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Special Issue: From the Front Lines: The Direct Support Workforce Development and Reality 特刊:来自前线:直接支持劳动力发展和现实
Inclusion (Washington, D.C.) Pub Date : 2022-12-01 DOI: 10.1352/2326-6988-10.4.255
LaRon A. Scott, Colleen A. Thoma
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引用次数: 0
Workforce Stability: Motivation Factors Impacting Satisfaction in the IDD Field 劳动力稳定性:影响IDD领域满意度的激励因素
Inclusion (Washington, D.C.) Pub Date : 2022-12-01 DOI: 10.1352/2326-6988-10.4.285
Elisa F. Velardo, P. Cymbala, A. Rodriguez, Colleen A. Thoma, S. Palmer
{"title":"Workforce Stability: Motivation Factors Impacting Satisfaction in the IDD Field","authors":"Elisa F. Velardo, P. Cymbala, A. Rodriguez, Colleen A. Thoma, S. Palmer","doi":"10.1352/2326-6988-10.4.285","DOIUrl":"https://doi.org/10.1352/2326-6988-10.4.285","url":null,"abstract":"\u0000 For decades, individuals who are direct support professionals working with people with intellectual and developmental disabilities (IDD) have been under strain. The current study looked at the prevalent themes that impact workforce stability among providers, advocates, policymakers, and researchers in the field of IDD. The researchers applied Herzberg's two-factor theory of motivation and hygiene factors to data gathered through focus group interviews on workforce challenges and opportunities. Findings revealed that motivational factors relating to employee satisfaction, including organizational culture, retention, and credentialing, were identified as critical to workforce stability.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46423637","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
Career Intent Factors of Special Education Teachers Serving Students With Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder 为智力残疾、发育迟缓和自闭症谱系障碍学生服务的特殊教育教师的职业意向因素
Inclusion (Washington, D.C.) Pub Date : 2022-12-01 DOI: 10.1352/2326-6988-10.4.270
Selena J. Layden, K. Gansle, LaRon A. Scott, Meagan Dayton, G. Noell
{"title":"Career Intent Factors of Special Education Teachers Serving Students With Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder","authors":"Selena J. Layden, K. Gansle, LaRon A. Scott, Meagan Dayton, G. Noell","doi":"10.1352/2326-6988-10.4.270","DOIUrl":"https://doi.org/10.1352/2326-6988-10.4.270","url":null,"abstract":"\u0000 Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions. Through an online survey, we investigated working conditions of SETs who teach students with ID, DD, and ASD and their career intent, with attention to teacher demographic characteristics. Our investigation (n = 564) found Black/African American, Asian, Hawaiian/Pacific Islander SETs of students with ID, DD, or ASD reported higher intent to leave, as well as male SETs, compared to White SETs. Other differences are reported between groups. Results emphasize a need to focus on ways to retain SETs from underrepresented groups. Implications for practice and research related to working conditions are discussed.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42938481","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: 2
Faculty Perceptions Regarding the Inclusion of Students With Intellectual Disability in University Courses 教师对将智障学生纳入大学课程的看法
Inclusion (Washington, D.C.) Pub Date : 2022-09-01 DOI: 10.1352/2326-6988-10.3.201
Gwendolyn C. Carey, Angelica Downey, Kelly B. Kearney
{"title":"Faculty Perceptions Regarding the Inclusion of Students With Intellectual Disability in University Courses","authors":"Gwendolyn C. Carey, Angelica Downey, Kelly B. Kearney","doi":"10.1352/2326-6988-10.3.201","DOIUrl":"https://doi.org/10.1352/2326-6988-10.3.201","url":null,"abstract":"\u0000 Researchers established that inclusive postsecondary education programs are beneficial for students with and without disabilities. However, research regarding faculty perspectives of these programs and faculty-perceived benefits and challenges is limited. This qualitative study interviewed faculty members (n=8) at a university in the southeastern United States who included university students with an intellectual disability in their general courses. The purpose of this study was to explore the perceptions of university faculty regarding the benefits and challenges of including students with intellectual disability in their courses, as well as gaining their recommendations for faculty members who may include students with ID in future courses. Key findings included higher levels of inclusivity, increased awareness of disability, increased engagement, and a focus on improving teaching skills. Challenges were identified in the areas of awareness, worrying about making mistakes, and practical concerns. Recommendations for future instructors included being prepared with strong pedagogy, having structured classroom management plans, and being provided the opportunity to meet students with ID prior to future inclusive courses.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41559409","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
Specially Designed Instruction of Early Numeracy in the Inclusive Elementary Classroom for Students With Extensive Support Needs 为有广泛支持需求的学生设计的包容性小学课堂早期算术教学
Inclusion (Washington, D.C.) Pub Date : 2022-09-01 DOI: 10.1352/2326-6988-10.3.168
Bree A. Jimenez, Tammy Barron
{"title":"Specially Designed Instruction of Early Numeracy in the Inclusive Elementary Classroom for Students With Extensive Support Needs","authors":"Bree A. Jimenez, Tammy Barron","doi":"10.1352/2326-6988-10.3.168","DOIUrl":"https://doi.org/10.1352/2326-6988-10.3.168","url":null,"abstract":"\u0000 Inclusive opportunities for students with extensive support needs are a predictor of both in school and post-school outcomes; however, successful inclusion must consider how student learning needs and evidence-based practices are incorporated. Potential exists to align evidence-based instruction for students with extensive support needs utilizing the Multi-tiered System of Support (MTSS) framework for all students within the inclusive math classroom across tier 2 and tier 3. Findings of this single-case, multiple probe, across student research study suggest that embedded instruction is an effective and feasible instructional practice to support specially designed instruction in early numeracy within a tiered support model for students with extensive support needs in the inclusive math classroom. Based upon our findings, we sought to develop a model of practice for specially designed instruction (SDI) within tiered systems of support for students with extensive support needs that educational teams, school administrators, and policymakers can use to design math instruction within inclusive settings.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47722614","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
Examining Differences in Community Participation in Young Adults With Autism Spectrum Disorder 自闭症谱系障碍青年社区参与的差异研究
Inclusion (Washington, D.C.) Pub Date : 2022-09-01 DOI: 10.1352/2326-6988-10.3.213
Sierra L. Brown, A. Pearl, Eugene Brusilovskiy, Michael J. Murray, Greg Townley, Erin M. Edwards, M. Salzer
{"title":"Examining Differences in Community Participation in Young Adults With Autism Spectrum Disorder","authors":"Sierra L. Brown, A. Pearl, Eugene Brusilovskiy, Michael J. Murray, Greg Townley, Erin M. Edwards, M. Salzer","doi":"10.1352/2326-6988-10.3.213","DOIUrl":"https://doi.org/10.1352/2326-6988-10.3.213","url":null,"abstract":"\u0000 Adults with autism spectrum disorder (ASD) demonstrate low levels of community participation, though no studies have examined the perceived value and satisfaction when assessing community participation among young adults with ASD. Using the Temple University Community Participation measure, young adults with and without ASD were compared on the frequency, perceived importance, and satisfaction of community participation. Adults with ASD participated less frequently in participation areas and identified fewer important participation areas. Importantly, no differences were reported in satisfaction with participation between the two groups despite adults with ASD participating less frequently in the community. Results suggest a need for further exploration of predictors of poor community participation in adults with ASD, as well as effective interventions targeting community participation in this population.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46307434","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
Experiences of Korean Fathers of Children With Autism in the United States 自闭症儿童的韩国父亲在美国的经历
Inclusion (Washington, D.C.) Pub Date : 2022-09-01 DOI: 10.1352/2326-6988-10.3.183
Veronica Y. Kang, Sunyoung Kim, Michael K. Thomas
{"title":"Experiences of Korean Fathers of Children With Autism in the United States","authors":"Veronica Y. Kang, Sunyoung Kim, Michael K. Thomas","doi":"10.1352/2326-6988-10.3.183","DOIUrl":"https://doi.org/10.1352/2326-6988-10.3.183","url":null,"abstract":"\u0000 There is an increasing number of culturally diverse individuals, particularly Asians, identified with autism spectrum disorder (ASD) in the United States. Nevertheless, research on culturally diverse caregivers, especially fathers, of children with ASD is scarce. Thus, this phenomenological study explored the essence of shared experiences of Korean fathers of children with ASD in the United States. Five fathers who have a child with ASD participated in a semistructured interview with a Korean-English bilingual researcher. Follow-up interviews and field notes were used for triangulation as a part of data analysis. The fathers' narratives regarding family characteristics, interactions, and functioning are discussed in alignment with the family systems theory. The findings provide recommendations for future practice and research.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41980837","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
Employers' Perspectives on Individuals With IDD in Community Integrated Employment Settings: A Scoping Review 雇主对社区综合就业环境中IDD患者的看法：范围界定综述
Inclusion (Washington, D.C.) Pub Date : 2022-09-01 DOI: 10.1352/2326-6988-10.3.226
Lindsay S. Athamanah, Keeley White, Connie Sung, M. Fisher, G. Leader
{"title":"Employers' Perspectives on Individuals With IDD in Community Integrated Employment Settings: A Scoping Review","authors":"Lindsay S. Athamanah, Keeley White, Connie Sung, M. Fisher, G. Leader","doi":"10.1352/2326-6988-10.3.226","DOIUrl":"https://doi.org/10.1352/2326-6988-10.3.226","url":null,"abstract":"\u0000 Individuals with intellectual and developmental disabilities (IDD) experience high rates of unemployment and underemployment. Although research often focuses on job training and preparing people with IDD for work, few address the perspectives of the employers toward the employment of people with IDD. In this scoping review, research on the perspectives of employers of individuals with IDD working in community integrated employment settings were identified and evaluated. Findings revealed varying research trends by country and journal type since the 1960s, such as the finding that <50% of employers have prior experience working/hiring individuals with IDD and that studies have been conducted globally using primarily a quantitative/descriptive methodology and informal nonvalidated survey tools. Limitations and implications for future research are provided.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48318739","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
Disability Eligibility Patterns in Head Start Programs: A Comparison of Puerto Rico and the United States 领先项目中的残疾资格模式：波多黎各和美国的比较
Inclusion (Washington, D.C.) Pub Date : 2022-05-20 DOI: 10.1352/2326-6988-10.2.134
Keysha Martinez-Torres, S. Camarata
{"title":"Disability Eligibility Patterns in Head Start Programs: A Comparison of Puerto Rico and the United States","authors":"Keysha Martinez-Torres, S. Camarata","doi":"10.1352/2326-6988-10.2.134","DOIUrl":"https://doi.org/10.1352/2326-6988-10.2.134","url":null,"abstract":"\u0000 Population-based research can identify eligibility patterns across e disabilities and cultures, and the Head Start ECLKC gathers relatively controlled data of students in the United States (U.S.) and Puerto Rico, providing an opportunity to directly compare cultures. We compared preschool diagnostic eligibility categories in the U.S. and Puerto Rico for speech/language impairment (SI), autism spectrum disorder (ASD), developmental delay (DD), and intellectual disability (ID) across three years (2016–2018). We observed higher reporting of ASD & SI in Puerto Rico as compared to the U.S., suggesting increased awareness and education towards these diagnoses. While there was higher identification for SI and ASD, there was lower identification for DD and ID in Puerto Rico, suggesting that cultural differences impact how these disabilities are defined and assessed.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46229518","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
Postsecondary Success Stories: Perspectives of Adults With Intellectual and Developmental Disabilities 中学后的成功故事:智力和发育障碍成人的视角
Inclusion (Washington, D.C.) Pub Date : 2022-05-20 DOI: 10.1352/2326-6988-10.2.104
Katherine R. Brendli, Lindsay A Kozachuk
{"title":"Postsecondary Success Stories: Perspectives of Adults With Intellectual and Developmental Disabilities","authors":"Katherine R. Brendli, Lindsay A Kozachuk","doi":"10.1352/2326-6988-10.2.104","DOIUrl":"https://doi.org/10.1352/2326-6988-10.2.104","url":null,"abstract":"\u0000 The Individuals With Disabilities Education Act (IDEA) of 2004 highlights the need for special education and related personnel to prepare youth with disabilities for adulthood, particularly in the areas of postsecondary education, employment, and independent living. In accordance with this policy, our study used qualitative case reporting to examine the personal perspectives of three adults with IDD in the outcome domains outlined by the IDEA. Using positive psychology and self-determination theories, we sought to better understand the diverse factors that contributed to the participants' “successes” in these areas. Results revealed a series of evidence-based predictors of success contributed to overcoming challenges to employment, postsecondary education, and independent living for participants. Implications for research, policy, and practice are discussed.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46345362","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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