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1.
Nancy Spencer-Cavaliere Bethan C. Kingsley Carmen Norris 《International Journal of Disability, Development & Education》2018,65(2):214-228
Despite recognition that social inclusion is a primary goal within the field of human services, people with disabilities continue to live lives of clienthood, marginalisation, and exclusion and human services staff struggle to make social inclusion a priority. The purpose of this study was to explore the perspectives of human services staff about their experiences of an organisationally inspired initiative intended to change the focus of their everyday practices to better facilitate the social inclusion of persons with disabilities. A qualitative case study was used to gather observations, field and reflective notes, semi-structured interviews with staff (n = 15), and reflexive journaling. Thematic analysis of the data led to three themes: (a) challenges, old and new, (b) needing (careful) change, and (c) creating, learning and working together. These findings highlight the complexity of how to create change in the field of human services, but also demonstrate how innovative approaches have the potential to shift and reimagine how human services workers can better support people with disabilities in living meaningful lives. 相似文献
2.
Kika Hadjikakou Vaso Polycarpou Anna Hadjilia 《International Journal of Disability, Development & Education》2010,57(4):403-426
This article explores the experiences of students with mobility disabilities in Cypriot higher education institutions. In order to obtain relevant information, in‐depth semi‐structured interviews were conducted with 10 Cypriot students with different forms of mobility disabilities, who attended different Cypriot higher education institutions and a variety of courses. This study yielded interesting results in terms of provision (e.g., accommodation for examinations and assignments, note‐taking services, tutorials, counselling services) as well as lecturers’ and students’ attitudes towards disability, raising interesting issues of social inclusion and rights. The quality of their experiences was affected by physical access, provision availability, positive responses by fellow students without disabilities, and the level of awareness among the members of the academic staff or the rest of the staff (e.g., cleaners, administrative officers, and accommodation staff). The findings of this study have implications at an institutional level for rethinking and refining policy and practice on disability. 相似文献
3.
This study examined young people's decision making on issues that affect their lives: bullying in different contexts (e.g., family, peer groups, school) and their involvement in evaluating the availability and effectiveness of support services (e.g., disability, care). Key aims of this study were to offer young people a platform to evaluate existing services and make recommendations towards their improvement, and to discuss ways of tackling bullying at school. Focus groups were formed with 54 young people who had experienced challenges due to bullying, learning difficulties/disabilities, and caring responsibilities for family members with disabling conditions, and discussions about services and decision making on issues that affect their lives were facilitated. The findings point to a sense of agency in young people's lives with regard to evaluating and negotiating services and offering suggestions for their improvement within their family and peers. However, in their view, their decisions regarding bullying exerted limited influence within the school context. These results raised interesting issues about young people's capacity to evaluate services and the contextual influences on their involvement in decision making. 相似文献
4.
Extended lifespans and an increase in community‐based services have created an environment in which it is imperative that educational and service systems focus attention on older people with developmental disabilities. Although the cumulative effects of growing older with a lifelong disability create a unique set of issues and service needs, gerontology courses seldom include content on these elders. An insufficient educational focus translates into a service system inadequately prepared to meet critical individual needs. In this paper we describe an educational model used to prepare students to work with older people who have mental retardation. Students in the course described, part of the Interdisciplinary Leadership Training Program in Aging and Developmental Disabilities at the University of Georgia, are exposed to the ecological perspective as a way to examine various issues related to the aging population with mental retardation. Students explore issues relevant to older individuals with mental retardation and the various contexts in which these individuals function. The six units of the course are: overview of the older population with mental retardation, physiological issues, mental health issues, social support systems, service delivery networks, and legal and ethical concerns. Content from the course model can easily be infused into foundation gerontology courses to expose a greater number of students to the group of older people who have mental retardation. 相似文献
5.
以社会模式的残疾观推进智障人士的社会融合 总被引：6，自引：0，他引：6
残疾观正在发生从医疗模式向社会模式的转变。社会模式的残疾观强调残疾问题是人权问题,也是社会和发展问题,主张以权利和支持作为处理残疾问题的方法。这一模式对智力障碍的认识更加客观,对智障人士的态度更为积极,关注权利、接纳、潜能和融合,可以作为智障人士社会融合的理论选择。智障人士社会融合的推进策略包括以宣传与沟通消除不健康的社会态度,以权利为本作为立法依据,以社会支持增强智障人士融入社会的能力等。 相似文献
6.
Across the world countries are advocating the education of children and young people with disabilities in mainstream schools. There is also increasing interest in developing effective coordination of the specialist services pupils with disabilities receive from different agencies. This is accompanied by growing recognition that such care coordination can positively influence the experience of inclusion for children and their families. However, while the literature of care coordination generally includes education as a core provider, there is little evidence on involvement of education professionals and the outcomes for children and schools. These issues are addressed by the findings reported here on the role of key workers in care coordination and their relationship with schools. The findings draw on interviews with professionals from seven key worker services across England and Wales, parents and carers who were recipients of these services and teachers in schools serving children supported by key workers. These interviews are part of a wider multi‐method study exploring the effectiveness and costs of different models of key worker services for disabled children. The data reveal the range of education and school issues addressed by key workers and the factors influencing their work with teachers. The benefits for children, families and schools of key worker involvement are identified and the implications for schools explored. Consideration is also given to the advantages and disadvantages of teachers themselves taking on the role of key workers. It is argued that key workers can improve home–school relationships, facilitate the contribution of teachers in inter‐agency working, enable mainstream schools to better meet the individual needs of pupils with disabilities and improve their inclusive practice. 相似文献
7.
Shui Che Fok 《Asia Pacific Education Review》2001,2(1):56-65
Since 1 July l997 Hong Kong has become a Special Administrative Region under the Peoples Republic of China. There is a difference
in the interpretation of human rights between East and West. Even before the change of sovereignty human rights education
was not an important element in the Hong Kong school curricula. The hidden curriculum is not supportive of human rights education
either. During the United Nation Decade for Human Rights Education (1995–2005), Hong Kong people are torn between the dichotomy
of liberalism-communitarianism over human rights. This paper examines the attitude about human rights of the Hong Kong Chinese
people and the issues of human rights in Hong Kong schools, thereby throwing light on the prospect of human rights education
in its relationship to education reform taking place in Hong Kong. The conclusion is that Hong Kongs education reform proposals
already embody the spirit of human rights and they have laid the foundation for the development of human rights education. 相似文献
8.
Lynette S. Ayich Debby Cryer Donald B. Bailey Jr Laurie Selz 《Early education and development》1999,10(1):7-23
Historically, child care quality research has focused primarily on typically developing children cared for in center-based programs. Findings from this research suggests that variations in quality of care have an effect on children's well-being and developmental outcomes. In this paper, we draw on child care quality research to inform our understanding of quality in early intervention services for infants and toddlers with disabilities and their families. Conceptual issues in defining quality and methodological challenges for assessing quality of early intervention services are presented. In the final sections of this paper, we discuss our efforts to design a measure of quality for early intervention programs and present some of the unresolved issues related to the assessment of quality in early intervention programs. 相似文献
9.
C L Salisbury 《Exceptional children》1991,58(2):146-155
Issues surrounding the implementation of the integration imperative during infancy and early childhood present formidable challenges to education and community providers. Key among these issues is how professionals provide high-quality services to young children with disabilities in mainstream environments. This article explores current issues related to integration and reexamines the concept of "best practices" as it applies to mainstreaming during the early childhood years. The author recommends an integrated set of indicators for high-quality programs and describes an outcomes-based process for making administrative and pedagogical decisions. 相似文献
10.
This article focuses on the Chinese traditional culture, specifically Confucian philosophy, and analyses four core concepts of Confucianism which include ‘ren’ (Benevolence), ‘Jun zi’ (Superior man), ‘Tian ming’ (heaven’s mandate), and ‘Xiao ti’ (Filial piety and fraternal love). Based on these core concepts, this study explores how social attitudes in China (and among Chinese people living in other countries) toward people with disabilities are formed and influenced by Confucian philosophy, and how they impact the education of people with disabilities. It suggests that the related social attitudes of sympathy, rights awareness, and criteria of success, especially school performance in this case, can have both positive and negative impacts on inclusive education for children with disabilities. Strategies are suggested for encouraging attitude change, when appropriate, in order to facilitate special education and inclusion and how to do so in a manner that is culturally respectful of the core beliefs based on Confucianism. 相似文献
11.
OBJECTIVES: This exploratory study examines the delivery of child protection services by county child protection agencies involving cases with a family member with a disability. METHOD: Telephone surveys were conducted with the directors or their designees of 89% of the child protection agencies in a Midwestern state. Respondents were asked about the policies and/or procedures for approaching cases involving a person with a disability and the barriers and strengths agencies have in serving people with disabilities. RESULTS: Only 6.7% of respondents reported their agency had a written policy related to serving persons with a disability. There were 18 different approaches to serving clients with a disability within child protection, with the most common being informally teaming for information, dual case assignment, and teaming with an outside consultant. Five counties had specialty workers who were experts in both child protection and disability. Barriers reported varied between rural and non-rural counties, with the most important barriers being lack of resources, lack of knowledge regarding disabilities, systems conflicts, and rural issues, such as lack of providers and lack of transportation. Strengths included accessing and coordinating services, individualizing services, good collaboration and creativity. CONCLUSION: While few county agencies had any written policies, both formal and informal collaboration is happening at the individual level. The lack of standardization in providing services indicates a need for more attention to issues regarding disability within child protection, including more training for workers, the development of models of collaborative case management and the removal of systemic barriers. 相似文献
12.
Monyrath Nuth 《International Journal of Inclusive Education》2018,22(11):1184-1196
Aimed at contributing to the literature related to inclusive educational research in the context of a developing country, this article looks at the power relations between researchers and the researched by critically analysing the approaches and methods used. Drawing on the author’s personal experience conducting research with people with disabilities in Cambodia, it has been argued that researchers’ self-consciousness of their privileges vis-à-vis the researched with disabilities in the knowledge production process alone does not ensure that their research is ethical, unless actions are taken to address those power differences. This, the article argues, may be somewhat impractical in certain contexts due to resource and institutional constraints. The article also draws attention to some context-specific issues in Cambodia that may lead researchers to unconsciously ignore the knowledge and experiences of people with disabilities in the process of conducting research on inclusive education. 相似文献
13.
Kyung Mee Kim Yu Ri Shin Dong Chul Yu Dong Ki Kim 《International Journal of Disability, Development & Education》2017,64(1):19-32
This study sets out to examine and understand the meaning of social inclusion for people with disabilities, as constructed by people with disabilities themselves. Focus group interviews with 34 people who have physical impairments, cerebral palsy, or hearing or visual impairments were conducted for the study. Using the data obtained from these interviews, the interviewees’ various definitions and perceptions of social inclusion were analysed and four meaning categories for social inclusion were identified: excluded/segregated, present, participating, and actively participating. The findings of this research can be used as foundational material in the development of disability policies and the improvement of social services to better enable full social participation and social inclusion for people with disabilities. 相似文献
14.
In this study, 69 women were surveyed who, as a result of a prenatal screening knew they were at risk for carrying a fetus with a disability. Results indicated that most women were referred by their physicians for genetic counseling either because of their age or because of an abnormal blood test. The majority of women indicated they would choose to terminate a pregnancy that tested positive for a disability, but the type of disability of the fetus, either Down syndrome or spina bifida, made no difference in the decision that women believed they would make. The women's intention to terminate a pregnancy appeared to be unrelated to their overall knowledge about disabilities but was negatively related to their knowledge of disability-related services. Although women reported that genetic counseling was helpful, they revealed that they were not given information about future-quality-of-life issues for individuals with disabilities nor provided with the positive as well as the negative aspects of giving birth to a child with disabilities. 相似文献
15.
Spirituality is of acknowledged and profound importance to children from mainstream school populations, but has been overlooked in respect of children with special needs. This article explores the issues related to spirituality and disabilities, and the relationship between spirituality and education for students with special needs. The following aspects are considered: (a) holistic perspectives on education for students with disabilities; (b) spirituality as an integral element of special education and interventions; and (c) implications for educational programmes for students with disabilities. This article concludes that work in addressing issues related to spirituality and the implications for working with students with disabilities need to be given serious consideration. 相似文献
16.
Transition to post-statutory education and employment for young people with learning disabilities has become a hotly debated issue among professionals in education and support services in the UK. Partnerships between educational institutions and voluntary sector providers are supposed to be ideal vehicles for delivering transition services and securing outcomes for young people with learning disabilities. In this article, Axel Kaehne and Stephen Bayer of the Welsh Centre for Learning Difficulties report the findings of a survey of the views of special educational needs co-ordinators and professionals who are involved at operational and strategic levels in the work of transition partnerships. The data show that undue emphasis is often placed, by all stakeholders, on the soft, rather than the concrete, outcomes of transition; that smooth transitions are still hampered by insufficient flow of information between collaborating agencies; and that there are still significant gaps in provision, in particular in the supported employment field, due to funding or referral restrictions. To deliver first-class transitions, argue Axel Kaehne and Stephen Bayer, partnerships that support young people with learning disabilities need to address these difficulties with some urgency. 相似文献
17.
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
18.
Angi Stone-Macdonald Angel Fettig 《International Journal of Disability, Development & Education》2019,66(4):374-388
ABSTRACTIn Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to identify and support students with mild disabilities in an inclusive school in Tanzania during the three-year pilot process. An international NGO implemented a culturally-relevant, curriculum-based assessment for screening grade 1 students with potential delays or disabilities and provided Tier 2 interventions through small group lessons. In this three-year study, 413 students were screened, 108 students received Tier 2 services and six students received Tier 3 services. Students in Tier 2 received small group instruction in mathematics and literacy as a pull-out programme. Students in Tier 3 attended a special school for children with disabilities. Results showed that students who received Tier 2 intervention made statistically significant gains in their assessment scores after six and twelve months of services. This study demonstrated one successful assessment and intervention model in a typical Tanzanian school to support young children with disabilities to improve their academic outcomes. 相似文献
19.
Counselors and advisers at the postsecondary level frequently work with students with disabilities, yet most have had very little training in this area. The authors discuss general interaction guidelines for working with people with disabilities. They also examine 7 themes that frequently arise when counseling or advising students with disabilities and provide suggestions for addressing the issues associated with these themes. 相似文献
20.
美国盲多重残疾儿童教育的现状 总被引：1，自引：0，他引：1
美国盲多重残疾儿童的教育体现了一切为了所有残疾孩子的理念。不放弃每一个多重残疾学生,民主平等地对待他们,并尽可能为他们提供高质量的教育服务。尊重家庭,与社区携手合作,为多重残疾学生的终身发展服务。 相似文献