all European societies and is at the heart of the European Integration project. It is widely recognized that all citizens should be able to participate in economic, social and cultural life. European Union addresses investment in multimodal, environment-friendly, green, safe transport and mobility, to name some of the objectives, it seeks to achieve by mobilizing different funds. The idea of accessible transport is also high on the EU agenda. Accessibility is a multi-faceted objective, it can include the availability of information, the connection of metropolitan areas with rural or remote areas and also other aspects. However, the basic idea of accessibility in an integrated area should primarily mean the barrier-free mobility of people with disabilities and people with reduced mobility. This problem deserves to receive much more attention than is currently the case, considering that many recent studies estimate that the number of senior citizens and people with disabilities will double in the next 20 years.
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Scheibe, Matthias. "Analyzing Internet-related Social Work Opportunities of an Approach inspired by Actor-Network Theory (ANT)." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002583.
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The number of areas of society that are being digitised continues to increase and so Internet offers are becoming increasingly important. This development also affects social work, whose specialists meanwhile see a trend to expand the internet-related offerings. This has been further strengthened in germany by the lockdowns since March 2020. This poses a particular challenge for youth workers, as their addressees, the so-called digital natives, did not experience the time before digitization and use the Internet as a matter of course to cultivate existing friendships and meet new people. Today’s young people no longer distinguish between offline and online, they are onlife. However, even in this age group there is every level of the digital divide, because not all have the same equipment, fast internet access or the necessary application skills.Up to now, they have only had limited success in switching to hybrid offers. In addition to the requirements of the recipients, this is partly due to the technical scepticism of the social work-ers, the relatively one-sided orientation of further training and the lack of equipment (Klein-schmidt/Scheibe). All this is still incomplete and does not apply equally to all social workers.This unfinished list shows that this phenomenon is interrelated and cannot be described and explained solely by describing the skills of the social workers. At this point, the actor-network theory (ANT) could be a useful theoretical perspective, because it allows the entanglement and reciprocal influences of human and non-human components in a network to be visible and then analysed. I take up the previous considerations on the use of the ANT in contexts of internet-related social work and think about them along the question of how a case study could be structured in which the individual situation of youth workers in relation to the respective conditions of success of their internet-related activities can be explored and subsequently analysed.To answer the question, I first outline the basic elements of the ANT, and then explore the potential of a thematic examination of specialists in case studies on object-related theory buil-ding. Based on this, I present a possible research design. Finally, I summarize the relevant findings and discuss ideas for further development. Stüwe, G., Ermel, N.: Lehrbuch Soziale Arbeit und Digitalisierung. Beltz, Weinheim, Basel (2019) Bossong, H.: Soziale Arbeit in Zeiten der Digitalisierung: Entwicklungspotenziale mit Schatten-seiten. neue praxis 4, 303 – 324 (2018) Buschle, C., Meyer, N.: Soziale Arbeit im Ausnahmezustand?! Professionstheoretische For-schungsnotizen zur Corona-Pandemie. Soziale Passagen 12, 155 – 170 (2020) Günzel, S.: Raum. Eine kulturwissenschaftliche Einführung. transcript, Bielefeld (2017) Waechter, N., Hollauf, I.: Soziale Herausforderungen und Entwicklungsaufgaben im Medienalltag jugendlicher Videospieler/innen. deutsche jugend 5, 218-226 (2018) Bundesministerium für Familie, Senioren, Frauen und Jugend (BMFSFJ): 16. Kinder- und Ju-gendbericht. Förderung demokratischer Bildung im Kindes- und Jugendalter. Rostock (2020) Iske, S., Kutscher, N.: Digitale Ungleichheiten im Kontext Sozialer Arbeit. In: Kutscher, N., Ley, T., Seelmeyer, U., Siller, F., Tillmann, A., Zorn, I. (eds.): Handbuch Soziale Arbeit und Digitalisie-rung. Beltz-Juventa, Weinheim, Basel, 115 – 128 (2020) Bossong, H.: Soziale Arbeit in Zeiten der Digitalisierung: Entwicklungspotenziale mit Schattenseiten. neue praxis 4, 303 – 324 (2018) Helbig, C., Roeske, A. (2020): Digitalisierung in Studium und Weiterbildung der Sozialen Arbeit. In: Kutscher, N., Ley, T., Seelmeyer, U., Siller, F., Tillmann, A., Zorn, I. (eds.): Handbuch Soziale Arbeit und Digitalisierung. Beltz-Juventa, Weinheim, Basel, 333 – 346 (2020) Kleinschmidt, N. S., Scheibe, M.: Der Digital Divide bei Fachkräften der Sozialen Arbeit. Abbild ge-sellschaftlicher Entwicklungen oder ein eingeschriebener „Konstruktionsfehler“ – Eine Untersuchung der Kinder- und Jugendhilfe. FORUM sozial 2, 47 – 49 (2021) Latour, B.: Existenzweisen. Eine Anthropologie der Modernen. Suhrkamp, Berlin (2018) Eßer, F.: Wissenschaft- und Technikforschung: Erklärungspotenziale für die Digitalisierung der Sozialen Arbeit. In: Kutscher, N., Ley, T., Seelmeyer, U., Siller, F., Tillmann, A., Zorn, I. (eds.): Handbuch Soziale Arbeit und Digitalisierung. Beltz-Juventa, Weinheim, Basel, 18 – 29 (2020) Hoff, W.: Vom Fallverstehen zur Theoriebildung. Über die epistemische Bedeutung einer ver-nachlässigten Wissensform. In: Birgmeier, B., Mührel, E., Winkler, M. (eds.): Sozialpädagogische SeitenSprünge. Einsichten von außen, Aussichten von innen: Befunde und Visionen zur Sozialpä-dagogik. Beltz-Juventa, Weinheim, Basel, 89 – 95 (2020)
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Trigueiros, Paula. "Freedom, equality, identity: the Right to Design." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001963.
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When advocating for typically excluded groups in society, it is common for arguments to invoke general principles of universality and equality, referring to the Universal Declaration of Human Rights and to other instrumental documents of a developed society. Considering the wide scope of design fields and its influence on products, services for our quality of life, we can perceive the power and responsibility of design in the observance of those principles. The proposed argument will be categorized according to three perspectives. First, Design as a noun: by enriching the markets for products and services that meet people’s expectations and needs, design is promoting freedom of choice. The second, Design as a verb, is about processes of promoting the right (of people with disabilities) to self-determination and to active and informed participation in decision-making and creation processes. Third, Design as a theme acknowledges designers’ powers and emphasizes their social responsibilities, as activists of change. This paper offers a reflection on the different contributions and responsibilities of Design in promoting fundamental rights such as dignity, freedom of choice, and the right to personal identity of diverse audiences. This article is therefore a manifesto for the Right to Design, drawing on relevant literature, practical experiences, and case studies.
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Aggarwal, Vaishali. "Spaces of becoming - Space shapes public and public (re)shapes their own spaces." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/ncih2289.
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Fights over the ‘right to the city’ have emphasized the interests of the four main actors within the city development of India since the first cases of revolting social movements in Delhi. The four actors can be classified as the social movements, the public, media and the government. The case of India Gate in Delhi is illustrative not only of how the differences between the actors come into surface, but of also of how these actors change their priorities, their stance and their tools, in order to secure their position in the city. Many scholars have analysed the role of social movements and how it evolves in the process. But what about the role of government as an entity that is in between the interests of social movements, public and media? How and why do they change their stance when a movement takes place? What are their limitations? The India Gate case can give the answers to these questions, as it examines the multiple transformations of this space over time. This paper emphasizes on the idea of Space. How space shapes public and public (re)shape their own spaces. India gate. This space has been stuck between the idea of being a space or a branded space. It was assumed that media plays a prominent role in acting like a watchdog in democracies, but this paper looks at how media if used rightfully can be forced for a good in oppressive regimes and therefore, a vigilant and alert media can act as an external trigger or an emergency- wake up call for the youth of India to take the cause of freedom seriously. Rightfully as put up by Ritish (2012), an external event or issue may allow for the manifestation of a flash fandom in the form of flash activism. Since, social movement’s needs mass media attention for amplification of their claims, the media also join the movements too create the news. Lastly, the consequences of the media coverage for social movements, in terms of organisation, reaching political change and obtaining favourable public opinion is comprehended in three different case studies.
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Bauer, Thomas. "Sport in Paolo Sorrentino’s Movies." In Les journées de l'interdisciplinarité 2022. Limoges: Université de Limoges, 2022. http://dx.doi.org/10.25965/lji.238.
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While sport is a popular theme for film directors, it is all too rarely studied by social science researchers. This is all the more true when it is considered as just one of the many narrative or decorative elements of the film and is not at the heart of the story. Such is the case for academic studies related to Italian director Paolo Sorrentino’s work, in which the easily identifiable theme of sport is surprisingly nowhere to be found. Indeed, while reference to the body periodically occurs, most of the work conducted on his feature films focuses on the recurrent themes of politics and the quest for power, loneliness and isolation, the flâneur in post-industrial society, sexism, irony, and of course the mafia. The sporting occurrences (including footballer Antonio Pisapia in L’Uomo in più, Cheyenne’s ping-pong match in This Must Be the Place, as well as Fred Ballinger and Mick Boyle’s alpine treks in Youth, etc.) cannot be missed. Why then does Sorrentino choose to refer to sport: for societal, narrative or nostalgic reasons? These questions and more invite us to identify the “constants” and “variables” of this theme, so as to highlight a strong element of his style.
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Greeksaida García Hernández, Danna, Valeria Catalina Siordia Ortiz, Alondra Alejandra Vargas Villalpando, Alex Ander Iñiguez Velasco, and Sergio Alberto Valenzuela Gomez. "Enhancing Accessibility in Mexican Healthcare: A Versatile Lift and Walking Aid System." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004838.
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Recent studies reported that 4.9 % of the Mexican population has a disability and/or limitations in their social participation; 48% of these being related to motor limitations (INEGI, 2020). The town of Tlajomulco de Zúñiga, which is located in one of the biggest states of the country with predominantly low-income communities, faces a variety of difficulties regarding access to healthcare services and rehabilitation treatments. Access to private physiotherapy amenities is limited, and public services are often overloaded and distant from specialized clinics.Currently, there are various systems in existence to assist people with motor disabilities, such as Patient Lifts for transfer, Standers, and even Parallel Bars for physical therapy. Regardless of the many benefits they may have, these devices usually lack the proper adaptability and inclusion for patients of all ages. Bars may be too high and wide for pediatric patients in the case of Parallel Bars or height level may be too short for tall patients in the case of many Patient Lifts and Standers, among other issues. On account of these considerations, the project focuses on the design and construction of a lift and walking aid system that combines all the benefits of the existing tools and systems into a single one with the purpose of providing a solution to one of the main challenges of interprofessional care that patients with mobility impairments face every day in Mexico. The proposal aims to develop a patient lift targeted towards the rehabilitation clinic located at the University of Tlajomulco de Zúñiga, with the goal of addressing multiple needs with a single and versatile device. It includes various features, such as switchable parallel bars and mechanisms that allow adaptation to the patient's specific needs, ensuring a proper walking and physical rehabilitation by providing stability and support; coupled with the use of a harness for patient's transfer and standing assistance. The system’s design is established considering patients’ anthropometric criteria and spatial measurements of the workspace, which ensures the safe and effective application of the device. This initiative would benefit the clinic by equipping healthcare providers with essential tools, optimizing equipment distribution, reducing costs, and most importantly, improving the quality of life for patients. Furthermore, the device's adaptability and versatility facilitates the incorporation of different accessories, such as the infinity band for rehabilitation in the same place, force platforms to measure strength in both extremities and monitoring systems for precise progress tracking during therapy.
Reports on the topic "Youth with social disabilities – case studies"
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Thompson, Stephen, Brigitte Rohwerder, and Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: A Case Study of People with Disabilities from Religious Minorities in Chennai, India. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/creid.2021.003.
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India has a unique and complex religious history, with faith and spirituality playing an important role in everyday life. Hinduism is the majority religion, and there are many minority religions. India also has a complicated class system and entrenched gender structures. Disability is another important identity. Many of these factors determine people’s experiences of social inclusion or exclusion. This paper explores how these intersecting identities influence the experience of inequality and marginalisation, with a particular focus on people with disabilities from minority religious backgrounds. A participatory qualitative methodology was employed in Chennai, to gather case studies that describe in-depth experiences of participants. Our findings show that many factors that make up a person’s identity intersect in India and impact how someone is included or excluded by society, with religious minority affiliation, caste, disability status, and gender all having the potential to add layers of marginalisation. These various identity factors, and how individuals and society react to them, impact on how people experience their social existence. Identity factors that form the basis for discrimination can be either visible or invisible, and discrimination may be explicit or implicit. Despite various legal and human rights frameworks at the national and international level that aim to prevent marginalisation, discrimination based on these factors is still prevalent in India. While some tokenistic interventions and schemes are in place to overcome marginalisation, such initiatives often only focus on one factor of identity, rather than considering intersecting factors. People with disabilities continue to experience exclusion in all aspects of their lives. Discrimination can exist both between, as well as within, religious communities, and is particularly prevalent in formal environments. Caste-based exclusion continues to be a major problem in India. The current socioeconomic environment and political climate can be seen to perpetuate marginalisation based on these factors. However, when people are included in society, regardless of belonging to a religious minority, having a disability, or being a certain caste, the impact on their life can be very positive.
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Johnson, Vicky, Tessa Lewin, and Mariah Cannon. Learning from a Living Archive: Rejuvenating Child and Youth Rights and Participation. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/rejuvenate.2020.001.
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This paper reflects the findings of the first phase of the REJUVENATE project, which set out to understand and map approaches to integrating children, youth, and community participation in child rights initiatives. We did this through a scoping of existing practitioner and academic literature (developing a project-based literature review matrix), a mapping of key actors, and the development of a typology of existing approaches. All three of these elements were brought together into a ‘living archive’, which is an evolving database that currently comprises 100 matrices, and a ‘collection’ of key field practitioners (many of whom we have interviewed for this project). In this paper we: (1) present a user-friendly summary of the existing tradition of substantive children’s participation in social change work; (2) share case studies across various sectors and regions of the world; (3) highlight ongoing challenges and evidence gaps; and (4) showcase expert opinions on the inclusion of child rights and, in particular, child/youth-led approaches in project-based work.
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Zerla, Pauline. Trauma, Violence Prevention, and Reintegration: Learning from Youth Conflict Narratives in the Central African Republic. RESOLVE Network, February 2024. http://dx.doi.org/10.37805/lpbi2024.1.
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This research report is a case study on the relationship between trauma, peacebuilding, and reintegration for conflict-affected youth in the Central African Republic (CAR) following the 2019 peace agreement. Based on qualitative research fielded in Spring 2022, the study examines how youth experience conflict, trauma, and reintegration in CAR, highlighting individual experiences through a participant narrative approach. In doing so, the report provides localized insight into the challenges that impact social reintegration and cohesion in fragile, conflict-affected contexts. The report further underscores the implications of these insights for local and international efforts to establish peace and security through disarmament, demobilization, and reintegration (DDR) programs and community violence reduction (CVR) initiatives. In addition to standard data collection methods such as interviews and focus group discussions, data collection undertaken for this report utilized a trauma-informed method called body mapping. The use of body maps—life size images of a human body with visual representations of experiences— in research can offer a means for individuals to reflect on potentially difficult experiences through a non-verbal process. Given the potential relevance of this tool in future studies examining the nexus between conflict, reintegration, mental health, and trauma, this report also includes discussion of the implementation of this method with considerations for others hoping to adapt it for their own use.
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Hernández Romero, Karla. How does Avancemos Work?: Best Practices in the Implementation of Conditional Cash Transfer Programs in Latin America and the Caribbean. Inter-American Development Bank, February 2016. http://dx.doi.org/10.18235/0010637.
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The Avancemos conditional cash transfer (CCT) program, which has operated since 2006 in Costa Rica, focuses on families living in extreme poverty and social vulnerability with adolescents and youth between the ages of 12 and 25. In August 2015, nearly 157,000 students received the cash transfer upon meeting certain co-responsibilities associated with school attendance and completing the school year in secondary school. Beneficiaries are eligible based on their score in the Target Population Information System (Sistema de Población Objetivo - SIPO), calculated through the Social Information Record (Ficha de Información Social - FIS). To receive the benefit, the mother or guardian of the student needs to sign a contract with the Joint Institute for Social Welfare (Instituto Mixto de Ayuda Social - IMAS) in which they commit to meeting the abovementioned co-responsibilities. Verification of the co-responsibilities is carried out by the IMAS in conjunction with the education centers. The payments are made monthly through a prepaid card issued by the National Bank of Costa Rica (Banco Nacional de Costa Rica - BNCR). This document is part of a series of studies carried out in several countries of Latin America and the Caribbean with the objective of systematizing understanding of the operations of CCTs. The other case studies are available on the IDB´s Conditional Cash Transfers website.
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Mutebi, Natasha. Problem-solving courts. Parliamentary Office of Science and Technology, UK Parliament, July 2023. http://dx.doi.org/10.58248/pn700.
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Problem-solving courts (PSC) are a problem-solving approach targeting the complex needs of individuals within the criminal or family justice systems. Over the last 20 years, PSC have been introduced into the UK to address the personal, social and structural factors underlying behavioural issues that often contribute to re-offending. In June 2023, the Ministry of Justice launched three courts with problem-solving components referred to as Intensive Supervision Courts (ISC). Focusing on rehabilitative outcomes, PSC combine intervention programmes with judicial oversight through regular reviews. By placing judges and magistrates at the centre of rehabilitation, PSC target individuals or families with complex needs, who might not benefit from standard court proceedings and supervision, with an aim to improve long-term life outcomes. This POSTnote provides an overview of PSC in England and Wales. It outlines different PSC and courts with PSC elements that operate within adult criminal courts, family courts and youth courts across England and Wales, drawing data from case studies in the UK and, where relevant, internationally. It also discusses potential challenges to fully implement PSC and their approaches as well as opportunities for more effective implementation of PSC across England and Wales. Key points Key elements of PSC include intensive intervention programmes, that seek to address underlying social and health issues through regular judicial monitoring and cross-governmental collaborative efforts. Several ongoing PSC and courts with PSC elements operate within adult criminal courts, family courts and youth courts across England and Wales. Although there is a substantial international evidence base, there seems to be limited evidence about the effectiveness of PSC in the UK due to inconsistent implementation and evaluation. Challenges to PSC implementation can include costs, lack of funding, limited evidence, procedural issues and lack of widespread judicial engagement. Opportunities for effective PSC implementation include use of existing resources, multi-agency partnerships, advocating for specialist services and a change in culture within the judiciary.
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Gender Equality and Disability Inclusion: Guidelines to Address the Specific Needs of Women and Girls with Disabilities. Asian Development Bank, May 2024. http://dx.doi.org/10.22617/tim240217-2.
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This publication looks at barriers faced by many women and girls living with disabilities in Asia and the Pacific. It provides guidance on inclusive approaches to project and program design, implementation, monitoring, and review. The publication outlines how development work can recognize, respect, and incorporate the voices and lived experiences of women and girls with disabilities. Drawing on case studies and covering diverse sectors, it explores how adopting social and rights-based models that recognize barriers to participation can make development strategies more effective.