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6 Resetting the Clock 6重置时钟
Inclusion (Washington, D.C.) Pub Date : 2021-10-31 DOI: 10.1515/9780824890186-008
{"title":"6 Resetting the Clock","authors":"","doi":"10.1515/9780824890186-008","DOIUrl":"https://doi.org/10.1515/9780824890186-008","url":null,"abstract":"","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44754704","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
The Threat of Demoralization 道德败坏的威胁
Inclusion (Washington, D.C.) Pub Date : 2021-10-31 DOI: 10.2307/j.ctv1fqvm24.12
{"title":"The Threat of Demoralization","authors":"","doi":"10.2307/j.ctv1fqvm24.12","DOIUrl":"https://doi.org/10.2307/j.ctv1fqvm24.12","url":null,"abstract":"","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68790723","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
Index 指数
Inclusion (Washington, D.C.) Pub Date : 2021-10-31 DOI: 10.2307/j.ctv1fqvm24.24
{"title":"Index","authors":"","doi":"10.2307/j.ctv1fqvm24.24","DOIUrl":"https://doi.org/10.2307/j.ctv1fqvm24.24","url":null,"abstract":"","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47101730","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
Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations 自我倡导干预对有智力和发育障碍的黑人大学生申请学术住宿能力的影响
Inclusion (Washington, D.C.) Pub Date : 2021-08-31 DOI: 10.1352/2326-6988-9.3.225
Katherine R. Brendli, LaRon A. Scott, Yaoying Xu, Colleen A. Thoma, D. Holzberg
{"title":"Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations","authors":"Katherine R. Brendli, LaRon A. Scott, Yaoying Xu, Colleen A. Thoma, D. Holzberg","doi":"10.1352/2326-6988-9.3.225","DOIUrl":"https://doi.org/10.1352/2326-6988-9.3.225","url":null,"abstract":"\u0000 Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46062298","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
Equity for People of Color With Intellectual and Developmental Disabilities 有智力和发育障碍的有色人种的平等
Inclusion (Washington, D.C.) Pub Date : 2021-08-31 DOI: 10.1352/2326-6988-9.3.154
LaRon A. Scott, Colleen A. Thoma
{"title":"Equity for People of Color With Intellectual and Developmental Disabilities","authors":"LaRon A. Scott, Colleen A. Thoma","doi":"10.1352/2326-6988-9.3.154","DOIUrl":"https://doi.org/10.1352/2326-6988-9.3.154","url":null,"abstract":"","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781211","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
Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms 探索种族和民族边缘化残疾学生在全纳通识课堂中的自决结果
Inclusion (Washington, D.C.) Pub Date : 2021-08-31 DOI: 10.1352/2326-6988-9.3.189
K. Shogren, LaRon A. Scott, Tyler A. Hicks, Sheida K. Raley, Mayumi Hagiwara, Jesse R. Pace, Daria Gerasimova, Abdulaziz H. Alsaeed, Jessie C. Kiblen
{"title":"Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms","authors":"K. Shogren, LaRon A. Scott, Tyler A. Hicks, Sheida K. Raley, Mayumi Hagiwara, Jesse R. Pace, Daria Gerasimova, Abdulaziz H. Alsaeed, Jessie C. Kiblen","doi":"10.1352/2326-6988-9.3.189","DOIUrl":"https://doi.org/10.1352/2326-6988-9.3.189","url":null,"abstract":"\u0000 Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills are critical to enable positive postsecondary outcomes (e.g., competitive and integrated employment, community access participation). However, racially and ethnically marginalized students with disabilities might experience fewer opportunities to build self-determination due to systemic issues (e.g., absence of policies emphasizing equity and racial justice, lack of understanding of students' social and cultural capital). The present study is an initial, exploratory analysis to determine if students with disabilities from racially and ethnically marginalized backgrounds reported different self-determination outcomes as they engaged in the Self-Determined Learning Model of Instruction (SDLMI) in inclusive, general education classrooms. Findings suggested African American/Black students with and without disabilities as well as Hispanic/Latinx students without disabilities scored highest in self-determination at the beginning of the academic year (baseline) and that including disability status crossed with race/ethnicity as a predictor of self-determination baseline improved understanding of the data patterns. Implications for systemic changes to enable equitable education across research and practice are discussed.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47697400","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: 10
Propositions for Race-Based Research in Intellectual and Developmental Disabilities 基于种族的智力和发育障碍研究主张
Inclusion (Washington, D.C.) Pub Date : 2021-08-31 DOI: 10.1352/2326-6988-9.3.156
K. Johnson, M. Bogenschutz, Kierra Peak
{"title":"Propositions for Race-Based Research in Intellectual and Developmental Disabilities","authors":"K. Johnson, M. Bogenschutz, Kierra Peak","doi":"10.1352/2326-6988-9.3.156","DOIUrl":"https://doi.org/10.1352/2326-6988-9.3.156","url":null,"abstract":"\u0000 A nuanced understanding of disparities impacting racialized people with intellectual and developmental disabilities (IDD) requires scholars employ research methods that make visible the structural factors that influence outcomes. Following the work of Tukufu Zuberi and Eduardo Bonilla-Silva, we explore race-based methodological considerations for disparities research with Black people with IDD. Specifically, we discuss (a) structural racism in research methods, employing disability critical race theory as a framework, (b) the absence of Black voices and Black scholarship, (c) the abstraction and misuse of race as a variable, and (d) mapping race as a point of discussion in the IDD discourse. Implications for research are discussed and recommendations for contextualizing race, ensuring equity in representation and dissemination, and amplifying the voices of Black scholars are provided.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47578846","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: 11
I'm Trying to Make Myself Happy: Black Students With Intellectual and Developmental Disabilities and Families on Promoting Self-Determination During Transition 我正在努力让自己快乐：有智力和发育障碍的黑人学生和家庭在过渡期间促进自决
Inclusion (Washington, D.C.) Pub Date : 2021-08-31 DOI: 10.1352/2326-6988-9.3.170
LaRon A. Scott, Colleen A. Thoma, Tonya Gokita, Lauren P Bruno, A. Ruiz, Katherine R. Brendli, Joshua P. Taylor, Vivian E. Vitullo
{"title":"I'm Trying to Make Myself Happy: Black Students With Intellectual and Developmental Disabilities and Families on Promoting Self-Determination During Transition","authors":"LaRon A. Scott, Colleen A. Thoma, Tonya Gokita, Lauren P Bruno, A. Ruiz, Katherine R. Brendli, Joshua P. Taylor, Vivian E. Vitullo","doi":"10.1352/2326-6988-9.3.170","DOIUrl":"https://doi.org/10.1352/2326-6988-9.3.170","url":null,"abstract":"\u0000 Promoting self-determination for students with disabilities has proven to be a critical component of effective transition planning. However, researchers seldom consider race when promoting self-determination for people with disabilities. The purpose of the current phenomenological research investigation was to explore how Black youth with intellectual and developmental disabilities (IDD) and their families explain transition planning experiences that promote and hinder self-determination. We found that participants in the current study experienced some hurdles during their transition experiences that they perceive are rooted in systemic and structural racism and ableism that prompted advocacy, family engagement, inclusion, building knowledge of rights, and other emergent strategies to promote self-determination. Findings from the current preliminary investigation have implications for transition and self-determination research, as well as improving the quality of services and support for Black youth with IDD and their families.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49626046","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: 12
Parents Taking Action: Adapting a Peer-to-Peer Program for Parents Raising Black Children With Autism 父母采取行动:为养育患有自闭症的黑人儿童的父母调整一个对等项目
Inclusion (Washington, D.C.) Pub Date : 2021-08-31 DOI: 10.1352/2326-6988-9.3.205
Sarah Dababnah, Wendy E Shaia, Irang Kim, S. Magaña
{"title":"Parents Taking Action: Adapting a Peer-to-Peer Program for Parents Raising Black Children With Autism","authors":"Sarah Dababnah, Wendy E Shaia, Irang Kim, S. Magaña","doi":"10.1352/2326-6988-9.3.205","DOIUrl":"https://doi.org/10.1352/2326-6988-9.3.205","url":null,"abstract":"\u0000 We report on the adaptation and delivery of a peer-led, 14-session manualized program, Parents Taking Action, among parents raising Black children with autism in low-income neighborhoods. We engaged a community advisory group made up of parents and grandparents of Black children with autism, a Black self-advocate, clinicians, and other stakeholders to culturally adapt the intervention. Three Parent Leaders delivered the program to seven Black mothers of children with autism. We collected and analyzed quantitative and qualitative data on intervention implementation. Our study revealed key participation barriers and facilitators facing families of Black children with autism, particularly financial and other material burdens, which can inform efforts to better serve parents experiencing the effects of poverty and racism.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42238458","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: 11
Choosing Home: The Impact of Choosing Where to Live on People With Intellectual and Developmental Disabilities' Emergency Department Utilization 选择家:选择居住地点对智力和发育障碍患者急诊科使用率的影响
Inclusion (Washington, D.C.) Pub Date : 2021-06-01 DOI: 10.1352/2326-6988-9.2.92
Carli Friedman
{"title":"Choosing Home: The Impact of Choosing Where to Live on People With Intellectual and Developmental Disabilities' Emergency Department Utilization","authors":"Carli Friedman","doi":"10.1352/2326-6988-9.2.92","DOIUrl":"https://doi.org/10.1352/2326-6988-9.2.92","url":null,"abstract":"\u0000 Social determinants of health are conditions, factors, and environments that impact people's health. One such metric of people's health is emergency department utilization, but there is less research exploring how social determinants impact the emergency department use of people with intellectual and developmental disabilities (IDD). This exploratory study examined the relationship between people with IDD choosing where and with whom to live—a social determinant of health—and emergency department utilization. We analyzed secondary Personal Outcome Measures data, and emergency department data from 251 people with IDD. Our findings revealed people with IDD who chose where and with whom to live had a 74% decrease in emergency department visits, regardless of their impairment severity. Choice in housing may improve people with IDD's health outcomes.","PeriodicalId":93183,"journal":{"name":"Inclusion (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49145670","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
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