Research and Practice for Persons With Severe Disabilities最新文献_第3页

State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice 美国残疾人次最低工资使用的州层面分析：对政策和实践的启示

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-08-11 DOI: 10.1177/15407969231192104

Lauren Avellone, Joshua P. Taylor, P. Wehman, Katherine J. Inge, Valerie Brooke

{"title":"State-Level Analysis of Subminimum Wage Use for Individuals With Disabilities in the United States: Implications for Policy and Practice","authors":"Lauren Avellone, Joshua P. Taylor, P. Wehman, Katherine J. Inge, Valerie Brooke","doi":"10.1177/15407969231192104","DOIUrl":"https://doi.org/10.1177/15407969231192104","url":null,"abstract":"Despite considerable legislative and advocacy-based efforts to end subminimum wage practices, many Americans with disabilities are still paid below the federal minimum. Section 14(c) of the Fair Labor Standards Act allows employers holding certificates to pay less than minimum wage to individuals with disabilities whose work capacity or productivity is impaired due to disability. The majority of employers paying subminimum wages are facility-based programs also known as sheltered workshops. This work is usually performed in segregated settings away from the rest of the nation’s workforce. Subminimum wage practices continue despite clear evidence that even those with the most significant disabilities can be successfully employed in competitive integrated employment when supports are provided. The purpose of this study was to examine the continued use of subminimum wages in the United States and to identify whether there are any state-level characteristics or policies that predict their use. Descriptive analysis and linear regression were used in this investigation. Findings indicate that subminimum wage practices continue to be prevalent in most states, and most prominently in the Midwest region. Implications and recommendations for reducing subminimum wage pay for individuals with disabilities are provided.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"127 - 138"},"PeriodicalIF":2.5,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47191441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic 在新冠肺炎大流行期间为有广泛支持需求的儿童家庭提供支持和授权

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-07-31 DOI: 10.1177/15407969231189241

Emilee Spann, E. E. Biggs, Madison E Ross

{"title":"Supports and Empowerment for Families of Children with Extensive Support Needs Throughout the COVID-19 Pandemic","authors":"Emilee Spann, E. E. Biggs, Madison E Ross","doi":"10.1177/15407969231189241","DOIUrl":"https://doi.org/10.1177/15407969231189241","url":null,"abstract":"The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs and complex communication needs during the COVID-19 pandemic, specifically in relation to their (a) supports and (b) feelings of empowerment related to their child. Participants were 37 parents of children with disabilities who had extensive support needs and complex communication needs, with most families having a child with either autism or Down syndrome. Interviews were conducted with each family at three time points during the 2020–2021 school year. Results indicated that the supports families received varied widely, as did their feelings of empowerment— including empowerment related to advocacy and to supporting their child’s learning and well-being at home. The supports that families received from providers (e.g., teachers, service providers) impacted their feelings of empowerment, sometimes acting as facilitators and sometimes as barriers. Implications for future research and practice are discussed related to how teachers and other providers might better partner with families during crises like the COVID-19 pandemic and beyond.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"139 - 156"},"PeriodicalIF":2.5,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44140970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Book Review: Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities by Nisbet, J. with Weiss, N. R 《美国的痛苦与震惊：政治、倡导和有争议的残疾人待遇》，Nisbet，J.与Weiss，N.R合著

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-07-27 DOI: 10.1177/15407969231187125

P. Ferguson

引用次数: 0

An Analysis of the Rehabilitation Service Administration 911 Supported and Customized Employment Outcome Data for Fiscal Years 2017–2020 2017-2020财政年度康复服务管理局911支持与定制就业结果数据分析

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-07-08 DOI: 10.1177/15407969231181901

Tim Riesen, Audrey C. Juhasz, Corban Remund

{"title":"An Analysis of the Rehabilitation Service Administration 911 Supported and Customized Employment Outcome Data for Fiscal Years 2017–2020","authors":"Tim Riesen, Audrey C. Juhasz, Corban Remund","doi":"10.1177/15407969231181901","DOIUrl":"https://doi.org/10.1177/15407969231181901","url":null,"abstract":"Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017–2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: Food preparation and servicing related, office and administrative support, and building grounds cleaning and maintenance occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"115 - 126"},"PeriodicalIF":2.5,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42143908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School 对需要广泛支持的中学学生参与学校保健的看法

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-05-26 DOI: 10.1177/15407969231173932

Sarah L. Ballard, S. Dymond

{"title":"Beliefs About Secondary-Age Students with Extensive Support Needs Participating in Their Health Care at School","authors":"Sarah L. Ballard, S. Dymond","doi":"10.1177/15407969231173932","DOIUrl":"https://doi.org/10.1177/15407969231173932","url":null,"abstract":"The purpose of this qualitative investigation was to understand the beliefs of parents and school personnel about involving secondary-age students with extensive support needs in their specialized health care procedures at school. Participants included parents, special education teachers, school nurses, one-to-one nurses, and paraprofessionals reporting on nine middle school, high school, and post-high school students for a total of 32 participants. Semi-structured interviews were conducted and then analyzed by case using an inductive coding approach. A synthesis of salient findings across groups generated four themes that describe beliefs about involving students in their specialized health care procedures. These were: (a) student characteristics make it challenging, (b) must be safe, (c) working together is essential but difficult, and (d) involvement promotes well-being. Families and school personnel predominately valued student involvement in health care at school for perceived social-emotional benefits and potential positive adult outcomes but were unsure how to mitigate barriers to teaching students skills needed to participate in their health care. Implications discussed offer guidelines to enhance scientific and practitioner knowledge that promotes student involvement in health care at school for secondary-age students with extensive support needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"92 - 107"},"PeriodicalIF":2.5,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41360957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities 有严重智力和多重残疾儿童的家庭的福祉

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-05-24 DOI: 10.1177/15407969231173916

Siméon T. A. Lahaije, J. Luijkx, A. Waninge, A. V. D. van der Putten

{"title":"Well-Being of Families with a Child with Profound Intellectual and Multiple Disabilities","authors":"Siméon T. A. Lahaije, J. Luijkx, A. Waninge, A. V. D. van der Putten","doi":"10.1177/15407969231173916","DOIUrl":"https://doi.org/10.1177/15407969231173916","url":null,"abstract":"In disability research, there is an increased focus on the well-being of families with a child with a disability, also known as family quality of life (FQOL). However, the well-being of families with a child with profound intellectual and multiple disabilities (PIMD) has not yet been explored, even though their well-being may be affected by the pervasive support needs they need to manage. In turn, sufficient well-being of the family is necessary to guarantee adequate support and thus well-being for the person with PIMD. The purpose of this study was to examine the well-being of families with a child with PIMD, including possible differences between parents and siblings, and how individual and familial factors are related to FQOL. A total of 82 participants from 44 families with a child with PIMD in the Netherlands participated. Multilevel models were employed to analyze FQOL scores and which factors significantly affected scores. Families scored moderately high on both total score and subscales, scoring lowest on emotional well-being. There were significant differences between parents and siblings and a significant effect of age of the respondent on emotional well-being, material well-being, and disability-related support. Siblings scored higher than parents, and scores decreased with age on these domains. Although families with a child with PIMD scored, on average, satisfactory on their FQOL, they were least satisfied with the support for their emotional well-being, and may therefore require additional support for this aspect of their family life. Results of this study contribute to understanding the lives of families with a child with PIMD and their support needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"63 - 78"},"PeriodicalIF":2.5,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45512120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs 对有广泛支持需要的学生促进自我决定的干预措施的系统回顾

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-02-13 DOI: 10.1177/15407969231153397

Abdulaziz H. Alsaeed, M. Mansouri, K. Shogren, Sheida K. Raley, Jennifer A. Kurth, E. Leatherman, Elissa Lockman Turner

{"title":"A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs","authors":"Abdulaziz H. Alsaeed, M. Mansouri, K. Shogren, Sheida K. Raley, Jennifer A. Kurth, E. Leatherman, Elissa Lockman Turner","doi":"10.1177/15407969231153397","DOIUrl":"https://doi.org/10.1177/15407969231153397","url":null,"abstract":"Intervening to enhance self-determination has been linked to enhanced in-school outcomes (e.g., academic and transition goal attainment and access to general education) and post-school outcomes (e.g., competitive employment, community participation) for students with and without disabilities in inclusive schools. However, research is needed to examine the extent to which students with extensive support needs (ESN) are included in this body of research. This systematic review aims to identify empirical research articles that examined the outcomes of interventions designed to promote abilities and skills associated with self-determination for students with ESN. Results suggest that research on self-determination for students with ESN in school contexts is limited across grade levels, particularly in inclusive settings. Consequently, there is a need for ongoing research to consider effective self-determination assessments to inform the design and implementation of interventions that promote self-determination for students with ESN in inclusive settings. Implications for research and practice are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"48 1","pages":"3 - 24"},"PeriodicalIF":2.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48765991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

RPSD Reviewer of the Year RPSD年度评审员

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-02-13 DOI: 10.1177/15407969231159355

引用次数: 0

Parent Perceptions of Remote Instruction for Students with Extensive Support Needs 家长对有广泛支持需求的学生的远程教学的看法

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-02-03 DOI: 10.1177/15407969231154166

Zach Rossetti, D. Lehr, Tashnuva Shaheen, Katie Baulier, Kristin K. Burnette, Deborah J. Taub

引用次数: 0

Holding and Professional Care: On Self-Determination for Persons With Profound Intellectual and Multiple Disabilities 持有和专业护理:关于重度智力残疾和多重残疾人士的自我决定

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2023-02-03 DOI: 10.1177/15407969231153579

S. N. Skarsaune, H. Hanisch

引用次数: 0