发布求助
文献互助 智能选刊 最新文献

Inclusion (Washington, D.C.)最新文献

筛选
英文 中文
Use of an iPhone to Enhance Interpersonal Daily Living Skills in the Community for Adolescents With Autism Spectrum Disorder 使用iPhone提高自闭症谱系障碍青少年社区人际日常生活技能
Inclusion (Washington, D.C.) Pub Date : 2022-05-20 DOI: 10.1352/2326-6988-10.2.91
Lindsey L. Wahlbrink
{"title":"Use of an iPhone to Enhance Interpersonal Daily Living Skills in the Community for Adolescents With Autism Spectrum Disorder","authors":"Lindsey L. Wahlbrink","doi":"10.1352/2326-6988-10.2.91","DOIUrl":"https://doi.org/10.1352/2326-6988-10.2.91","url":null,"abstract":"\u0000 This study examined the use of an iPhone and the List Recorder Application to teach three adolescents with autism spectrum disorder to acquire, maintain, and generalize interpersonal daily living skills (DLS) in a community setting. A multiple probe design across participants was used to teach participants to use interpersonal DLS to order and purchase coffee and a snack. All three participants demonstrated an increase in their use of interpersonal skills in the community. Participants were able to maintain these skills once the intervention was removed during follow-up and to generalize these skills to a novel community setting. Results indicate that the use of mobile technology can effectively be used to teach DLS, inclusive of interpersonal skills, entirely in a community setting.","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":"48297068","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
Literacy Learning Among Students With Complex Support Needs in Postsecondary Education Programs: A Scoping Literature Review 中等后教育项目中有复杂支持需求的学生的识字学习：范围界定文献综述
Inclusion (Washington, D.C.) Pub Date : 2022-05-20 DOI: 10.1352/2326-6988-10.2.118
S. R. Copeland, Alison L. Zagona
{"title":"Literacy Learning Among Students With Complex Support Needs in Postsecondary Education Programs: A Scoping Literature Review","authors":"S. R. Copeland, Alison L. Zagona","doi":"10.1352/2326-6988-10.2.118","DOIUrl":"https://doi.org/10.1352/2326-6988-10.2.118","url":null,"abstract":"\u0000 Although valuable for an individual's quality of life and participation in society, many individuals with complex support needs (CSN) do not receive appropriate literacy instruction. Recent expansion of postsecondary education opportunities for individuals with CSN offers new opportunities for continued literacy skill development (e.g., participation in coursework, employment, social activities). This scoping review explored existing research to understand how students with CSN experience literacy learning opportunities in postsecondary education. Results reveal a need for future research to include as participants individuals who are reading at pre-first grade levels and to investigate opportunities to acquire or develop literacy skills for these students within inclusive university classes with students who do not have disabilities. Implications for future research 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":"41679273","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
Experiences of Parents of Young Adults With Disabilities and Co-Occurring Mental Health Disorders 青少年残疾与并发精神健康障碍的父母经验
Inclusion (Washington, D.C.) Pub Date : 2022-05-20 DOI: 10.1352/2326-6988-10.2.147
Jodi M. Duke, G. Francis, M. Fujita
{"title":"Experiences of Parents of Young Adults With Disabilities and Co-Occurring Mental Health Disorders","authors":"Jodi M. Duke, G. Francis, M. Fujita","doi":"10.1352/2326-6988-10.2.147","DOIUrl":"https://doi.org/10.1352/2326-6988-10.2.147","url":null,"abstract":"\u0000 This study examined the experiences of parents of young adults (YAs) with disabilities and co-occurring mental health disorders (D/MH). As these students leave high school, parents become primary providers of support, yet little is known about the challenges these parents face. Researchers used a basic interpretive approach to analyze qualitative data from parents of YAs with D/MH. Participants described (a) experience seeking YA's diagnoses, (b) impact of YA needs, (c) parent needs, and (d) recommendations for professionals and parents. Implications for practice include greater collaboration and training between school and mental health professionals and mental health training to professionals and families. Future research should explore the experiences of family units to determine coping strategies used across family members.","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":"47751554","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
Characteristics of Higher Education Programs Enrolling Students With Intellectual Disability in the United States 美国招收智障学生的高等教育项目的特点
Inclusion (Washington, D.C.) Pub Date : 2022-02-25 DOI: 10.1352/2326-6988-10.1.35
Meg Grigal, Clare K. Papay, C. Weir, D. Hart, Matthew L. McClellan
{"title":"Characteristics of Higher Education Programs Enrolling Students With Intellectual Disability in the United States","authors":"Meg Grigal, Clare K. Papay, C. Weir, D. Hart, Matthew L. McClellan","doi":"10.1352/2326-6988-10.1.35","DOIUrl":"https://doi.org/10.1352/2326-6988-10.1.35","url":null,"abstract":"\u0000 Significant advancements resulting from various legislative and grant initiatives have resulted in increases in higher education programs enrolling students with intellectual disability (ID). Information about program practices in admissions, academic access, employment, campus housing, and extracurricular activities was gathered via a national survey and offered to the public via a searchable directory. The current study provides a descriptive analysis of these survey data, addressing demographic structure and costs, as well as domains of practice including academic access, career development and employment, campus engagement, and credential attainment in higher education programs for students with ID from a sample of 257 programs. Comparisons to findings from a 2009 survey are offered when applicable and implications for practice, research, and policy are discussed.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48673796","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: 8
Observing Inclusion in STEM Classes: Academic and Social Participation of Students With and Without Intellectual and Developmental Disabilities 观察STEM课堂的包容性:有和没有智力和发育障碍的学生的学术和社会参与
Inclusion (Washington, D.C.) Pub Date : 2022-02-25 DOI: 10.1352/2326-6988-10.1.1
Emily M. Kuntz, E. Carter, Kaitlyn Cassady, Victoria F. Knight
{"title":"Observing Inclusion in STEM Classes: Academic and Social Participation of Students With and Without Intellectual and Developmental Disabilities","authors":"Emily M. Kuntz, E. Carter, Kaitlyn Cassady, Victoria F. Knight","doi":"10.1352/2326-6988-10.1.1","DOIUrl":"https://doi.org/10.1352/2326-6988-10.1.1","url":null,"abstract":"\u0000 Calls to support inclusive educational experiences for students with intellectual and developmental disabilities (IDD) have been longstanding. General education STEM classes may provide a rich context for promoting the inclusion of these students within a relevant curricular area. To assess inclusive class participation, we directly observed 15 secondary students with IDD—along with a comparison group of their classmates without disabilities—in STEM-related classes. We focused on academic, social, and contextual measures. Although some similarities were found in the academic and social participation of students and their classmates, key differences were observed in the areas of what they learned, who they conversed with, and how they learned. We present recommendations for future research and practice aimed at strengthening inclusive educational experiences.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45749784","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: 3
Faculty Perspectives on the Appeal and Impact of Including College Students With Intellectual Disability 从教师的角度看招收智障大学生的吸引力和影响
Inclusion (Washington, D.C.) Pub Date : 2022-02-25 DOI: 10.1352/2326-6988-10.1.71
Lauren E. McCabe, Cassandra Hall, E. Carter, E. Lee, Lauren Bethune-Dix
{"title":"Faculty Perspectives on the Appeal and Impact of Including College Students With Intellectual Disability","authors":"Lauren E. McCabe, Cassandra Hall, E. Carter, E. Lee, Lauren Bethune-Dix","doi":"10.1352/2326-6988-10.1.71","DOIUrl":"https://doi.org/10.1352/2326-6988-10.1.71","url":null,"abstract":"\u0000 Supporting the academic engagement of students with intellectual disability is a central focus of the inclusive postsecondary education (IPSE) movement. In this study, we used focus group interviews to explore the views of 23 university faculty involved in teaching college students with intellectual disability in traditional courses. We asked faculty about their motivations for offering inclusive courses, how they were affected by the experience, and how they perceived classmates were impacted. Faculty discussed a range of factors that drew them to this inclusive teaching experience and highlighted multiple ways in which they and their students were positively impacted by the enrollment of students with intellectual disability. We offer recommendations for research and practice aimed at expanding and strengthening the academic experiences of college students with intellectual disability within IPSE programs.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43699901","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
Promoting Self-Determination in Community Contexts: Experiences With Implementing the Self-Determined Learning Model of Instruction 在社区环境中促进自我决定:实施自主学习教学模式的经验
Inclusion (Washington, D.C.) Pub Date : 2022-02-25 DOI: 10.1352/2326-6988-10.1.53
Evan E. Dean, Mayumi Hagiwara, Jennifer Jones, Kami L. Gallus, K. Shogren
{"title":"Promoting Self-Determination in Community Contexts: Experiences With Implementing the Self-Determined Learning Model of Instruction","authors":"Evan E. Dean, Mayumi Hagiwara, Jennifer Jones, Kami L. Gallus, K. Shogren","doi":"10.1352/2326-6988-10.1.53","DOIUrl":"https://doi.org/10.1352/2326-6988-10.1.53","url":null,"abstract":"\u0000 This article describes a pilot project focused on creating opportunities for self-determination to enhance the community participation outcomes of adults with intellectual and developmental disabilities using the Self-Determined Learning Model of Instruction (SDLMI). The pilot project grew out of a partnership between researchers at a university and the state's developmental disabilities services system in their state and emerged from collaborative discussions of needs in the community. The purpose of the project was to (a) investigate effective ways to deliver the SDLMI in a community context and (b) identify the systemic changes needed to enable scaling-up of supports for self-determination. This article introduces a framework for implementing the SDLMI in the community and highlight lessons learned through community-based implementation.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43336211","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
Measuring Four Personal Opportunities for Adults With Intellectual and Developmental Disabilities. 测量智力和发育障碍成人的四种个人机会。
Inclusion (Washington, D.C.) Pub Date : 2022-01-01 DOI: 10.1352/2326-6988-10.1.19
Seb M Prohn, Parthenia Dinora, Michael D Broda, Matthew Bogenschutz, Sarah Lineberry
{"title":"Measuring Four Personal Opportunities for Adults With Intellectual and Developmental Disabilities.","authors":"Seb M Prohn,&nbsp;Parthenia Dinora,&nbsp;Michael D Broda,&nbsp;Matthew Bogenschutz,&nbsp;Sarah Lineberry","doi":"10.1352/2326-6988-10.1.19","DOIUrl":"https://doi.org/10.1352/2326-6988-10.1.19","url":null,"abstract":"<p><p>This study tests an empirically derived model for measuring personal opportunities for people with intellectual and developmental disabilities (IDD) using National Core Indicators In-Person Survey (NCI-IPS) state and national datasets. The four personal opportunities measured, (a) privacy rights, (b) everyday choice, (c) community participation, and (d) expanded friendships, were informed by existing conceptualizations of service as well as NCI-IPS measures. Analyses confirmed the fit of a four-factor model and demonstrated that factors were significantly and positively correlated. To demonstrate the relationships between personal opportunities and personal and environmental characteristics, we estimated a structural equation model that regressed personal opportunities on age, gender, place of residence, and level of intellectual disability. Implications for using personal opportunities for evaluating service quality of IDD systems are discussed.</p>","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"10 1","pages":"19-34"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9201575/pdf/nihms-1717546.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40026027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Direct Support Professional and Frontline Supervisor Perspectives on Work-Life in a Pandemic. 直接支持专业人员和一线主管对大流行中工作-生活的看法
Inclusion (Washington, D.C.) Pub Date : 2022-01-01 DOI: 10.1352/2326-6988-10.4.314
Sarah A Hall, Lynda Lahti Anderson, Sandra L Pettingell, Alicia Zhang, Julie Bershadsky, Amy Hewitt, Jerry Smith
{"title":"Direct Support Professional and Frontline Supervisor Perspectives on Work-Life in a Pandemic.","authors":"Sarah A Hall, Lynda Lahti Anderson, Sandra L Pettingell, Alicia Zhang, Julie Bershadsky, Amy Hewitt, Jerry Smith","doi":"10.1352/2326-6988-10.4.314","DOIUrl":"10.1352/2326-6988-10.4.314","url":null,"abstract":"<p><p>Direct support professionals (DSPs) and frontline supervisors (FLSs) play an invaluable role in delivering home and community-based services to people with intellectual and developmental disabilities (IDD). DSPs provide support with employment, community living, developing social connections, health and well-being, and many other areas. FLSs' primary responsibility is to provide direction and guidance to DSPs in their work; however, they also frequently provide direct support to people with IDD. This workforce has been in crisis with high turnover and vacancy which threaten the inclusion of individuals with disabilities in their communities. The COVID-19 pandemic exacerbated an already fraught situation.</p>","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":"314-326"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10961920/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47947347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Commentary on the 12th Edition of Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports 《智力残疾：定义、诊断、分类和支持系统》第12版述评
Inclusion (Washington, D.C.) Pub Date : 2021-11-23 DOI: 10.1352/2326-6988-9.4.304
K. Shogren
{"title":"Commentary on the 12th Edition of Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports","authors":"K. Shogren","doi":"10.1352/2326-6988-9.4.304","DOIUrl":"https://doi.org/10.1352/2326-6988-9.4.304","url":null,"abstract":"","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"75 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41258564","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: 58
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信