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Work-Based Learning Experiences and Students With Intellectual Disability 以工作为基础的学习经验与智障学生
Inclusion (Washington, D.C.) Pub Date : 2023-05-30 DOI: 10.1352/2326-6988-11.2.84
Magen Rooney-Kron, S. Dymond
{"title":"Work-Based Learning Experiences and Students With Intellectual Disability","authors":"Magen Rooney-Kron, S. Dymond","doi":"10.1352/2326-6988-11.2.84","DOIUrl":"https://doi.org/10.1352/2326-6988-11.2.84","url":null,"abstract":"\u0000 The purpose of this study was to describe the extent to which students with intellectual disability participate in work-based learning experiences and determine whether student characteristics (e.g., gender, race/ethnicity, grade level, and support needs) relate to student participation in these activities. An online questionnaire was emailed to high school special education teachers in four states who had a state-issued teaching license in intellectual disability. A total of 266 teachers completed the questionnaire. Descriptive and inferential statistics were used to answer the research questions. Students participated in a variety of work-based learning experiences, with more students participating in school experiences than community experiences. The majority of work experiences were in one of three career clusters: (a) hospitality and tourism; (b) business, management, and administration; or (c) general work skills. Amount of time spent in work experiences varied greatly, with students spending more time in school experiences than community experiences. Student support needs and grade level were related to participation in community experiences. Grade level was also related to the amount of time students spent in school and community experiences.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47252173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Resúmenes al Español 英文摘要
Inclusion (Washington, D.C.) Pub Date : 2023-05-30 DOI: 10.1352/2326-6988-11.2.149
{"title":"Resúmenes al Español","authors":"","doi":"10.1352/2326-6988-11.2.149","DOIUrl":"https://doi.org/10.1352/2326-6988-11.2.149","url":null,"abstract":"Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Resúmenes al Español. Inclusion 1 June 2023; 11 (2): 149–150. doi: https://doi.org/10.1352/2326-6988-11.2.149 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135542229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Investigation of the Collaborations Between Educators and Vocational Rehabilitation Counselors in Providing Pre-Employment Transition Services 教育工作者与职业康复顾问合作提供职前过渡服务的调查
Inclusion (Washington, D.C.) Pub Date : 2023-05-30 DOI: 10.1352/2326-6988-11.2.135
Dalun Zhang, Yi-fan Li, Eric L. Roberts, Meagan Orsag, Robert Maddalozzo
{"title":"An Investigation of the Collaborations Between Educators and Vocational Rehabilitation Counselors in Providing Pre-Employment Transition Services","authors":"Dalun Zhang, Yi-fan Li, Eric L. Roberts, Meagan Orsag, Robert Maddalozzo","doi":"10.1352/2326-6988-11.2.135","DOIUrl":"https://doi.org/10.1352/2326-6988-11.2.135","url":null,"abstract":"\u0000 Employment has historically provided a person with value and the ability to live a self-determined and independent life. Interagency collaborations have been found to play a key role in promoting employment for those with special needs. However, there is little research on identifying the needs of the field for collaborations between vocational rehabilitation and educational agencies. We conducted a series of eight focus groups in a large state in the United States and identified needs from educators and vocational rehabilitation counselors. Participants regularly noted that they needed increased collaboration and a need for additional training and education for all stakeholders. They also identified many barriers to this increased collaboration and training, including access to the community that they served, limitations on time for training, collaboration, and access, challenges in communication, including language limitations and trust, and limitations around the support that they received. On the other hand, they often felt supported by their administration, and, when collaboration was possible, their co-workers and external providers served as great resources.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41914433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Employment Preparation Experiences of Youth With Intellectual Disability and Autism Who Attend College-Based Transition Programs 参加大学过渡项目的智力残疾和自闭症青年的就业准备经验
Inclusion (Washington, D.C.) Pub Date : 2023-05-30 DOI: 10.1352/2326-6988-11.2.118
Clare K. Papay, Meg Grigal, Belkis Choiseul‐Praslin
{"title":"Employment Preparation Experiences of Youth With Intellectual Disability and Autism Who Attend College-Based Transition Programs","authors":"Clare K. Papay, Meg Grigal, Belkis Choiseul‐Praslin","doi":"10.1352/2326-6988-11.2.118","DOIUrl":"https://doi.org/10.1352/2326-6988-11.2.118","url":null,"abstract":"\u0000 College-based transition programs offer students with intellectual disability and autism (ID/A) the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences while continuing to receive support from or coordinated by their local school system. The present study used data from college-based transition programs included in the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program to examine the composition of employment preparation activities including paid employment and the association with having paid employment upon exiting from the program. The findings suggest that college-based transition programs hold promise as a model for supporting the transition to paid employment for students with ID/A. Implications for research and practice are discussed.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49035651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Resúmenes al Español 英文摘要
Inclusion (Washington, D.C.) Pub Date : 2023-02-15 DOI: 10.1352/2326-6988-11.1.80
{"title":"Resúmenes al Español","authors":"","doi":"10.1352/2326-6988-11.1.80","DOIUrl":"https://doi.org/10.1352/2326-6988-11.1.80","url":null,"abstract":"Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Resúmenes al Español. Inclusion 1 March 2023; 11 (1): 80–81. doi: https://doi.org/10.1352/2326-6988-11.1.80 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"356 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135683346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Résumés en Français 法文摘要
Inclusion (Washington, D.C.) Pub Date : 2023-02-15 DOI: 10.1352/2326-6988-11.1.78
{"title":"Résumés en Français","authors":"","doi":"10.1352/2326-6988-11.1.78","DOIUrl":"https://doi.org/10.1352/2326-6988-11.1.78","url":null,"abstract":"Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Résumés en Français. Inclusion 1 March 2023; 11 (1): 78–79. doi: https://doi.org/10.1352/2326-6988-11.1.78 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"556 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135683344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unified Sports, Social Inclusion, and Athlete-Reported Experiences: A Systematic Mixed Studies Review 统一体育、社会包容和运动员报告的经历:一项系统的混合研究综述
Inclusion (Washington, D.C.) Pub Date : 2023-02-15 DOI: 10.1352/2326-6988-11.1.23
Amy L. Accardo, Sarah L. Ferguson, Hind M. Alharbi, Mary K. Kalliny, Casey L. Woodfield, Lisa J. Vernon-Dotson
{"title":"Unified Sports, Social Inclusion, and Athlete-Reported Experiences: A Systematic Mixed Studies Review","authors":"Amy L. Accardo, Sarah L. Ferguson, Hind M. Alharbi, Mary K. Kalliny, Casey L. Woodfield, Lisa J. Vernon-Dotson","doi":"10.1352/2326-6988-11.1.23","DOIUrl":"https://doi.org/10.1352/2326-6988-11.1.23","url":null,"abstract":"Abstract Inclusive sports have emerged as a potential tool for building social inclusion within diverse populations. The Special Olympics Unified Sports programs are an example of inclusion initiatives specific to students with intellectual disability and sports that can be reevaluated with new understandings of inclusion. This systematic mixed studies review aimed to capture athlete Unified Sports experiences and identify what athletes reported about their participation. The systematic review identified nine original studies conducted by six unrelated research groups. Results across the studies are synthesized and suggestions for future research are presented. Athletes in all nine studies reviewed reported positive experiences with Unified Sports leading to increased social inclusion and/or self-concepts.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135683345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Living in Localities: The Factors That Influence the Social Inclusion in Neighborhoods of Adults With Intellectual Disability. A Systematic Scoping Review 居住在地方:影响智力残疾成人社区社会包容的因素系统的范围审查
Inclusion (Washington, D.C.) Pub Date : 2023-02-15 DOI: 10.1352/2326-6988-11.1.55
G. Boland, Eilin de Paor, S. Guerin
{"title":"Living in Localities: The Factors That Influence the Social Inclusion in Neighborhoods of Adults With Intellectual Disability. A Systematic Scoping Review","authors":"G. Boland, Eilin de Paor, S. Guerin","doi":"10.1352/2326-6988-11.1.55","DOIUrl":"https://doi.org/10.1352/2326-6988-11.1.55","url":null,"abstract":"\u0000 Adults with intellectual disability (ID) are now more likely to live in ordinary localities. However, this does not always equate with engagement, leading to forming new relationships and a sense of connection. This systematic scoping review examined research on social inclusion in neighborhoods for adults with ID, synthesizing 94 peer-reviewed studies published between 2000 and 2020. The characteristics of neighborhoods that foster inclusion include: richness of opportunities in localities, public acceptance, positive neighboring, and multidimensional accessibility. Social inclusion in neighborhoods is complex, with a range of other influencing factors also identified. Recommendations for further research and implications for practice are discussed to support individuals to actively engage locally and to enhance their informal social networks.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41378972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Transportation and Community Participation Among Autistic Adults 自闭症成年人的交通和社区参与
Inclusion (Washington, D.C.) Pub Date : 2023-02-15 DOI: 10.1352/2326-6988-11.1.40
Wei Song, M. Salzer, Beth Pfeiffer, L. Shea
{"title":"Transportation and Community Participation Among Autistic Adults","authors":"Wei Song, M. Salzer, Beth Pfeiffer, L. Shea","doi":"10.1352/2326-6988-11.1.40","DOIUrl":"https://doi.org/10.1352/2326-6988-11.1.40","url":null,"abstract":"\u0000 This study investigated how the amount, breadth, and sufficiency of community participation differed in terms of transportation modes used by autistic adults (N = 751). Autistic adults who had access to more transportation modes had a greater amount of community participation. Driving was related to enhanced participation. Those dependent on others or service transportation had poorer participation outcomes than those who used more independent transportation options. The associations are generally similar regardless of the richness of public transit available, although they appear stronger in more limited transit areas. These findings have several implications for providing support to enable autistic adults to participate in their communities in the areas that are important to them and to the extent they desire.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45723295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Impact and Individualization of Peer Support Arrangements for High School Students With Autism Using Structural Analysis 同伴支持安排对高中自闭症学生的影响及个性化——基于结构分析
Inclusion (Washington, D.C.) Pub Date : 2023-02-15 DOI: 10.1352/2326-6988-11.1.1
Heartley B. Huber, E. Carter
{"title":"Impact and Individualization of Peer Support Arrangements for High School Students With Autism Using Structural Analysis","authors":"Heartley B. Huber, E. Carter","doi":"10.1352/2326-6988-11.1.1","DOIUrl":"https://doi.org/10.1352/2326-6988-11.1.1","url":null,"abstract":"\u0000 Including students with autism spectrum disorder (ASD) well in high school general education classrooms requires intentional and individualized support. We examined the efficacy and social validity of peer support arrangements for enhancing the social and academic outcomes of three students with ASD, two of whom also had an intellectual disability (ID). We also explored the use of structural analysis to further individualize these interventions. Peer support arrangements increased social interactions and academic engagement for all three students. Structural analysis results were used to further refine each peer support arrangement. Our findings strengthen support for peer support arrangements as a research-based approach to promote the general education classroom inclusion of high school students with ASD. It also highlights the value of incorporating additional assessment to individualize these interventions for students with ASD with and without ID.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46670906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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