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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 e 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 (7 de fevereiro de 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 e Jane Rues. "Analysis of State Organizational Patterns among Students with Profound Disabilities". Journal of the Association for Persons with Severe Handicaps 18, n.º 2 (junho de 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, n.º 1 (28 de fevereiro de 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 e YooJin Aum. "The Effect of Human Rights Education on Disabled Youth Human rights Behavior". Korean Association of Public Safety and Criminal Justice 32, n.º 3 (30 de setembro de 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, e Alida Bouris. "Queering Smart Decarceration: Centering the Experiences of LGBTQ+ Young People to Imagine a World Without Prisons". Affilia 35, n.º 3 (11 de dezembro de 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 e 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, n.º 5 (31 de outubro de 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, e Irena Stojkovic. "Family and intellectual abilities of adolescents as the factors of adolescents’ prosocial behaviour". Zbornik Instituta za pedagoska istrazivanja 48, n.º 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, n.º 4 (14 de dezembro de 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, e Jill Meyer. "Emerging Adulthood: Resilience and Support". Rehabilitation Research, Policy, and Education 28, n.º 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 e Jeffrey B. Titus. "Improving Transitional Services for Adolescents and Young Adults with Epilepsy and Intellectual Disability". Journal of Pediatric Epilepsy 09, n.º 04 (9 de outubro de 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.
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BIJL, R. V., e A. RAVELLI. "Current and residual functional disability associated with psychopathology: findings from the Netherlands Mental Health Survey and Incidence Study (NEMESIS)". Psychological Medicine 30, n.º 3 (maio de 2000): 657–68. http://dx.doi.org/10.1017/s0033291799001841.
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Background. Few population studies have investigated the functional disabilities that accompany specific psychiatric diagnoses. This study assesses the nature and strength of current and residual impairments in various functional domains of life.Methods. Data were derived from the Netherlands Mental Health Survey and Incidence Study (NEMESIS), a prospective study in the Dutch general population aged 18 to 64 (N = 7147). Psychiatric diagnoses were based on the Composite International Diagnostic Interview; functional disability was assessed on the basis of the Short-Form-36 and the number of disability days.Results. Psychopathology was associated with increased disability in social, emotional and physical domains of life. Disability levels varied by psychiatric diagnosis, with mood disorders showing the poorest levels of functioning, especially for vitality and social functioning; alcohol-related disorders were associated with few disabilities. Co-morbidity strongly aggravated the disability. The effect of contextual factors on disability was limited, although somatic ill health, unemployment and adverse youth history increased the likelihood of functional disability. The findings indicate that psychopathology can also have residual debilitating effects.Conclusions. Mental health care providers should be aware that the extent and the type of disability may vary with the different types of disorders and among different groups within the population. Since recovery from functional limitations may not be complete or may take more time than the remission of the psychiatric symptomatology, non-psychiatric follow-up care is needed. The high number of lost work days is relevant from an economic perspective. There is a need for illness-specific disability assessment instruments.
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Mac-Seing, Muriel, Kate Zinszer, Charity Oga Omenka, Pierre de Beaudrap, Fereshteh Mehrabi e Christina Zarowsky. "Pro-equity legislation, health policy and utilisation of sexual and reproductive health services by vulnerable populations in sub-Saharan Africa: a systematic review". Global Health Promotion 27, n.º 4 (4 de agosto de 2020): 97–106. http://dx.doi.org/10.1177/1757975920941435.
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Twenty-five years ago, the International Conference on Population and Development highlighted the need to address sexual and reproductive health (SRH) rights on a global scale. The sub-Saharan Africa region continues to have the highest levels of maternal mortality and HIV, primarily affecting the most vulnerable populations. Recognising the critical role of policy in understanding population health, we conducted a systematic review of original primary research which examined the relationships between equity-focused legislation and policy and the utilisation of SRH services by vulnerable populations in sub-Saharan Africa. We searched nine bibliographic databases for relevant articles published between 1994 and 2019. Thirty-two studies, conducted in 14 sub-Saharan African countries, met the inclusion criteria. They focused on maternal health service utilisation, either through specific fee reduction/removal policies, or through healthcare reforms and insurance schemes to increase SRH service utilisation. Findings across most of the studies showed that health-related legislation and policy promoted an increase in service utilisation, over time, especially for antenatal care, skilled birth attendance and facility-based delivery. However, social health inequalities persisted among subgroups of women. Neither the reviewed studies nor the policies specifically addressed youth, people living with HIV and people with disabilities. In the era of the sustainable development goals, addressing health inequities in the context of social determinants of health becomes unavoidable. Systematic and rigorous quantitative and qualitative research, including longitudinal policy evaluation, is required to understand the complex relationships between policy addressing upstream social determinants of health and health service utilisation.
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Williams, Robyn, e Dorothy E. Badry. "Aboriginal Kinship Carers and Children with Fetal Alcohol Spectrum Disorder in Western Australia: Advancing Knowledge from an Indigenous and Disability Lens". First Peoples Child & Family Review 18, n.º 1 (20 de fevereiro de 2024): 60–80. http://dx.doi.org/10.7202/1109655ar.
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Children and youth with fetal alcohol spectrum disorder (FASD) have limited access to assessment, diagnostic, and treatment resources – a distinct disadvantage in meeting their care needs in Australia. Limited knowledge exists on the intersection of FASD, Indigeneity, racism, trauma, and child welfare involvement. Notably, the lack of support for children with FASD increases the risk of adverse outcomes, including incarceration, homelessness, mental health problems, and early mortality. Children with FASD are often cared for in the child protection system by kinship carers, many without a diagnosis or the benefits of FASD informed care. Rarely considered is the Australian response to FASD or the Aboriginal worldview on disability. Qualitative research was utilized to conduct semi-structured interviews with six carers of Indigenous children with FASD–three foster carers and three relative or kinship carers. Seven core themes identified by carers included: FASD awareness, caregiver health, advocacy for the child, mothers of the children with FASD, loss and grief experienced by the carer, social costs, and children in child protection care. Carers identified that limited resources existed to address the disabilities and care needs of children, including training and respite. Financial disparity exists with relative carers receiving less income than foster carers. Carers demonstrated advocacy, resiliency, and resourcefulness in providing care. A lack of knowledge of FASD and core resources in child welfare services were identified as major challenges in providing care. This research examined the caregiving experiences of foster and Aboriginal kinship carers, caring for children with FASD in child protection.
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Won, Doyeon, Yoonha Chun, Minsuh Savina Kim, Ian Song Kim, Amber Hyunjin Cheun, Alice Hyoeun Lee e Sean Youngjae Choi. "Can contactless volunteer activities be an alternative during the COVID-19 pandemic?" Technium Social Sciences Journal 23 (9 de setembro de 2021): 710–24. http://dx.doi.org/10.47577/tssj.v23i1.4362.
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The purpose of this study is to provide a viable alternative for volunteer services which became inactive due to the COVID-19 pandemic. Accordingly, cases of contactless volunteer work involving children using the M Social Welfare Center located in the city of Paju in Gyeonggi-do Province were studied using reputational case selection. The aforementioned children are children whose parents have hearing disabilities (CODAs: child of deaf adults). In all of the examined cases, six sessions of online volunteer work have been carried out with these children. In-depth interviews were conducted with four participants, two non-participants, two of the twelve youth volunteers, and one social worker. The results of the study were as follows: firstly, there are several advantages to online volunteer work such as providing an alternative to the conventional volunteering method during the COVID-19 pandemic, no restrictions of location or place, recipients having their own private space, and the volunteers and recipients being able to open up to each other and being able to grow together through this process. Secondly, issues to be noted during the process are the characteristics of the recipients, the role of social workers, the education of volunteers and the attitude of the volunteers. Finally, aspects that need to be improved are the recognition of online volunteer hours and paralleling online volunteer work with other volunteer methods when the COVID-19 situation improves in the future. Through these findings, this study suggested practical and policy implications.
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Rojas-Rojas, Luz Myrian, Néstor Arboleda-Toro e Leidy Johanna Pinzón-Jaime. "Caracterización de población con discapacidad visual, auditiva, de habla y motora para su vinculación a programas de pregrado a distancia de una universidad de Colombia". Revista Electrónica Educare 22, n.º 1 (26 de outubro de 2017): 1. http://dx.doi.org/10.15359/ree.22-1.6.
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This article presents the results of an unpublished research project whose objective was to characterize a population with visual, hearing, speech and motor disabilities. The research quantified potential users of the programs offered by the Faculty of Distance Education (FESAD) at the Pedagogical and Technological University of Colombia (UPTC). It had an exploratory-descriptive methodological design with random sampling. Surveys were applied to young high school students and adult bachelors by using Braille system and a digital sign language translator. For data analysis, a quantitative statistical method was implemented. The results showed that, from young bachelors, 53% were women, 51% adults were men; 57% of young people were between 18 and 21 years old, 47% of adults were between 22 and 30 years old, and 65% of adult bachelors did not work. From the preferred university careers to study, a 28% of young people preferred engineering; 21%, economic and administrative sciences; 15%, arts; and 13%, education sciences. 27% of adult bachelors preferred engineering; 18%, economic and administrative sciences; and 15%, education sciences. 85% of youth and 71% of adult bachelors were deaf. It is concluded that there is a vulnerable population with disabilities and with an obvious lack of opportunities to access higher education. FESAD has trained teachers in designing an integrated and inclusive curriculum for the development of labor skills. FESAD also has technical and technological resources to take care of this population. It is recommended to boost higher education policies for social inclusion in Colombia, and conduct new studies on causes and effects to design and implement programs that apply these policies.
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Husić-Đuzić, Izeta, Ševala Tulumović e Vesna Bratovčić. "DIFFERENCES IN THE PERCEPTION OF SOCIAL SUPPORT BETWEEN THE YOUTH WITH INVALIDITY AND THE YOUTH WITHOUT INVALIDITY". Journal Human Research in Rehabilitation 8, n.º 1 (abril de 2018): 35–39. http://dx.doi.org/10.21554/hrr.041805.
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The aim of this paper was to identify differences in the perception of social support for young people with and without disabilities in the age of 18-35 in the Tuzla Canton. The sample of examinees consists of two sub-classes. The first subsample is made of young people with disabilities, chronological age 18-35, both sexes (N = 50). The second subsample consists of young people with no disabilities, chronological age 18-35, both sexes (N = 50). The data obtained by the research were processed by the method of parametric and nonparametric statistics. The frequencies, percentages and measures of central tendency (arithmetic mean, standard deviation) are calculated. P-values were used to investigate the differences between the examined variables, and the variance analysis was used to investigate the significance of differences. The results of research on differences in the perception of social support among young people with disabilities and young people without disabilities show that there is a statistically significant difference in the most applied variables. Based on the results obtained in the case of youth with disabilities, it would be advisable to start with integration into social life at all levels.
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Rose, Chad A., e Nicholas A. Gage. "Exploring the Involvement of Bullying Among Students With Disabilities Over Time". Exceptional Children 83, n.º 3 (4 de novembro de 2016): 298–314. http://dx.doi.org/10.1177/0014402916667587.
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Students with disabilities are disproportionately involved within the bullying dynamic. Few studies have investigated the bullying involvement of youth with disabilities over time. The current study evaluated the victimization and perpetration rates of 6,531 students in Grades 3 through 12, including 16% with disabilities, over the course of 3 years. Results revealed that students with disabilities experienced greater rates of victimization and engaged in higher levels of perpetration than their peers without disabilities over time. In addition, the discrepancy in victimization and perpetration rates between youth with and without disabilities remained consistent longitudinally. Results from this study support the recommendation that students with disabilities should receive direct instruction in social and communication skills to buffer these adverse experiences.
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Hernández-Saca, David I., Laurie Gutmann Kahn e Mercedes A. Cannon. "Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences". Review of Research in Education 42, n.º 1 (março de 2018): 286–311. http://dx.doi.org/10.3102/0091732x18762439.
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The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults’ experiences by asking the following question: What are the key findings in education research focusing on youth and young adults with disabilities who are multiply situated in terms of race, gender, social class, sexual orientation, or other social markers? Our conceptual framework included a sociohistorical approach that culled from intersectionality and disability studies in education that centered on the intersectional lived experiences of youth within K–16 educational contexts. In our research, we found 10 qualifying studies that illuminated how youth create meaning along the lines of their disabilities and their intersections, and we summarized these within the following three themes: (a) navigate intersectional disability discourses, (b) present their dis/ability oppression as intersectional, and (c) engage in their identity meaning making as a form of intersectional discourse. We conclude by situating these findings within the larger body of intersectionality disability studies in education research and provide future implications. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p. 434)
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Kravchenko, Оksana, e Yuliia Pesotska. "FROM THE EXPERIENCE OF INTRODUCING INCLUSIVE TOURISM AMONG STUDENT YOUTH". Collection of Scientific Papers of Uman State Pedagogical University, n.º 2 (24 de junho de 2021): 44–50. http://dx.doi.org/10.31499/2307-4906.2.2021.236632.
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The article “From the experience of introducing inclusive tourism among student youth” highlights the relevance and necessity of solving the problem of overcoming the barrier for the successful socialization of people with special needs. The article describes the experience and practices of implementing inclusive tourism during the educational process.Creating and ensuring appropriate conditions at the faculty for people with disabilities is one of the priority tasks. Involvement of students in solving such problems not only contributes to the development of their professional competencies, but also helps to develop communication skills with different categories of people, including people with disabilities. Integration and socialization of people with special needs at the faculty takes place through excursions, participation in various programs, writing scientific papers, etc. Active involvement of students with disabilities has a significant impact on their social adaptation in modern society.The development and implementation of programs promotes the development of inclusion at the university. Working with different agencies allows you to better explore the problem and find ways to solve it. It is worth noting that the faculty has a scientific and practical Center for Social and Educational Integration, and Inclusive Rehabilitation and Social Tourism “Without Barriers”, which is one of the main centers for creating a barrier-free educational environment.During the quarantine, the creation of an inclusive environment became relevant for the virtual space. Today, providing online services to people with disabilities is not an advantage but a necessity. The faculty actively studies the problem of inclusion at all levels and promotes its implementation.
Keywords: inclusive education, inclusive tourism, people with special needs, overcoming barriers, socialization, integration, social adaptation, social and psychological rehabilitation.
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Stewart, Shannon L., Angela Celebre, Michael J. Head, Mary L. James, Lynn Martin e Brant E. Fries. "A Case-Mix System for Children and Youth With Developmental Disabilities". Health Services Insights 13 (janeiro de 2020): 117863292097789. http://dx.doi.org/10.1177/1178632920977899.
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Limited funding across health and social service programs presents a challenge regarding how to best match resources to the needs of the population. There is increasing consensus that differences in individual characteristics and care needs should be reflected in variations in service costs, which has led to the development of case-mix systems. The present study sought to develop a new approach to allocate resources among children and youth with intellectual and developmental disabilities (IDD) as part of a system-wide Medicaid payment reform initiative in Arkansas. To develop the system, assessment data collected using the interRAI Child and Youth Mental Health-Developmental Disability instrument was matched to paid service claims. The sample consisted of 346 children and youth with developmental disabilities in the home setting. Using automatic interactions detection, individuals were sorted into unique, clinically relevant groups (ie, based on similar resource use) and a standardized relative measure of the cost of services provided to each group was calculated. The resulting case-mix system has 8 distinct, final groups and explains 30% of the variance in per diem costs. Our analyses indicate that this case-mix classification system could provide the foundation for a future prospective payment system that is centered around stability and equitability in the allocation of limited resources within this vulnerable population.
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McCormick, Sara T., Noelle K. Kurth, Catherine E. Chambless, Catherine Ipsen e Jean P. Hall. "Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities". Career Development and Transition for Exceptional Individuals 44, n.º 2 (20 de fevereiro de 2021): 120–31. http://dx.doi.org/10.1177/2165143421991826.
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Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.
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Laskaraki, Eleni, Anastasia Alevriadou e Eleni Rachanioti. "Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review". Journal of Intellectual Disability - Diagnosis and Treatment 9, n.º 6 (8 de dezembro de 2021): 615–27. http://dx.doi.org/10.6000/2292-2598.2021.09.06.5.
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Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.
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Peddigrew, Emma, e John McNamara. "From Medication to Meditation: A Critical Disability Studies Analysis of Mindfulness-Based Practices for Children With Learning Disabilities". Journal of Education and Development 3, n.º 3 (9 de dezembro de 2019): 1. http://dx.doi.org/10.20849/jed.v3i3.623.
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Throughout the past 70 years, the field of LDs has aimed to support children, youth, as well as their families, to generate definitions, understand neurological contributions and create meaningful policies and practices. However, despite decades of research, an emphasis on early identification and prevention, and significant policy documents, children and youth with LDs continue to face equally as important difficulties related to one’s social and emotional well-being. Critical disability studies (CDS) identifies how political, educational, and social contexts serve as sites for (in)justice (Shildrick, 2007). A CDS framework aims to resist the emphasis of individual impairment and deficiency while incorporating the interests and voices of the individuals with disabilities themselves. Few studies have analyzed the impact of mindfulness on how children with LDs cope with stress, ‘failure’, and understand their bodies. As a result, this paper will ask: how can mindfulness-based practices be used as a tool to improve the overall well-being of children and youth with a LD? With support from CDS and the utilization of mindfulness-based practices, children and youth with LDs can become connected to the body and mind. This study will enable future research on the importance of self-advocacy, coping, confidence, attention, and emotional regulation for children with LDs. It is through these liberating frameworks that children with LDs can become emancipated from political, historic, social, and cultural constraints.
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Wilcox, Gabrielle, Jocelyn McQuay e Kailyn Jones. "Transitioning to Adulthood as a Young Person with an Intellectual Disability: Two Case Studies of Mothers’ Perceptions". Alberta Journal of Educational Research 65, n.º 1 (1 de abril de 2019): 1–21. http://dx.doi.org/10.55016/ojs/ajer.v65i1.56390.
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Making the transition from high school to adult life is a challenging process for youth with Intellectual Disabilities (ID). Complicated policies, fragmented systems, and uncoordinated services contribute to the problem. Youth with ID need ongoing support to transition successfully, and this support often comes from their parents. The current article presents the findings from two case studies that examined mothers’ perceptions of the process of supporting their children with ID through transition from high school to adulthood. Factors that supported and hindered successful transition, as well as supports or resources that mothers wished they had during transition are presented.
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Wehman, Paul, Fong Chan, Nicole Ditchman e Hyun-Ju Kang. "Effect of Supported Employment on Vocational Rehabilitation Outcomes of Transition-Age Youth With Intellectual and Developmental Disabilities: A Case Control Study". Intellectual and Developmental Disabilities 52, n.º 4 (1 de agosto de 2014): 296–310. http://dx.doi.org/10.1352/1934-9556-52.4.296.
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Abstract The purpose of this study was to examine the effect of supported employment intervention on the employment outcomes of transition-age youth with intellectual and developmental disabilities served by the public vocational rehabilitation system using a case-control study design. Data for this study were extracted from the Rehabilitation Services Administration Case Service Report (RSA-911) database for fiscal year 2009. The sample included 23,298 youth with intellectual and developmental disabilities aged between 16 and 25 years old at the time of application. The classification and regression tree (CART) method was used to estimate propensity scores and to adjust for selection bias on the basis of all prominent covariates relevant to the dependent variable (i.e., competitive employment). Results yielded six homogeneous subgroups, and receipt of supported employment was found to increase the employment rates across all of the groups. The effect of supported employment was especially strong for youth who were Social Security beneficiaries, special education students, and individuals with intellectual disabilities or autism who were high school graduates. These findings suggest that supported employment is an effective service for enhancing the vocational rehabilitation outcomes of young adults and provides valuable information for policy makers, health care providers, rehabilitation counselors, and educators.
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Rose, Chad A., Cynthia G. Simpson e June L. Preast. "Exploring Psychosocial Predictors of Bullying Involvement for Students With Disabilities". Remedial and Special Education 37, n.º 5 (2 de agosto de 2016): 308–17. http://dx.doi.org/10.1177/0741932516629219.
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Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to examine the predictive nature of depression, hostility, and self-esteem on victimization, bullying, fighting, bully-victimization, and reactive-victimization for a diverse sample of 1,183 adolescents with disabilities. Results suggest that victimization predicted bullying and fighting. In addition, lower levels of depression and higher levels of hostility predicted bullying and fighting; higher levels of depression, hostility, and lower levels of self-esteem predicted higher levels of victimization. Finally, higher levels of depression, hostility, and lower levels of self-esteem predicted bully-victim and reactive-victim status. Therefore, schools should begin to incorporate targeted interventions that address skill development, social and emotional learning, and emotion regulation to address escalated rates of bullying involvement for youth with disabilities.
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Sackl-Sharif, Susanne, Eva Goldgruber, Lea Dvoršak e Sonja Radkohl. "Youth Participation and Social Media". European Conference on Social Media 9, n.º 1 (28 de abril de 2022): 280–83. http://dx.doi.org/10.34190/ecsm.9.1.140.
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This work-in-progress-paper presents the multi-layered research design of the Austrian team in the U-YouPa project. First, we give a brief overview of Social Media use in Austria. After a short description of our research design at a glance, we focus on our methodological considerations for four case studies. Our research approach can be used to explore youth in its diversity and to prevent limited perspectives.
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Lawrence, Breanna C. "Bridging Secondary Survey Data with In-Depth Case Studies to Advance Understandings of Youth Learning and Mental Health Concerns". International Journal of Multiple Research Approaches 12, n.º 2 (31 de agosto de 2020): 166–84. http://dx.doi.org/10.29034/ijmra.v12n2a1.
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Using an explanatory sequential mixed methods research design, the purpose of this article is to demonstrate an innovative mixing of methods via the use of secondary survey data and detailed qualitative cases. This design is illustrated in the context of exploring influential family factors for youth with learning and mental health concerns. The use of case propositions as a central point of integration is highlighted. The integration of the quantitative and qualitative findings demonstrated the multifaceted psychological and relational issues, including parental monitoring, parent mental health, and youth self-efficacy. These meta-inferences provide surprising insight into the complex family experiences of youth with learning disabilities. Implications for theory and research are explored, concluding with a call for more multilevel mixed methods research using secondary data analysis.
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Rahim, Rozina. "Social workers’ role in the provision of services for families with children and youth with disabilities in Latvia, Slovakia, and Portugal". SHS Web of Conferences 184 (2024): 01007. http://dx.doi.org/10.1051/shsconf/202418401007.
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The current qualitative case study aims at exploring the role of social workers in the provision of support services to families of children and youth with disabilities in Latvia, Slovakia, and Portugal. To get a deeper understanding of the knowledge and lived experiences of professionals, a qualitative research design was used. Using purposive sampling, fifteen participants were identified of which 11 were social workers and 4 other professions. Social workers work closely with other professions to support families of children and youth with disabilities. Even though most of the participants agreed to a face-to-face interview, there were a few who were not able to participate in person due to language and the nature of work; therefore, an online means of gathering the data was used for a few participants. A thematic analysis was used to identify themes in the study that explained the available support and social services to families, which come from both private and public institutions. The study also revealed community-based services (deinstitutionalization) process in these three European countries.
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Frian, Antonio, Fransiska Mulyani, Hansi Joachim, Dellia Anggreni e Willy Yanto Effendi. "Employment Situation of Person with Disabilities: Case Study in Indonesia". Integrated Journal of Business and Economics 3, n.º 1 (5 de janeiro de 2019): 93. http://dx.doi.org/10.33019/ijbe.v3i1.91.
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Equality in an employment opportunity or commonly known Equal Employment Opportunity (EEO) is still not entirely applicable to a person with disabilities. World Report on Disability record 15,3 percent of the world population is the person with disabilities at 2010. Most of the person with disabilities had not taken part in the mainstream of social activity and mostly relied on social aid, including in Indonesia, where 74,7 percent from the total of a person with disabilities are unemployed. Their living expenses and necessities mostly sustained by their own family, government, or social organization – which had caused a considerable loss for concerned parties. This research intended to discover factors that influence the low employment of a person with disabilities in Indonesia, then aim for the correlations between those factors to the acceptance of employer for a person with disabilities, as well as recommending concerned employer or organizations in supporting employment opportunities for persons with disabilities. Research methodology is done by the survey to an employee about their viewpoint towards workers with disabilities, and data processing is done by SPSS software. Results of research show that education level and design of work procedure significantly affect the low employment rate of workers with disabilities in Indonesia. Further studies and development required to elaborate proper job design for a worker with disabilities, also for developing education system for workers with disabilities.
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António, Nuno, e Hugo Pinto. "Youth Associations and Entrepreneurship: Insights from Case Studies in Portugal". Merits 2, n.º 2 (1 de abril de 2022): 62–80. http://dx.doi.org/10.3390/merits2020007.
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The development of skills for entrepreneurship among young people has attracted interest at various levels, as a way of overcoming many problems that affect this group in the areas of economic development and job creation. This article assumes that participating in a youth association enables young people to develop a series of skills, in particular, their entrepreneurial capacities. This study pays attention to the contributions of the participation in youth associations for the promotion of entrepreneurship. The investigation based on a qualitative approach, through comparative case studies in Portugal. It was possible to verify that youth associations assume a dual role, on the one hand contributing to the personal, social and professional development of its leaders, members and participants, and on the other hand, as a promoter of social transformation, particularly at the local level.
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Harper, Dennis C. "Children's Attitudes to Physical Differences among Youth from Western and Non-Western Cultures". Cleft Palate-Craniofacial Journal 32, n.º 2 (março de 1995): 114–19. http://dx.doi.org/10.1597/1545-1569_1995_032_0114_csatpd_2.3.co_2.
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Children with visible physical impairments (cosmetic and orthopedic) are known to experience difficulties in social interaction with peers. Some of these social difficulties are related to attitudes toward visible physical features of children. Several research studies from Western and non-Western countries are reviewed, focusing on children's attitudes toward children with facial disfigurement. Specific social preferences for particular disabilities are noted which are related to cultural and economic factors. Children's attitudes toward facial disfigurement reflect generally low preference for social interaction in the majority of cultures studied. Children's attitudes reflect both positive and negative attributions toward facial disfigurement.
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Staub, Debbie, Ilene S. Schwartz, Chrysan Gallucci e Charles A. Peck. "Four Portraits of Friendship at an Inclusive School". Journal of the Association for Persons with Severe Handicaps 19, n.º 4 (dezembro de 1994): 314–25. http://dx.doi.org/10.1177/154079699401900407.
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The movement toward creating inclusive schools has accelerated rapidly over the past several years. As they learn more about the effects of inclusion on students with disabilities, consumers, practitioners, and researchers are becoming more interested in the effects of inclusion on students without disabilities. One area of great interest is the social relationships between students with disabilities and students without disabilities. The purpose of this study is to present case studies of four students without disabilities who are friends of students with moderate and severe disabilities in their classroom. Data for the case studies were collected through observations, videotaped samples, and interviews. The case studies illustrate the uniqueness of each friendship and highlight some similarities across relationships. Results are discussed in terms of their implications for promoting relationships in inclusive educational settings.
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Marriott, Clare, Caroline Parish, Chris Griffiths e Rebecca Fish. "Experiences of shame and intellectual disabilities: Two case studies". Journal of Intellectual Disabilities 24, n.º 4 (29 de abril de 2019): 489–502. http://dx.doi.org/10.1177/1744629519844091.
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Shame is a trans-diagnostic phenomenon that underlies a variety of mental health difficulties. People with intellectual disabilities (IDs) are reported to be one of the most stigmatized and excluded groups in society and are more likely to experience mental health problems than the general population. Consequently, this group may be at a significant risk of shame-related distress. However, there is a lack of research that investigates the experience of shame in people with ID, and there is currently a lack of interventions targeting shame in people with ID. Two case studies were undertaken to document the experiences of stigma, discrimination, and shame in people with ID and to explore how shame may present in this population. Shame was found to be a significant barrier to social inclusion and to contribute towards poor psychological health in people with ID. The development of interventions that specifically target shame in this population is recommended.
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Brickell, Chris. "On the Case of Youth: Case Files, Case Studies, and the Social Construction of Adolescence". Journal of the History of Childhood and Youth 6, n.º 1 (2013): 50–80. http://dx.doi.org/10.1353/hcy.2013.0006.
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DeZelar, Sharyn, e Elizabeth Lightfoot. "Parents With Disabilities: A Case Study Exploration of Support Needs and the Potential of a Supportive Intervention". Families in Society: The Journal of Contemporary Social Services 100, n.º 3 (6 de junho de 2019): 293–304. http://dx.doi.org/10.1177/1044389419841172.
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Due to growing awareness of increased child welfare involvement for parents who have disabilities and a dearth of current services, the National Council on Disability has called for an increase in parental supports and programs. Through the exploration of four case studies, this article highlights the complex parental support needs of parents with disabilities and explores the potential of a parent-centered planning intervention to strengthen their parental supports. The case study analysis reveals that parents with disabilities often have a limited number of informal and formal supports, that sources of informal support for parents with disabilities often had their own unmet needs, and that the overall support networks of parents with disabilities were fragile. The case studies show that while parents participating in a parent-centered planning intervention might not expand their support networks, they often do take steps toward meeting their self-identified support goals. Implications for practice are highlighted.
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Carter, Erik W., e Thomas L. Boehm. "Religious and Spiritual Expressions of Young People with Intellectual and Developmental Disabilities". Research and Practice for Persons with Severe Disabilities 44, n.º 1 (19 de fevereiro de 2019): 37–52. http://dx.doi.org/10.1177/1540796919828082.
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Although the importance and influence of spirituality in the lives of youth and young adults have garnered much attention, few studies have focused on the religious and spiritual lives of young people with intellectual and developmental disabilities (IDD). We examined the congregational activities, spiritual practices, and strength of religious faith of 440 individuals with IDD (aged 13-21 years) as reported by their parents. Such activities and practices were described as having particular prominence, with most youth participating in multiple ways both in a local congregation and at home. However, participation patterns were individualized and strongly associated with the importance of faith in their lives. We offer recommendations for families, congregations, agencies, and researchers aimed at better understanding and supporting this often-overlooked dimension of the lives of youth with IDD.
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Wright, Paul M., Katherine White e Deborah Gaebler-Spira. "Exploring the Relevance of the Personal and Social Responsibility Model in Adapted Physical Activity: A Collective Case Study". Journal of Teaching in Physical Education 23, n.º 1 (janeiro de 2004): 71–87. http://dx.doi.org/10.1123/jtpe.23.1.71.
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The purpose of this study was to examine the application of the Personal and Social Responsibility Model (PSRM) in an adapted physical activity program. Although the PSRM was developed for use with underserved youth, scholars in the field of adapted physical activity have noted its potential relevance for children with disabilities. Using a collective case study, we explored the relevance and perceived benefits of the PSRM in an adapted martial arts program. Participants were five male children with spastic diplegic cerebral palsy. Data sources included observational field notes, medical records, and interviews with participants’ physicians, therapists, and parents. The following themes were generated from the data: increased sense of ability, positive feelings about the program, positive social interactions, and therapeutic relevance. These results indicate that the PSRM can be made relevant to children with disabilities, especially when coupled with appealing and therapeutically relevant content.
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King, Gillian, Amy C. McPherson, Shauna Kingsnorth e Jan Willem Gorter. "The Transformative Nature of Residential Immersive Life Skills Programs: Integrating Findings from a Five-Year Prospective Study of Program Opportunities, Youth Experiences, and Outcomes". International Journal of Environmental Research and Public Health 19, n.º 23 (29 de novembro de 2022): 15865. http://dx.doi.org/10.3390/ijerph192315865.
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Youth with disabilities often experience limited opportunities to acquire the life skills needed in adulthood. As a result, life skills programs are provided to support life skill development; however, little is known about the active ingredients of these programs, and the sustainability of their effects over time. Accordingly, the aim was to synthesize the findings of a five-year study examining the opportunities, experiences, and outcomes of residential immersive life skills (RILS) programs for youth with disabilities. A multi-method prospective study was conducted involving 38 youth ages 14 to 21 with disabilities (e.g., cerebral palsy, spina bifida) attending one of three RILS programs held over three summers. Program opportunities, youth experiences, and outcomes (self-determination, self-efficacy) were assessed pre- and post-program and 3 and 12 months post-program using standardized questionnaires. Pre-program, 3-month, and 12-month follow-up interviews were held with youth and parents. This research synthesis integrates the findings from nine published articles that used a variety of qualitative, quantitative, and mixed methods approaches. RILS programs provided rich opportunities for youth to experience meaningful social connections, psychological engagement, and choice and control, which were associated with changes over time in multiple domains related to personal growth and preparation for adulthood. Overall, the findings point to the transformative power of RILS programs to propel new life directions for some youth. By creating opportunities for meaningful, challenging, and supportive experiences fulfilling basic needs for relatedness, competency, and autonomy, RILS programs motivate youth to grow and change. More study is needed of program opportunities and capacity-enhancing experiences, as well as longitudinal studies of youth life outcomes. RILS programs have appreciable value in preparing youth for the transition to adult roles and responsibilities.
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Arendas, Zsuzsanna, Agnieszka Trąbka, Vera Messing, Marta Jadviga Pietrusińska e Dominika Winogrodzka. "Agency of Migrant Youth in Hostile Sociopolitical Environments: Case Studies from Central Eastern Europe". Social Sciences 12, n.º 4 (4 de abril de 2023): 210. http://dx.doi.org/10.3390/socsci12040210.
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This paper compares the integration of third-country youth in Poland and Hungary in two Central Eastern European contexts characterized by a hostile sociopolitical environment for migrants, right-wing policies, illiberalism, and regression in various related policy areas. Our article is based on a three-year EU-funded research project that investigated the integration of migrant youth in precarious circumstances (MIMY). It uses data from qualitative interviews conducted with migrant youth and thus focuses on the migrant’s perspective while exploring how coping and navigating such hostile environments occurs. The analysis is based on the concept of migrant agency in extremely difficult and complex sociopolitical situations. Our findings highlight the particular importance of the latter in these hostile environments. We argue that while the withdrawal of the state from integration has created difficult contexts for migrant youth, they exhibit different forms of agency, enabling them to adapt to opportunity structures. While these forms of agency are important and real, the structural constraints imposed by hostile states’ anti-immigration and anti-integration attitudes significantly limit migrants’ options for coping with everyday life.
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Pearlman-Avnion, Shiri, e Mor Grayevsky. "Homeschooling, Civics, and Socialization: The Case of Israel". Education and Urban Society 51, n.º 7 (19 de dezembro de 2017): 970–88. http://dx.doi.org/10.1177/0013124517747973.
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The present study uses qualitative and quantitative methods to examine whether homeschooled youth in the largely urbanized social context of Israel differ in their level of civic engagement and social self-efficacy from that of their peers educated at school. Participants completed quantitative questionnaires on civic engagement and social self-efficacy and two personal questionnaires, one quantitative and one qualitative, pertaining to their opinions on various modes of education. No significant differences were found between the degree of civic engagement and sense of social self-efficacy among the two groups. However, within the homeschooling group, social self-efficacy decreased as the number of years they were schooled at home increased, indicating potential negative impact of extended homeschooling. The qualitative study gives insights into attitudes of youth from both groups regarding various modes of education. The findings are discussed in the context of the ongoing debate regarding the pros and cons of homeschooling.
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Reis, Sally M., Terry W. Neu e Joan M. McGuire. "Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved". Exceptional Children 63, n.º 4 (junho de 1997): 463–79. http://dx.doi.org/10.1177/001440299706300403.
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We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting.
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Mugeere, Anthony. "Social Protection for Disability in Central Uganda: a Human Development Perspective". African Review 46, n.º 2 (21 de janeiro de 2020): 366–82. http://dx.doi.org/10.1163/1821889x-12340006.
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Abstract Whereas there is ample empirical evidence on the nature and functioning of formal and informal social protection systems in Uganda, there are limited studies on their influence on the youth living with disabilities. This paper explores the meaning and functioning of social protection strategies among youth living with spina bifida and hydrocephalous in central Uganda. Using data from in-depth interviews, focus group discussions and key informants, the paper observes that there is widespread knowledge on social protection systems among the respondents. Overall, social protection encompasses all measures implemented to address the perceived social exclusion and vulnerabilities related to the disability condition. The paper recommends a philosophical twist to the implementation of social protection by interrogating the human development model of disability which places the elements of the health conditions, impairments and their causes and consequences on the wellbeing of these vulnerable individuals at the core of the theoretical discourse.
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Ramasamy, James, Fransiscus B. Moripi e Kevin Chan. "Empowering Youth for Social Change: The Role of Social Entrepreneurship Education". Aurora: Journal of Emerging Business Paradigms 1, n.º 1 (30 de junho de 2024): 1–5. http://dx.doi.org/10.62394/aurora.v1i1.104.
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Empowering youth to drive social change is imperative for building sustainable communities and addressing pressing societal challenges. Social entrepreneurship education emerges as a critical tool in fostering the necessary skills, mindset, and resources among young individuals. This research article examines the pivotal role of social entrepreneurship education in empowering youth for social change. Through a comprehensive review of existing literature and case studies, this study explores the significance of integrating social entrepreneurship education into youth development programs and formal education systems. Furthermore, it investigates the impact of such education on enhancing youths' capacity to identify social issues, develop innovative solutions, and implement sustainable ventures. The article also discusses the challenges and opportunities associated with implementing social entrepreneurship education initiatives, along with recommendations for policymakers, educators, and practitioners to effectively empower youth for meaningful social impact.
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Arbour-Nicitopoulos, Kelly P., Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner e F. Virginia Wright. "A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities". Adapted Physical Activity Quarterly 35, n.º 1 (1 de janeiro de 2018): 111–38. http://dx.doi.org/10.1123/apaq.2017-0012.
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The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.
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Ragandang, Primitivo Cabanes. "Social Media and Youth Peacebuilding Agency: A Case From Muslim Mindanao". Journal of Peacebuilding & Development 15, n.º 3 (17 de setembro de 2020): 348–61. http://dx.doi.org/10.1177/1542316620957572.
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This article determines how social media, along with institutional affiliation and first-hand experiences of violence, influence youth peacebuilding agency. It utilises the case of a group of university students from Muslim Mindanao in the Philippines who implemented a project that aimed to counter Islamophobia-linked hate speech online. Interviews, focus group discussions, and participant observation were employed during fieldwork. The main argument is that the youth peacebuilding agency does not necessarily rest upon traditional peacebuilding structures. Rather, it lays in structural elements familiar to the youth. Access and familiarity of the youths to social media led them to use it as the platform of the project. The conceptualisation of the project was influenced by their first-hand experience of violence and Mindanao conflict. As university students, their institutional affiliation with the academia had supplemented in meeting the resources they needed. Time constraints and family relationships posed a challenge amongst the youth. The empirical findings of this research hope to contribute to studies on youth agency, peacebuilding, and development in post-conflict contexts.
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Nam, Hyun Mi, Eun Kyung Kim e Sang Ok Park. "A Case Study on Learning Experience through Living Lab Participation of Adults with Disabilities". Korean Association For Learner-Centered Curriculum And Instruction 23, n.º 19 (15 de outubro de 2023): 285–302. http://dx.doi.org/10.22251/jlcci.2023.23.19.285.
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Objectives The purpose of this study is to explore the learning experiences of adults with disabilities through their participation in living lab activities.
Methods The site that this study paid attention to is a welfare center for the disabled in Daejeon Metropolitan City, which conducted the citizen-participating social problem-solving living lab project in 2020. The study was con-ducted over a year from March 2020 to February 2021, with a total of 14 participants, including 2 people with phys-ical disabilities, 3 people with developmental disabilities, 5 social workers, 2 parents with disabilities, and 2 assis-tants with disabilities. Based on the participants' experiences, the qualitative case study method was based on an in-depth understanding of the research topic. The retrospective records of participants in the collected Living Lab reports and results reports were referenced, and line-by-line analysis was conducted by repeatedly reading individual in-depth interview data for each person with physical disabilities, developmental disabilities, and social workers. Various efforts were made to comply with research ethics, such as completing research ethics educa-tion, preparing prior consent forms for research participants, reviewing research results, and discussing experts.
Results As a result of the analysis, the learning experience that occurred in the process of the disabled becoming the main body and solving their problems on their own through living lab activities was found, which contributed to finding meaning and reward, improving self-directedness, and improving efficacy.
Conclusions According to the results of these studies, it was found that people with disabilities, such as Living Lab activities, need to make continuous efforts to speak out and expand opportunities to participate in social activities. The study's findings show that learning experiences through living lab activities contribute to the ac-quisition of subjectivity and initiative of the disabled, and that the participation of the disabled in living lab activities needs to be actively utilized in a new way of lifelong education. Based on this, discussions and follow-up studies were proposed.
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Mitchell, Monique B., e Louisa H. Vann. "Staying connected with youth transitioning out of foster care: “Thank you for not giving up on me”". Journal of Social Work 18, n.º 2 (17 de junho de 2016): 142–63. http://dx.doi.org/10.1177/1468017316654342.
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Summary Numerous research studies have addressed the experiences and outcomes of youth transitioning out of foster care; however, far fewer have addressed how to overcome the challenge of locating and retaining research participants from this population. This article contributes to the field by highlighting effective approaches to staying connected with (i.e., recruiting, relocating, and retaining) youth participants in longitudinal research studies. Two hundred ninety-four youth in the Southeastern United States participated in a longitudinal research study about their experiences as they transitioned out of foster care. Two years later, 80% of eligible participants from the baseline population ( n = 223) chose to participate in the second wave of data collection. Findings Case examples are presented to illustrate the practical applications of youth-centered and person-centered approaches to participant recruitment, relocation, and retention and how engaging with youth on a case by case basis can minimize attrition rates and maintain participant interest in the study. Application We affirm the importance of encouraging youth involvement in all phases of the research process, highlight the methodological approaches used to recruit, relocate, and retain participants, and discuss the value of establishing and maintaining meaningful connections with youth participants involved in longitudinal research.
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Albrecht, Julia, Siegfried Nagel e Christoffer Klenk. "“Just taking part or fully participate with others!?”: Social integration of members with disabilities in mainstream sports clubs". Sport und Gesellschaft 18, n.º 3 (1 de dezembro de 2021): 253–79. http://dx.doi.org/10.1515/sug-2021-0021.
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Summary People with disabilities still show lower participation rates in mainstream sports clubs. Even when they are members of mainstream sports clubs, their participation is often limited to structural integration, while broader social integration including cultural and affective dimensions is only partially achieved. Thus, this study analyses the broader extent of social integration of members with disabilities in sports clubs, applying Esser’s model of social integration, which is comprised of four dimensions: culturation, interaction, identification, and placement. The article describes multiple case studies conducted with this model on a sample of three mainstream clubs, including 14 members with disabilities. Results show overall high scores on the four dimensions, consequently pointing to effective social integration of members with disabilities. Moreover, the studies also reveal indications of factors that are relevant for social integration. This knowledge is helpful for clubs with regard to managing social integration strategies and practices.
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Patrick, Mikaela, e Iain McKinnon. "Co-creating Inclusive Public Spaces: Learnings from Four Global Case Studies on inclusive Cities". Journal of Public Space 7, n.º 2 (26 de junho de 2022): 93–116. http://dx.doi.org/10.32891/jps.v7i2.1500.
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This paper presents some of the findings from a global research study on inclusive infrastructure and city design and will focus on inclusive public spaces. Persons with disabilities can experience multi-dimensional exclusion from urban life, including but not limited to physical, attitudinal and social barriers. Public spaces, including recreational and social spaces, are often not prioritised. Inclusive public spaces are fundamental to participation and inclusive in society. Including persons with disabilities in the design and planning of the built environment supports equal rights and helps identify people’s aspirations for inclusive environments. Four city case studies will be discussed in this paper: Ulaanbaatar, Mongolia; Varanasi, India; Surakarta, Indonesia; and Nairobi, Kenya. Research participants and objectives are organised by three stakeholder groups:
People - first-hand experiences of persons with disabilities living in the city and their aspirations for a more inclusive city
Policy - the awareness and understanding of inclusive design among policy-makers
Practice - the awareness and understanding of inclusive design among practitioners including barriers to implementation, opportunities and the relationship with assistive technology
Methods include document reviews, interviews, photo diaries and co-design workshops with participatory and inclusive engagement of persons with disabilities throughout. Findings on public spaces are discussed in three ways:
The types of public spaces valued by participants in each of the four cities.
The barriers and challenges experienced by persons with disabilities in the public realm.
Aspirations for more inclusive public spaces and opportunities for inclusive design
The paper concludes by discussing how the targeted stakeholder groups of people, policy and practice also help represent three essential dimensions of inclusive city design and forming a framework for successful implementation and delivery and supporting targets set out through the UNCRPD and Sustainable Development Goals (SDGs).
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