Lisa Engel, Taryn Rampling, Emma J Brautigan, Tamika Bazin, Kelsey Dilts, Taylor Williams, Thalin M Dyck, Ellie M Jack, Heather Colquhoun
{"title":"加拿大残疾人金融教育项目的回顾与咨询。","authors":"Lisa Engel, Taryn Rampling, Emma J Brautigan, Tamika Bazin, Kelsey Dilts, Taylor Williams, Thalin M Dyck, Ellie M Jack, Heather Colquhoun","doi":"10.1177/00084174221129947","DOIUrl":null,"url":null,"abstract":"<p><p><b>Background.</b> Individuals or persons who live with a disability (PWD) can experience unique financial occupation challenges. Financial education programs can address some challenges. <b>Purpose.</b> The aim of this study was to describe and critically appraise current financial education programs for PWD in Canada. <b>Method.</b> This environmental scan framed by scoping review methods included a critical appraisal of Canadian programs' online content and provider consultations. Researchers used four search methods to identify programs, interviewed service providers from four Canadian programs, and thematically analyzed interview transcripts. <b>Findings.</b> Researchers identified 134 programs; 50 (37.3%) included services. The online content of only 26 (19%) programs explicitly addressed accessibility; 106 (79%) programs' content was at least college reading level. The qualitative results include three themes: (a) individualized approach, (b) \"getting the word out\", and (c) service growth. <b>Implications.</b> There are financial education programs specific to PWD in Canada. Accessibility, individualization, advocacy, and development are needed.</p>","PeriodicalId":49097,"journal":{"name":"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie","volume":"90 3","pages":"257-268"},"PeriodicalIF":1.6000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/2d/61/10.1177_00084174221129947.PMC10422852.pdf","citationCount":"0","resultStr":"{\"title\":\"Review and Consultations of Canadian Financial Education Programs for Individuals with Disabilities.\",\"authors\":\"Lisa Engel, Taryn Rampling, Emma J Brautigan, Tamika Bazin, Kelsey Dilts, Taylor Williams, Thalin M Dyck, Ellie M Jack, Heather Colquhoun\",\"doi\":\"10.1177/00084174221129947\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p><b>Background.</b> Individuals or persons who live with a disability (PWD) can experience unique financial occupation challenges. Financial education programs can address some challenges. <b>Purpose.</b> The aim of this study was to describe and critically appraise current financial education programs for PWD in Canada. <b>Method.</b> This environmental scan framed by scoping review methods included a critical appraisal of Canadian programs' online content and provider consultations. Researchers used four search methods to identify programs, interviewed service providers from four Canadian programs, and thematically analyzed interview transcripts. <b>Findings.</b> Researchers identified 134 programs; 50 (37.3%) included services. The online content of only 26 (19%) programs explicitly addressed accessibility; 106 (79%) programs' content was at least college reading level. The qualitative results include three themes: (a) individualized approach, (b) \\\"getting the word out\\\", and (c) service growth. <b>Implications.</b> There are financial education programs specific to PWD in Canada. Accessibility, individualization, advocacy, and development are needed.</p>\",\"PeriodicalId\":49097,\"journal\":{\"name\":\"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie\",\"volume\":\"90 3\",\"pages\":\"257-268\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/2d/61/10.1177_00084174221129947.PMC10422852.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/00084174221129947\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"REHABILITATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Journal of Occupational Therapy-Revue Canadienne D Ergotherapie","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/00084174221129947","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"REHABILITATION","Score":null,"Total":0}
Review and Consultations of Canadian Financial Education Programs for Individuals with Disabilities.
Background. Individuals or persons who live with a disability (PWD) can experience unique financial occupation challenges. Financial education programs can address some challenges. Purpose. The aim of this study was to describe and critically appraise current financial education programs for PWD in Canada. Method. This environmental scan framed by scoping review methods included a critical appraisal of Canadian programs' online content and provider consultations. Researchers used four search methods to identify programs, interviewed service providers from four Canadian programs, and thematically analyzed interview transcripts. Findings. Researchers identified 134 programs; 50 (37.3%) included services. The online content of only 26 (19%) programs explicitly addressed accessibility; 106 (79%) programs' content was at least college reading level. The qualitative results include three themes: (a) individualized approach, (b) "getting the word out", and (c) service growth. Implications. There are financial education programs specific to PWD in Canada. Accessibility, individualization, advocacy, and development are needed.
期刊介绍：
The Canadian Journal of Occupational Therapy was first published in September 1933. Since that time, it has fostered advancement and growth in occupational therapy scholarship. The mission of the journal is to provide a forum for leading-edge occupational therapy scholarship that advances theory, practice, research, and policy. The vision is to be a high-quality scholarly journal that is at the forefront of the science of occupational therapy and a destination journal for the top scholars in the field, globally.
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